Special Educators and Data Recording: What’s Delayed Recording Got to Do With It? / Andrea D. JASPER in Focus on Autism and Other Developmental Disabilities, 30-3 (September 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.143-153 Titre : Special Educators and Data Recording: What’s Delayed Recording Got to Do With It? Type de document : Texte imprimé et/ou numérique Auteurs : Andrea D. JASPER, Auteur ; Teresa TABER-DOUGHTY, Auteur Article en page(s) : p.143-153 Langues : Anglais (eng) Mots-clés : data recording  delayed recording  special educators  disabilities Index. décimale : PER Périodiques Résumé : This study examined the effects of delayed recording on the accuracy of data recorded by special educators serving students with high- or low-incidence disabilities. A multi-element design was used to compare the accuracy of data recorded across three conditions: (a) immediately after a student’s target behavior occurred, (b) immediately after the conclusion of the instructional lesson, and (c) 3 hr after the conclusion of the instructional lesson. Results indicated special educators achieved higher levels of agreement recording data immediately after a student’s target behavior occurred and immediately after the conclusion of the instructional lesson. En ligne : http://dx.doi.org/10.1177/1088357614547809 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 [article] Special Educators and Data Recording: What’s Delayed Recording Got to Do With It? [Texte imprimé et/ou numérique] / Andrea D. JASPER, Auteur ; Teresa TABER-DOUGHTY, Auteur . - p.143-153. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.143-153 Mots-clés : data recording  delayed recording  special educators  disabilities Index. décimale : PER Périodiques Résumé : This study examined the effects of delayed recording on the accuracy of data recorded by special educators serving students with high- or low-incidence disabilities. A multi-element design was used to compare the accuracy of data recorded across three conditions: (a) immediately after a student’s target behavior occurred, (b) immediately after the conclusion of the instructional lesson, and (c) 3 hr after the conclusion of the instructional lesson. Results indicated special educators achieved higher levels of agreement recording data immediately after a student’s target behavior occurred and immediately after the conclusion of the instructional lesson. En ligne : http://dx.doi.org/10.1177/1088357614547809 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266

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