A Method for Recording Verbal Behavior in Free‐play Settings

Abstract

The present study attempted to test the reliability of a new method of recording verbal behavior in a free-play preschool setting. Six children, three normal and three speech impaired, served as subjects. Videotaped records of verbal behavior were scored by two experimentally naive observers. The results suggest that the system provides a means of obtaining reliable records of both normal and impaired speech, even when the subjects exhibit nonverbal behaviors (such as hyperactivity) that interfere with direct observation techniques.Obtaining reliable records of verbal behavior in preschool free-play setting poses a number of problems that are exacerbated if the verbal behavior is sufficiently aberrant to present detection difficulties to an observer. Children with moderate to severe speech impediments very often produce verbal behaviors that are difficult to record simply because their speech is foreign to the untrained ear. Even trained professionals may disagree on the type of verbal event emitted unless given an opportunity to hear the event more than once. Unfortunately, live observation in free-play settings provides but one opportunity to record a single verbal event.Other conditions can cause recording problems in free-play settings. The noise level in an average sized preschool classroom is often very high, particularly during a free-play period. An observer simply cannot hear a child under these conditions unless he is very close to the child. Close observation is often not practical during a free-play period because the children spend much of their time moving rapidly about the room. For example, running, jumping, sliding, and climbing are common activities observed in preschool free-play settings. Thus The conditions discussed above may account for the fact that very few researchers have attempted to record verbal behaviors in free-play settings. Usually, a teacher-structured situation is selected where noise and movement are controlled. Sometimes the children are removed from the classroom altogether. Risley and Reynolds (1970), for example, observed their children in a special room (one at a time) where audio taped records were obtained and later transcribed. Risley and Hart (1968) instructed observers to record verbal behaviors during a snack period. The children were divided into small groups and sat with a teacher who spoke with them while they ate their food. This type of structure usually ensures that only one or two children will talk at a time. Thus, the observer's task is made considerably easier. It is interesting to note that the children in this study were also observed during a free-play period; but only non-verbal behaviors were recorded. This type of experimenter control over child activity is commonly observed in research dealing with verbal behavior.A small number of researchers have attempted to study verbal behavior in free-play settings. Reynolds and Risley (1968) and Hart and Risley (1968) collected verbal samples by instructing observers to follow a child from one activity to an...

Reactivity to Home Observation: A Comparison of Audio Recorded Behavior With Observers Present or Absent1

“…In this constricted private setting, the intrusive effects of a live observer are especially apparent. For these reasons, several investigators have pioneered development of mechanical recording devices for obtaining naturalistic behavioral data (e.g., Bernal, Gibson, William, and Pesses, 1971;Hoshiko and Holloway, 1968;Nordquist, 1971;Purcell and Brady, 1965;Soskin and John, 1963 server present. In short, this study compared the behavior of children and parents at home as recorded by audiotape recordings in two conditions: with an observer present and with the observer absent.…”

Behavioral assessment of peer interaction and social functioning in institutional and structured settings

“…This type of analysis performed on Wintre and Webster's (1974) data yield reliabilities of 61(jZo, 85y0, 62v0, 7675, 73% and 0% for the Parton items and 80% reliability for the additional item. A possible explanation of low reliabilities could be the difficulty of rating verbal behavior (Nordquist, 1971) in a free-play situation in which several children are talking at any given interval. The preceding evidence indicates a need for a reliable and efficient behavioral assessment strategy.…”

Practical aspects of the use of radio telemetry in the behavioral sciences

“…Some researchers without special training in radio technology have developed their own RTel systems (Hoshiko & Holloway, 1968;Nordquist, 1971). The key is the use of small portable transmitters called "wireless microphones" (WM).…”

“…Many (Pronko, 1968;Schwitzgebel, Schwitzgebel, Pahnke, & Hurd, 1964) view the development of miniature radio transmitters as a means of correcting this deficiency, and studies exist demonstrating the feasibility of using such transmitters in behavioral research (Hoshiko & Holloway, 1968;Moos, 1968;Nordquist, 1971;Purcell & Brady, 1966;Soskin & John, 1963). This paper discusses practical aspects of the research use of radio voice telemetry (RTel) based on our 10 years' experience with the methodology.…”