CODING PROCEDURE FOR TEACHERS¹

Abstract

An observational technique for reliably estimating the per cent of time a student engages in appropriate and inappropriate classroom behavior is described. The regular classroom teacher can utilize the procedure without deviating from regular routine, and the obtained data can serve as a basis for dispensing token reinforcement.

An Evaluation of Time‐sample Measures of Behavior1

“…Reprints may be obtained from J. Powell, Department of Special Education, California State College, California, Pennsylvania 15419. behavior be exhibited throughout the interval (Born and Davis, 1974;Peterson, Cox, and Bijou, 1971), or any portion of it (Hall, Lund, and Jackson, 1968;Mitchell and Stoffelmayr, 1973). In momentary time-sampling, the behavior is assessed at regular (Bushell, Wrobel, and Michaelis, 1968) or irregular (Kubany and Sloggett, 1973) periods of time. If the behavior is exhibited at the moment of observation, an instance of its occurrence is recorded.…”

Home-based contingency management programs that teachers can use

“…As an additional cost reduction effort, some programs have been sensitive to the need to reduce consultant time (Kubany & Sloggett, 1973;Schumaker, Hovell, & Sherman, 1977) and costs to parents for reinforcers (Bristol, 1976). From the many studies reducing consultant, teacher, and parent training time while still modifying classroom behavior, it is apparent that programs working with "normal" classroom disruptive behavior should attempt to reduce the cost in terms of these resources.…”

The Functions of Assessment: Implications for Selection and Development of Devices for Assessing Repertoires in Clinical, Educational, and Other Settings

“…However, this should probably be qualified by pointing out that it is sometimes more efficient and more socially valid to measure the functional outcome or "impact" of the target behaviors, rather than the target behaviors themselves, such as measuring the frequency of dating in a client who has been taught several specific hetero-social skills to solve a problem he or she has identified as an inability to get dates. In fact, Gilbert (1978) (Hall, 1971;Hawkins, Axelrod, and Hall, 1976;Kubany and Sloggett, 1973) 2The author would argue that the primary responsibility of the practitioner is to document the direction (favorable vs. unfavorable) and amount of change occurring in the repertoire during teaching or treatment, and, in many clinical cases, the durability of that change. The use of research designs implies a research and development function, to be discussed later, not service delivery.…”