Developing Direct Observation Systems to Measure Classroom Behavior fro Students with Behavioral Disabilities’, Emerging Research and Issues in Behavioral Disabilities

Blair P. Lloyd

Joseph H. Wehby

Abstract

In the field of behavioral disabilities, systematic direct observation (SDO) has been an integral tool for describing and explaining relationships between student and teacher behavior in authentic classroom settings. However, this method of measurement can be resource-intensive and presents a series of complex decisions for investigators. The purpose of this chapter is to review a series of critical decisions investigators must make when developing SDO protocols to address their research questions. After describing each decision point and its relevance to the measurement system, we identify trends and special considerations in the field of behavioral disabilities with respect to each decision. We organize content according to deciding what to measure, deciding how to measure it, and critical steps to prevent system breakdowns. Finally, we identify avenues for research to further the impact of SDO in the field of behavioral disabilities.

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Reference

Lloyd, B. P. & Wehby, J. (2018). Developing direct observation systems to measure classroom behavior for students with behavioral disabilities. Emerging Research and Issues in Behavioral Disabilities, 30, 9-27. https://doi.org/10.1108/S0735-004X20180000030003