ERIC Number: EJ1031537
Record Type: Journal
Publication Date: 2014-Aug
Abstractor: As Provided
Reference Count: 49
Using Interval-Based Systems to Measure Behavior in Early Childhood Special Education and Early Intervention
Lane, Justin D.; Ledford, Jennifer R.
Topics in Early Childhood Special Education, v34 n2 p83-93 Aug 2014
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.
Descriptors: Measures (Individuals), Literature Reviews, Experiments, Special Education, Early Childhood Education, Comparative Analysis, Accuracy, Child Behavior, Error Correction, Computer Simulation, Intervals, Disabilities, Early Intervention
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: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A