Readings

Question 1

“Introduction” Bentzen

Why observation is important.

Answer 1

• W/o it we would not know how children grow and develop and how to assist them in their development.
• We would be unable to protect them from harm
• Observation allows for the measuring of man behaviors that otherwise may not be measurable.
• Children do not typically view formal testing procedures as seriously as do adults
• Even when young children know they are being observed, they feel less threatened or anxious than do older children and adults.

Question 2

“Preventing Challenging Behavior with the right physical space and program” Kaiser and Rasminsky
How does prevention work?

Answer 2

Prevention is more likely to be affective when:

• It starts early (Becker, Barham, Eron, and Chen. Reiss and Roth)
• It continues over a long period of time (Kazdin. Reiss and Roth)
• It works on several fronts at the same time–for example, with parents as well as at school (Reiss and Roth)
• It takes place in a real-life setting instead of a psychologist’s office or a special program (Guera). It’s hard for young children to use a skill outside of the context when they learn it (Mize and Ladd).

Question 3

“Prevention”

Consider the results.

Answer 3

The best way to evaluate the use of space in your classroom is to look at it from the child’s perspective.

Question 4

“Defining the problem and describing the setting.” Boehm and Weinberg
Characteristic of Setting

Answer 4

• The general setting characteristically dictates the nature of behaviors that can be observed in that situation and the kinds of activities that can take place.
• An overview of the total setting is helpful in developing an understanding of the situation
• Factors that can limit, direct, or facilitate behavior: available physical space, people in the setting who differ in dimensions, tangible materials, physical characteristics, organization of activities, appropriateness of materials and arrangements for children with handicapping conditions

Question 5

“Problem and Setting”

Introduction

Answer 5

• The classification of child behaviors and the organization of tasks and the physical components of the setting can facilitate the objective observation process, as well as the communication of findings to others.
• Agreement b/w individuals on the specific foci of observation is essential.

Question 6

“Anecdotal Records, Running Records, and Specimen Descriptions” Irwin and Bushnell
Anecdotal Record

Answer 6

• less concerned with recording the continuity of experience for a single child then they are with recording behavioral and verbal responses in general
• Guidelines: Write down the scenario as soon as possible, identify the basic action of the key person and what was said, include a statement that identifies the setting time and basic activity, include responses of other people, note exact words, preserve the sequence of the episode, three levels of action should be included, be objective accurate and complete

Question 7

“Records”

Running Record

Answer 7

• “taking on-the-spot record os behaviors as it is occurring” (Cohen and Stern)
• Fletcher B. Dresslar is credited for first running record
• Guidelines: describe the scene, focus on the subject’s behavior, be as accurate as you can, report in the proper order, one behavior per sentence, write in everyday language