Ecological Theory and Methods for Research in Special Education

Abstract

The need for naturalistic research in special education is well-documented. The author discusses the substantive and methodological contributions which several disciplines can make to naturalistic research, and raises definitional issues. Historical roots and the current status of naturalistic research are discussed. Ecological theory, specifically behavior-setting theory, is described, as well as its implications for research. An ecological method called the chronolog is outlined, and selected studies using ecological methods are described in terms of their implications for special education research.The purpose of this paper is to describe theory and methods from ecological psychology and to suggest their application in special education research. The immediate objective is to increase the quantity and quality of naturalistic research on problems relating to exceptional children and the ecosystems surrounding them, which should ultimately lead to improved theory building and more effective program planning in special education. THE NEED FOR NATURALISTIC RESEARCHThe need for more ecological or naturalistic research on educational and developmental problems is well-documented. The problem is at least twofold. In the first place, there is no basic descriptive corpus of incidence and frequency of data on human behavior such as the natural sciences have on their phenomena. Barker (1968) notes, for example, that chemists can report that potassium (K) ranks seventh in order of abundance of elements, and constitutes about 2.59% of the igneous rocks of the earth's crust, but that the behavioral sciences have no such comparable data on phenomena such as playing, laughing, talking, conflict, etc. In the second place, although a sense of the complexity of behavior in the natural habitat is emerging, little information is available concerning how the variables interrelate in that natural habitat. Willems (1973) has been particularly eloquent with examples in this regard. Recent models of human development are also beginning to address more systematically such natural-habitat givens as complexity and interdependence; examples include a systems model

Individual and Environmental Determinants of Engagement in Autism

“…One child with DS and two with autism did not have intelligent quotients and were described in the psychological assessments as ''untestable.'' (Table 2) Collecting Behavioral Records Observers were trained in the methods of data collection of narrative records called chronologs (Scott, 1980) using an established training protocol (Bowman, 1980). Adequate chronolog records provide (a) an acceptable level of behavioral descriptions at the molar level, (b) an acceptable level of low inference descriptions, and (c) a time-line reference.…”

“…Adaptation occurred when the teachers and students acclimated to the presence of the observer. Specific behavioral observations based on the criteria established by Scott (1980) were used to evaluate adaptation. During adaptation, the observer followed the child, spoke into the stenomask and recorded behavior (Schoggen, 1964).…”

“…The audiotape recordings were transcribed into written records called chronologs (Scott, 1980) (see Appendix B). The continuous real-time behavioral transcriptions were then partitioned into structural units of behavior called activity units (AU).…”

“…The continuous real-time behavioral transcriptions were then partitioned into structural units of behavior called activity units (AU). An AU is a naturally occurring chunk of behavior from the perspective of the actor and occurs along a constant goal direction (Scott, 1980). AUs represent molar level behaviors that can be observed by a layperson.…”

A Powerful Theory and a Paradox

“…It is a synomorphic combination of physical milieu and attached standing pattern of behavior, both being necessary but neither sufficient. This combines both the physical and social elements of the environment in the same unit at the molar level, which is unique in psychology and is particularly and directly applicable to behavior (Scott, 1980(Scott, , 1989.…”