Observation of Teacher and Student Behavior (Lewis et al.)

Question 1

What are the common purposes for direct observation of student behavior?

(Select all that apply)

diagnosing social and/or academic learning patterns

monitoring the progress and/or change of student behavior over time

providing static estimates of behavior

conducting research examining the relationship between a dependent and an independent variable

Answer 1

diagnosing social and/or academic learning patterns

monitoring the progress and/or change of student behavior over time

conducting research examining the relationship between a dependent and an independent variable

Question 2

Why is single-subject research methodology helpful in examining relationships between social and academic behavior interventions and student outcomes?

(Select all that apply)

It is simpler to implement than group research designs.

There is a history of depending on direct observation to document behavioral outcomes.

Applied Behavior Analysis has strong roots in the field of Emotional/Behavior Disorders.

Students diagnosed with Emotional Behavior Disorders differ greatly from each other.

Answer 2

There is a history of depending on direct observation to document behavioral outcomes.

Applied Behavior Analysis has strong roots in the field of Emotional/Behavior Disorders.

Students diagnosed with Emotional Behavior Disorders differ greatly from each other.

Question 3

Which of the follow are true regarding event-based observation systems?

(Select all that apply)

The target behavior is recorded every time it meets the operational definition within the observation period.

The target behavior is recorded every time it meets the operational definition within a prescribed interval.

The target behavior is recorded every time that it meets the operational definition at the end of a prescribed interval.

The duration of the target behavior is recorded every time that it meets the operational definition within the observation period.

Answer 3

The target behavior is recorded every time it meets the operational definition within the observation period.

The duration of the target behavior is recorded every time that it meets the operational definition within the observation period.

Question 4

Which of the following are variations that can occur within event-based observation systems?

(Select all that apply)

The observer can calculate the average amount of time engaged in a behavior across the observation period.

The observer can calculate percentage of intervals in which the target behavior occurred.

The observer can calculate a percentage of opportunities in which a student responded appropriately.

The observer can calculate the total time engaged in the target behavior within the observation period.

Answer 4

The observer can calculate the average amount of time engaged in a behavior across the observation period.

The observer can calculate a percentage of opportunities in which a student responded appropriately.

The observer can calculate the total time engaged in the target behavior within the observation period.

Question 5

Recording behavior according to whether the student engaged in the target behavior at the end of the interval describes_________.

.

Answer 5

momentary time sampling

Question 6

Recording behavior according to whether the student engaged in the target behavior during the entire interval describes ______.

Answer 6

whole interval recording

Question 7

Recording behavior according to whether the student engaged in the target behavior during any portion of the interval describes _______.

Answer 7

partial interval recording

Question 8

_____ recording and ____ interval recording are best for measuring high frequency behaviors.

Answer 8

duration
whole

Question 9

Duration recording and whole interval recording are best for measuring behaviors of______ durations.

Answer 9

unequal

Question 10

_____ recording and
_____ interval recording are best for low frequency behaviors.

Answer 10

event
partial

Question 11

Partial-interval recording and event recording are best for measuring behaviors of ____
durations.

Answer 11

short

Question 12

These are some of the teacher behaviors that were listed in the table titled, “Common Direct Observation Classroom Variables:”

-attention _______

-different types of instructional ____
(i.e. positive, negative, specific, unspecific)

-different types of ___
(i.e. positive, negative, specific, unspecific)

-time in which no ____
was provided (down time)

Answer 12

signal
prompts
feedback
instruction

Question 13

All of the following are some challenges that are associated with
______ data:

-There are many variables that might be important.
-Potentially important variables may occur in a quick stream of events.
-It is difficult to know how many direct observations are needed to establish a pattern.
he presence of a student with behavioral challenges may affect the teacher’s instructional behaviors.

Answer 13

direct observation

Question 14

Identifying and monitoring every potential variable is difficult, if not impossible. Which of the following possible variables is/are mentioned by the authors?

(Select all that apply)

number of students
teacher directions
negative feedback
time of day

Answer 14

all of the above

Question 15

Because we can only collect data on a small number of contextual variables, what must we do to maximize our identification of relevant contextual variables?

(Select all that apply)

maximize our use of technology

be zealous in our observations made prior to assessment

provide detail in our environmental analyses

provide adequate definitions of all potential contextual variables

Answer 15

maximize our use of technology

be zealous in our observations made prior to assessment

provide detail in our environmental analyses

Question 16

Which of the following guidelines are mentioned by the authors regarding how many direct observations are necessary and/or under what conditions?

(Select all that apply)

Observations should be completed under a range of conditions to identify differences in contexts.

Collecting more observations under a variety of conditions is the only real way to maximize the probability of identifying relationships.

The number and duration of observations necessary to constitute a pattern has yielded the information needed to provide adequate guidance.

Student behaviors that occur very infrequently will influence decisions about observation duration.

Answer 16

Observations should be completed under a range of conditions to identify differences in contexts.

Collecting more observations under a variety of conditions is the only real way to maximize the probability of identifying relationships.

Student behaviors that occur very infrequently will influence decisions about observation duration.

Question 17

Which of the following do the authors state regarding direct observation of missing variables?

(Select all that apply)

Operational definitions may not be sensitive to important qualities of social behavior that are obvious to others.

Global indicators are preferred when drawing inferences regarding non-observable constructs.

Direct observation might allow us to increase our ability to objectively measure descriptors such “warmth”.

Direct observation might allow us to study variables such as “warmth” in interactive rather than static ways.

Answer 17

Operational definitions may not be sensitive to important qualities of social behavior that are obvious to others.

Direct observation might allow us to increase our ability to objectively measure descriptors such “warmth”.

Direct observation might allow us to study variables such as “warmth” in interactive rather than static ways.

Question 18

Baer et al. (1987) suggested which of the following about direct observation?

(Select all that apply)

A single event in close proximity to the observation may sway the impression of how the student performed.

The quality of the direct observation is dependent upon how well the observer is trained.

The observer can be directly and frequently checked for reliability.

The observation may be affected by the teacher’s reaction to or impression of the treatment delivered.

Answer 18

The quality of the direct observation is dependent upon how well the observer is trained.

The observer can be directly and frequently checked for reliability.