Essays academic service


Child observation running record 5 years old

Focus on behavior of interest and ignore other behaviors; 2. Less time consuming than running record; 3. No special training needed for the observer; 4. Observer can catch an unexpected incident no matter when it occurs, for it is usually recorded afterwards. Does not focus on all behaviors; may overlook important behaviors; 2.

  • You must keep your focus in mind and decide how much detail is reasonable to include;
  • They also prove to be valuable tools in simply getting to know a child better;
  • N secures all the pieces of lego;
  • For example, you would not say "She threw the puzzle on the ground because it was too hard;
  • What did you actually observe?
  • There were six children playing with playdough, four children playing with the bears, a couple of children wandering from one to the other, and Nick was playing with the legos.

Depends on the memory of the observer; 3. Difficult to use for research purposes. II Samples Written samples of certain behaviors to discover how often, how long, or when a particular behavior occurs. The observer records the frequency of a behavior's occurrence over time Involves observing specified behaviors of an individual or group, and recording the presence or absence of this behavior during short intervals of uniform length Behavior is specified, defined, and limited Provides quantitative data or number of events Advantages 1.

Takes less time than running record and anecdotal records; 2. Can record data on many children at once; 3.

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It provides useful information about the intervals or frequency of behavior; 4. Counts of behavior can be used for research purposes. May miss important behaviors; 2. Context of behavior not noted; does not focus on the causes and consequences of the behavior; 3. It is limited to behaviors that occur frequently and not rare behaviors that might also be important. The observer waits for and records a specific preselected behavior Used to study the conditions under which particular behaviors occur or the frequency of behaviors.

Can be used to study infrequent behaviors; note them each time they occur; 2. Notes the antecedents and consequences of the behavior unlike time sampling; Disadvantages 1. Focuses on only one or a few behaviors; 2. Does not have as much detail as running record or anecdotal record.

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III Rating Scales Rating scales are observation tools that indicate the degree to which a person possesses a certain trait or behavior Each behavior is rated on a continuum from the lowest to highest level Rating scales work best where particular degrees of behavior are well defined, and where there is a distinct difference in the behavior 1. A rating scale that is numerical in form Raters observe children for as long as it takes to circle a number for each item, or they can observe on a daily basis and then average the scores.

The numbers on the scale also represent words. A rating scale using adjectives with opposite meanings at either end Advantages 2. Takes relatively little time to complete; 3. It is a convenient way to observe may traits at once; 4.

Running records

Easy to score for research purposes. Ratings are subjective and raters may give biased responses; 3. Not as much detail about the behavior as other methods e. The response categories may be subject to personal interpretations; one person who views the behavior of the child may believe the behavior occurs "often" and another observer may believe that it occurs "sometimes.

  1. What did you actually observe? The observer waits for and records a specific preselected behavior Used to study the conditions under which particular behaviors occur or the frequency of behaviors.
  2. What are the objective behaviors that anyone could observe? He looks at the other children at the playdough table and playing with the tiles and bears.
  3. N knocks the car off the ship and swats his hand at it on the floor. He said over and over that he was working hard, very hard.

They are easy and quick to use; 2. Little training required; 3. They can be used in the presence of the child or recorded later; 4.

RUNNING RECORDS

Helps to focus observations on many behaviors at once; 5. Can be used for curriculum planning; activities can be planned to encourage certain behaviors that have not yet been observed; 6. Can be used to condense information from running record or anecdotal records. Little information about the context or sequence of events; 3. May miss important information not included on the checklist. Notes if a behavior occurred but not how often it occurs or the duration of the behavior.

Something that happens once may not be very meaningful.

  • They are easy and quick to use; 2;
  • Give yourself a tentative time frame for writing a running record.

V Media Technique Capture moments on film and then write notes about what happened 1. Photographs; Useful for discussion with other staff members who may not have witnessed the incident you observed Photo should be dated and placed with the recorded notes.

Record live actions of children for later observations and discussions Staff may observe with a checklist A group discussion of the tape can be recorded and added to the observational data.

What is impression of what happened during the time that you observed. What did you actually observe? What are the objective behaviors that anyone could observe? What behaviors did you observe that led to your subjective impression? Based on what you observed and your impressions, what conclusions did your reach?

  • Using this rather open-ended method means that educators can gather a lot of information in a relatively short period of time;
  • They can be used in the presence of the child or recorded later; 4;
  • No special training needed for the observer; 4.

Are further assessments needed? Given what you know, what would be an appropriate plan for the student or patient? What should be done? What would be helpful?