Psychometric Considerations for Conducting Observations Using Time-Sampling Procedures

Ferguson, Thomas S.; Briesch, Amy M.; Volpé, Robert; Donaldson, Aberdine R.; Feinberg, Adam B.

doi:10.1177/1534508417747389

Cited by 5 publications

(3 citation statements)

References 23 publications

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“…SDO were used to study children's behavior and educator feedback during a 15-minute observation period with an interval duration of 10 seconds (Wirth et al, 2014;Zakszeski et al, 2017). Children's behavior was observed using momentary time sampling method, which enabled simultaneous partial interval observation of educator feedback during the same activity (Ferguson et al, 2018). Each ECEC class was observed over three days during both the pre-and post-assessment.…”

Section: Structured Direct Observations (Sdo)mentioning

confidence: 99%

The effects of ProVaka and Papilio interventions on children’s behavior and educator feedback: A cluster-randomized controlled trial in early childhood education and care

Heiskanen,

Karhu,

Koivula

et al. 2024

jecer

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Evidence-based interventions can develop social and emotional competencies and foster social relationships during early childhood. In this paper, we explored the efficacy, implementation fidelity, and social validity of two systemic, preventive social-emotional learning interventions in Finnish early childhood education and care (ECEC)—ProVaka and Papilio—after their initial nine weeks of implementation. ProVaka is an application of Positive Behavior Intervention and Support that provides general guidelines for the development of social-emotional skills. Alongside general guidelines, the Papilio intervention also utilizes ready-made lesson plans and play-based measures. In this study, 80 ECEC classes from 39 ECEC centers participated in a cluster-randomized controlled trial. We measured educators’ feedback, children’s behavior, social validity, and implementation fidelity. The results indicate effects particularly on educator-reported child behavior and educators’ feedback on certain observed areas when the systemic interventions were implemented with sufficient fidelity. Further, both interventions seem well suitable for Finnish ECEC context.

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Section: Structured Direct Observations (Sdo)mentioning

confidence: 99%

The effects of ProVaka and Papilio interventions on children’s behavior and educator feedback: A cluster-randomized controlled trial in early childhood education and care

Heiskanen,

Karhu,

Koivula

et al. 2024

jecer

View full text Add to dashboard Cite

show abstract

“…Multiple observations are needed to produce quality data about behavior. The appropriate selection of interval and observation length can also improve the quality of the observation data (see Ferguson et al, 2018). Targets for observation may include a student’s academic engagement time; performance during large group, small group, and independent work; interactions between the student and teacher or peers; or environmental factors such as rules, traffic, distractions, routines, or daily maps.…”

Section: Component 1: Establish the Need For Sbmhs Through Comprehens...mentioning

confidence: 99%

Securing School-Based Mental Health Services Through a Six-Step IEP Approach

Etscheidt

Skaar

Clopton

et al. 2023

TEACHING Exceptional Children

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This manuscript offers an approach to secure needed SBMHS for students with disabilities through unique applications within the IEP development process, informed by an analysis of recent case law. We will discuss six components of this approach. First, the need for SBMHS must be established through evaluation data. Data sources to confirm the need for services include record review, interview, observation, and testing. Second, the evaluation data must be presented in the Present Level of Academic Achievement and Functional Performance (PLAAFP) section of the IEP. This section will also describe how a child’s educational performance is adversely affected by mental health issues. Third, annual goals must be developed for areas adversely affected by a child’s mental health status. The goals must be measurable and include performance targets established by criteria and matched to the baseline data and skills targets for intervention. Fourth, the specially-designed instruction (SDI) and related service intervention (RSI) must be planned for each goal area. The SDI must specify the methodology and strategies to be provided to address the child’s mental health needs. The RSI must explicitly describe the nature of the strategies or approaches planned. Fifth, progress monitoring plans must be described, including the metrics matched to baseline data and the goal, a timetable, and reporting options. Sixth, and importantly, the IEP SBMHS must be implemented as planned and revised if progress toward the goals is not satisfactory. One unique contribution of this IEP approach to securing needed SBMHS is the integration of recent case law to illustrate how courts relied on specification of the six components in confirming the need for SMBHS. A second contribution is providing specific examples of IEP statements for the six components when mental health needs must be addressed.

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“…Within the literature, there are many examples in which GT has been used to explore the psychometric properties of data obtained during classroom-based direct observations (see Briesch et al, 2016 for a review of studies). Although studies have most commonly sought to determine the number of observations needed to obtain a dependable estimate of student behavior by manipulating the facet of occasion, the impact of modifications to several other procedural elements have been explored including the number of behavioral targets, time-sampling method, interval length, and observation length (Ferguson et al, 2018). For example, Briesch and colleagues (2017) examined how interval length influences the dependability of academic engagement data when using a momentary time-sampling procedure.…”

Section: Dependability Of Observational Estimates Of Teacher Praise A...mentioning

confidence: 99%

Teacher Praise and Reprimand: Examining the Generalizability and Dependability of Observational Estimates

Floress

Briesch

Jenkins

et al. 2021

Behavioral Disorders

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This study examined the generalizability and dependability of observational estimates of middle and high school teachers’ use of praise and reprimand. Frequency of behavior-specific praise, general praise, and total reprimand were collected across 67, 20-min observations that took place during class-wide instruction in general education classrooms. Generalizability theory was used to determine the number of observations needed to obtain dependable estimates of teacher behavior. Behavior-specific praise rates were consistently low. General praise rates were slightly higher and reprimand rates were notably higher and slightly more variable. Total reprimands had the strongest generalizability results and general praise had the weakest. Behavior-specific praise reached an acceptable level of dependability after 15 min, whereas general praise required a 35-min observation, and reprimand only required 5 min. Implications and future directions are discussed.

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Psychometric Considerations for Conducting Observations Using Time-Sampling Procedures

Cited by 5 publications

References 23 publications

The effects of ProVaka and Papilio interventions on children’s behavior and educator feedback: A cluster-randomized controlled trial in early childhood education and care

The effects of ProVaka and Papilio interventions on children’s behavior and educator feedback: A cluster-randomized controlled trial in early childhood education and care

Securing School-Based Mental Health Services Through a Six-Step IEP Approach

Teacher Praise and Reprimand: Examining the Generalizability and Dependability of Observational Estimates

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