Interval Recording

Author(s):  
Randall L. De Pry ◽  
Kimberly Vannest
Keyword(s):  
2020 ◽  
Vol 52 (9) ◽  
pp. 1351-1371
Author(s):  
Toby Zhu ◽  
Christina Crenshaw ◽  
Lakia M. Scott

Human trafficking severely endangers vulnerable individuals from around the globe. Schools play an important role to educate students the potential harms of human trafficking and should become more intentional in providing support services for children who fall victim to human trafficking. The purpose of this study was to examine how preventive curricula on human trafficking can be successfully implemented in schools because of the direct connection to teaching for social justice. Under the theoretical guise of teaching for social justice, researchers reviewed current literature trends on implementing social justice curricula and current models for teaching about human trafficking. Following the qualitative research case study method, interview data, classroom observation, interval recording, and reflexive notes were collected and analyzed for salient themes to emerge. Findings from this study support the notion that anti–human trafficking curriculum can be implemented in public school settings and yield high engagement among students.


1990 ◽  
Vol 18 (2) ◽  
pp. 121-127 ◽  
Author(s):  
Alex Harrop ◽  
Michael Daniels ◽  
Christine Foulkes

The inherent properties of momentary time sampling (MTS) and partial interval recording (PIR) are examined. Findings derived from computer simulation investigations are discussed in terms of the mode of operation of the two time-sampling techniques. It is seen that the advantage of MTS is that it can, under certain restricted circumstances, estimate absolute duration of behaviour occurring. The important disadvantage of MTS is that it is relatively insensitive when estimating degree of change of behaviour. In contrast, although PIR cannot accurately measure absolute duration it is more sensitive to behaviour change than is MTS. It is concluded that the practitioner who wishes to use one of these methods of time sampling must carefully consider the aims and possible effects of the investigation before deciding which method to use.


2007 ◽  
Vol 40 (3) ◽  
pp. 501-514 ◽  
Author(s):  
Maeve G. Meany-Daboul ◽  
Eileen M. Roscoe ◽  
Jason C. Bourret ◽  
William H. Ahearn

2011 ◽  
Vol 35 (6) ◽  
pp. 531-552 ◽  
Author(s):  
Sara M. Bartlett ◽  
John T. Rapp ◽  
Marissa L. Henrickson

The authors assessed the extent to which multielement designs produced false positives using continuous duration recording (CDR) and interval recording with 10-s and 1-min interval sizes. Specifically, they created 6,000 graphs with multielement designs that varied in the number of data paths, and the number of data points per data path, using a random number generator. In Experiment 1, the authors visually analyzed the graphs for the occurrence of false positives. Results indicated that graphs depicting only two sessions for each condition (e.g., a control condition plotted with multiple test conditions) produced the highest percentage of false positives for CDR and interval recording with 10-s and 1-min intervals. Conversely, graphs with four or five sessions for each condition produced the lowest percentage of false positives for each method. In Experiment 2, they applied two new rules, which were intended to decrease false positives, to each graph that depicted a false positive in Experiment 1. Results showed that application of new rules decreased false positives to less than 5% for all of the graphs except for those with two data paths and two data points per data path. Implications for brief assessments are discussed.


2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Nastaran Sadeghi ◽  
Mohammad Hashamdar

This case study aims to discover the process of first language acquisition of a 4–year-old Iranian child. The focus of the research is on developmental errors the child has created in his language development, i.e. the words which are not correct. To do so, the researcher, during four months, observed and recorded the subject's produced strange words. The recording was done by two ways, Interval recording strategy and event sampling.Developmental errors or strange words are part of the learning process. These words are created due to different reasons. The research shows that during four months and in thirty three records, eleven strange words and expressions were produced. These eleven errors were investigated in this study in details. A table was presented by the researcher in which these errors were thoroughly described.


Sign in / Sign up

Export Citation Format

Share Document