Comparing the Reliability and Sensitivity of Observational Systems for Positive Behavior
Location
CSU 203
Start Date
20-4-2015 1:05 PM
End Date
20-4-2015 2:05 PM
Student's Major
Psychology
Student's College
Social and Behavioral Sciences
Mentor's Name
Kevin Filter
Mentor's Email Address
kevin.filter@mnsu.edu
Mentor's Department
Psychology
Mentor's College
Social and Behavioral Sciences
Description
To better understand the effectiveness of educational interventions that are used in many k-12 school districts, such as Positive Behavior Interventions and Support (PBIS), it is important that the behavioral observation methods used are efficient. As the name suggest, PBIS aims to not only extinguish problem behaviors, but to also increase positive social behavior. In order to determine an observation system that is reliable and sensitive to measure the possible increase of positive behavior, this study was conducted using three different observation methods: Partial Interval, Frequency, and Duration. These methods were also used on two different levels: watching the class as a whole group vs. watching the class student by student, the latter involving a rotation of focusing on each individual for an interval of 10 seconds. To test for both the inter-rater reliability of and the sensitivity to these low-frequency behaviors, these six conditions are tested against each other as well as themselves. During each observation, two researchers studied a classroom of 18 preschoolers (four and five years of age) at the Children’s House at Minnesota State University, Mankato’s campus, using a previously created measure (SHUCK scale) of positive behavior. By completing all the required hours of observation, the outcome should result in an observational system that is both sensitive to the occurrence of positive behaviors and reliable. These findings can help guide future studies of positive social behavior in groups to use the best possible measure of observation system.
Comparing the Reliability and Sensitivity of Observational Systems for Positive Behavior
CSU 203
To better understand the effectiveness of educational interventions that are used in many k-12 school districts, such as Positive Behavior Interventions and Support (PBIS), it is important that the behavioral observation methods used are efficient. As the name suggest, PBIS aims to not only extinguish problem behaviors, but to also increase positive social behavior. In order to determine an observation system that is reliable and sensitive to measure the possible increase of positive behavior, this study was conducted using three different observation methods: Partial Interval, Frequency, and Duration. These methods were also used on two different levels: watching the class as a whole group vs. watching the class student by student, the latter involving a rotation of focusing on each individual for an interval of 10 seconds. To test for both the inter-rater reliability of and the sensitivity to these low-frequency behaviors, these six conditions are tested against each other as well as themselves. During each observation, two researchers studied a classroom of 18 preschoolers (four and five years of age) at the Children’s House at Minnesota State University, Mankato’s campus, using a previously created measure (SHUCK scale) of positive behavior. By completing all the required hours of observation, the outcome should result in an observational system that is both sensitive to the occurrence of positive behaviors and reliable. These findings can help guide future studies of positive social behavior in groups to use the best possible measure of observation system.
Recommended Citation
Wiswell, Jessica and Nicole Thompson. "Comparing the Reliability and Sensitivity of Observational Systems for Positive Behavior." Undergraduate Research Symposium, Mankato, MN, April 20, 2015.
https://cornerstone.lib.mnsu.edu/urs/2015/oral_session_09/3
