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ERIC Number: ED199236
Record Type: RIE
Publication Date: 1981-Feb
Pages: 10
Abstractor: N/A
Reference Count: 0
The Development and Testing of a Systematic Observation Instrument with a Focus on Academic Disruption in the Classroom (SOBAD).
Lavergne, Frances Ann
A system of identifying teacher and student interactions as they relate to discipline problems was developed and validated as a method of resolving disruptive classroom behavior. SOBAD (Systematic Observation of Behavior with a Focus on Academic Disruptions) involves the use of trained observers who code and record student and teacher interactions according to ten validated behavior categories: (1) transition; (2) teacher or student instructional activity; (3) noninstructional student talk; (4) noninstructional student action; (5) confusion; (6) disruption of academic mode not initiated by teacher or student; (7) criticism; (8) unnoticed disruptive behavior; redirection; and (10) praising nonacademic behavior. A twenty hour training program for three trainees tested the reliability of the system. It is suggested that the SOBAD system be discussed in teacher or administrator inservice training and in teacher preparation programs. Appendices include a list of the ten behavior categories, an example of SOBAD data obtained during a typical classroom observation, and information concerning SOBAD workshops. (FG)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the Southwest Educational Research Association (Dallas, TX, February, 1981).