Post 1: (200 words or more)
Review Richards (2019) begining on page 57. Choose two recording types and discuss the following:
1. When should the recording type be used?
2. Provide an example of each chosen recording type.
Please answer these questions with the information acquired from the posts below. I don’t have the book.
Post 2: (50 words or more)
Recording procedures are critical in single subject research, aiding in the quantification of target behaviors and facilitating the assessment of social and ecological outcomes. Among the various methods available, frequency and interval recording stand out as two distinct approaches. Each method is tailored to specific circumstances, providing researchers with valuable insights into behavior patterns.
Frequency recording is a fundamental technique used when the number of occurrences of a behavior holds significance as the dependent variable. Employed in single subject research, it is particularly suitable for assessing event-based behaviors, such as interruptions during a class. In this method, the researcher simply tallies the instances of the target behavior within a fixed time frame, ensuring consistency in observation durations. For instance, if a student interrupts a teacher six times during a 30-minute math lesson and three times during a 30-minute science lesson, frequency recording allows for direct comparison. However, it becomes impractical if observation periods vary, as this compromises the comparability of recorded frequencies.
To illustrate, consider the case of Bill, a businessman with facial tics tracked inconsistently due to fluctuating observation times. While frequency recording cannot be applied due to inconsistent durations, rate measurement emerges as a viable alternative. Rate calculation involves dividing the number of responses observed by the length of the observation period, typically expressed in responses per minute or second. Despite its efficiency, rate recording may underestimate actual frequency if observation intervals are not uniform, as seen in Bill’s case.
Interobserver agreement serves as a vital quality check in both frequency and rate recording. By comparing recordings from multiple observers, discrepancies can be identified and addressed, enhancing the reliability of the data. In Bill’s scenario, where the accuracy of tic frequency recording is paramount, interobserver agreement helps ensure consistency and validity in the collected data.
In contrast, interval recording is employed when high-frequency behaviors render continuous measurement impractical. This method involves dividing observation sessions into short intervals and noting whether the behavior occurs within each interval. Whole interval recording, for instance, is suitable for behaviors with longer durations, capturing instances where the behavior persists throughout the entire interval. Conversely, momentary time sampling records behavior at specific moments within intervals, offering a snapshot of its occurrence.
Overall, the selection of recording procedures hinges on the nature of the target behavior and the research context. While frequency recording excels in quantifying discrete events within fixed time frames, interval recording proves invaluable for capturing high-frequency behaviors across extended observation sessions. By understanding the nuances of each method and their respective applications, researchers can effectively measure and analyze behavior patterns in single subject research.
Richards, S. B. (2019). Single subject research: Applications in educational settings (7th ed.). ISBN-13: 978-1337566698.
Post 3: (50 words or more)
In Richards (2019) the author identifies several recording techniques that can be used most appropriately to assess and describe behaviors in learning environments (Richards,2019). Indeed, interval and frequency recording are the most famous methods due to their specific use and efficacy in various situations. Interval recording is effective with behaviors that often happen within a certain duration or can be subdivided into small intervals and is effective in determining the presence or absence of certain behaviours in given intervals. As for the frequency recording method, it is most preferable for use where the observed behavior is likely to be bounded by time and, therefore, measured in terms of frequencies with a definite beginning and end.
Interval recording is most common when the behavior or event is constant or frequent; thus, counting each occurrence would require much time. The observation period is broken down into equal time intervals, and the behavior is recorded as being present or absent at some point during the interval. For instance, after implementing the interval recording technique, a teacher can record the on-task behaviour of a certain student within a 30-minute classroom period or lesson by splitting it into thirty-one-minute periods. In one-minute intervals, the teacher would note if the student is on-task at any point in time within the duration of the marked activities. Furthermore, it is helpful since it offers a proportion of the intervals in which the considered behaviour took place, allowing for an overall understanding of the student’s activity during the class. Interval recording is particularly useful when observing behavioral patterns of students in a classroom where the teacher is recording the occurrences of several students and cannot sustain one’s behaviour for the whole duration of observation.
Frequency recording is most helpful in instances where the behavior can be measured, and it has clear boundaries that differentiate between instances and non-instances of the behaviour. This method can involve an assessment of behavior incidences a certain number of times in a given period. For example, the special education teacher implementing the Frequency Recording method might tally the number of episodes in which the student raises his hand to answer questions in an hour-long lesson. Counting every time the student has raised their hand would provide accurate records of the frequency of this behavior among teachers. Frequency recording can be particularly informative when identifying an exact number of occurrences of a specific behaviour and is essential for assessing changes, for instance, in intervention programs aimed at increasing or decreasing certain behaviors.
In conclusion, interval recording and frequency recording are significant methods of conducting behavioral observation, and both have useful features in the context of various types of behaviour. Interval recording is most suitable if the behaviour is continuous or frequent because it responds in proportion to the rate of behaviour. In the meantime, an official recording is preferable when working with behaviors that differ from other acts, as it offers the actual number of occurrences. Identifying contexts where each type of material should be deployed enables the accurate assessment of learning and development, improving intervention and support in class.
Reference
Richards, S. B. (2019). Single subject research: Applications in educational settings (7th ed.). ISBN-13: 978-1337566698.