Training Educators to Collect Accurate Descriptive-Assessment Data

Autor/inn/en	Pence, Sacha T.; St. Peter, Claire C.
Titel	Training Educators to Collect Accurate Descriptive-Assessment Data
Quelle	In: Education and Treatment of Children, 41 (2018) 2, S.197-222 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Teacher Education; Data Collection; Accuracy; Research Methodology; Evaluation Methods; Video Technology; Student Behavior; Behavior Problems; Special Education Teachers; Experiments; Professional Personnel; Masters Programs; Caregiver Child Relationship; Skill Development + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Data capture; Datensammlung; Research method; Forschungsmethode; Student behaviour; Schülerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Erprobung; Personalbestand; Magister course; Magisterstudiengang; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Descriptive assessments involve recording naturally occurring instances of behavior and corresponding antecedent and consequent events. Authors have argued for the use of two forms of descriptive assessment, structured and narrative Antecedent-Behavior-Consequence recording, because these methods may require little training. However, the extent to which minimal training produces accurate data with these methods is unknown. During Experiment 1, we examined teachers' accuracy when recording descriptive data from videos. Accuracy on problem behavior did not improve over time, regardless of initial exposure to structured or narrative ABC recording. Teachers preferred the structured ABC recording sheet. During Experiment 2, we provided training to participants using an automated procedure that included practice and feedback. Accurate data collection on problem behavior increased for six participants after training. Data-collection accuracy was higher for environmental events involving the presentation of stimuli (demand and attention) than the absence of stimuli (escape and low attention). Participants displayed idiosyncratic preferences for the structured or the narrative ABC recording sheet. (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01