e-journal

Using Interval-Based Systems toMeasure Behavior in Early Childhood Special Education and Early Intervention

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The purpose of this article is to summarize the current literature on the accuracy and reliability of interval systems
using data from previously published experimental studies that used either human observations of behavior or computer
simulations. Although multiple comparison studies provided mathematical adjustments or modifications to interval
systems, recommendations were often noted as impractical or inefficient for use by early intervention/early childhood
special education (EI/ECSE) practitioners. Based on the review of previous comparisons, none of the interval systems were accurate estimates of frequency; thus, event recording should be used to measure counts of behavior in early childhood settings. Momentary time sampling (MTS) may be appropriate and feasible for estimating duration, but only if random error is considered; partial (PIR) and whole interval recording (WIR) systems are inappropriate unless a statistical correction procedure is devised. Recommendations for using interval-based systems in applied research with young children with disabilities are provided.

Keywords
focus on measurement/instrument/test design, research methodologies, experimental studies

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Informasi Detail

Judul Seri

Topics in Early Childhood Special Education

No. Panggil

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Penerbit

: Hammill Institute on Disabilities., 2014

Deskripsi Fisik

Topics in Early Childhood Special Education 2014, Vol. 34(2) 83– 93

Bahasa

English

ISBN/ISSN

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Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

EKONOMI

Info Detail Spesifik

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Pernyataan Tanggungjawab

Wati/Agus

Versi lain/terkait

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