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Evaluating teacher implementation of discontinuous data collection in the classroom
Descriptive
TitleInfo
Title
Evaluating teacher implementation of discontinuous data collection in the classroom
Name
(type = personal)
NamePart
(type = family)
Ueyama
NamePart
(type = given)
Shawna
NamePart
(type = date)
1988-
DisplayForm
Shawna Ueyama
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Massey
NamePart
(type = given)
Kate Fiske
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Kate Fiske Massey
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
LaRue
NamePart
(type = given)
Robert H
DisplayForm
Robert H LaRue
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
co-chair
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
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school
TypeOfResource
Text
Genre
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theses
OriginInfo
DateCreated
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2017
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(type = degree)
2017-10
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2017
Place
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(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
Discontinuous data collection procedures such as momentary time sampling (MTS) and partial interval recording (PIR) provide ABA practitioners with an alternative to tedious and oftentimes unfeasible continuous data collection. Discontinuous data is especially practical for classroom teachers who must collect behavioral data while also implementing instructional protocols. However, the existing literature on MTS and PIR come from simulated or controlled laboratory studies rather than applied settings. Furthermore, most studies focus on methodological error and do not consider human error in discontinuous data collection. The present study compared four discontinuous data collection procedures: 10-s MTS for 10 min, 30-s MTS for 30min, 10-s PIR for 10 min, and 30-s PIR for 30 min in a classroom setting using three teacher-student dyads. This study aimed to identify the procedure that had the least methodological and human error when used by teachers who were collecting duration data on stereotypy. Methodological error was measured by comparing teacher-collected estimates to duration data coded from video. Human error was quantified by calculating teachers’ treatment integrity (TI) of an instructional protocol and their interobserver agreement (IOA) for each discontinuous data collection method. In addition, this study compared the social validity of these procedures by examining teacher perceptions and preference. With regards to methodological error, results indicated that 10-s PIR, and especially 30-s PIR, significantly overestimated the occurrence of stereotypy, while both 10-s and 30-s MTS yielded very accurate estimates. All three teachers, however, erroneously perceived PIR to be more accurate than MTS. Results for human error were less conclusive, but indicated that these teachers could multitask while maintaining high TI and IOA. Lastly, findings from the present study suggest that the factors that affect preference are complex and vary across individuals.
Subject
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Topic
Clinical Psychology
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Title
Rutgers University Electronic Theses and Dissertations
Identifier
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Identifier
ETD_7053
PhysicalDescription
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electronic resource
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application/pdf
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text/xml
Extent
1 online resource (vi, 74 p. : ill.)
Note
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Psy.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Shawna Ueyama
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier
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rucore10001800001
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3P55RKN
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Ueyama
GivenName
Shawna
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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(qualifier = exact);
(point = start)
2016-03-06 01:35:28
AssociatedEntity
Name
Shawna Ueyama
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
DateTime
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2017-10-31
DateTime
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2018-10-31
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after October 31st, 2018.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
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ETD
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windows xp
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1.4
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2016-03-06T06:34:09
DateCreated
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2016-03-06T06:34:09
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