Special Educators and Data Recording: What's Delayed Recording Got to Do With It?

Autor/inn/en	Jasper, Andrea D.; Taber Doughty, Teresa
Titel	Special Educators and Data Recording: What's Delayed Recording Got to Do With It?
Quelle	In: Focus on Autism and Other Developmental Disabilities, 30 (2015) 3, S.143-153 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357614547809
Schlagwörter	Special Education Teachers; Disabilities; Comparative Analysis; Behavior Problems; Student Behavior; Data Collection; Middle School Teachers; Middle School Students; Junior High School Students; Secondary School Teachers; Suburban Schools; Accuracy; Questionnaires; Fidelity + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Student behaviour; Schülerverhalten; Data capture; Datensammlung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Student; Students; Schüler; Schülerin; Junior High Schools; Sekundarstufe I; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Fragebogen
Abstract	This study examined the effects of delayed recording on the accuracy of data recorded by special educators serving students with high- or low-incidence disabilities. A multi-element design was used to compare the accuracy of data recorded across three conditions: (a) immediately after a student's target behavior occurred, (b) immediately after the conclusion of the instructional lesson, and (c) 3 hr after the conclusion of the instructional lesson. Results indicated special educators achieved higher levels of agreement recording data immediately after a student's target behavior occurred and immediately after the conclusion of the instructional lesson. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01