Direct Behavioral Observation In School Settings: Bringing Science To Practice (NOCK & KURTZ, 2005)

Reasons for School Based Observations

Nock & Kurtz (henceforth authors) direct observation of student in school setting permits:

1. an evaluation of child’s behavior across multiple behavioral domains

SIBS is designed to observe children in multiple settings during the school day

Authors: bidirectional interactions between the child, his/her peers and adults

SIBS assesses the quality of interactions in the classroom setting and calculates required interventions by teacher(s)

Authors: ascertain child’s ability to engage in and master various academic and developmental tasks

SIBS assesses quality of work, engagement in learning process and participation level

Authors: observe child in both structured and unstructured domains

SIBS observations are conducted in academic areas and special areas, music, art

Authors: despite the prevalence of child behavior problems and legal requirements to provide access, standard procedures for collecting data do not exist

2. Importance of Data Collection

Authors: collection of data through observation can lead to (a) Diagnostic information

SIBS provides diagnostic information based on graphic display of behavior, narrative information, teacher student contact, and elicits 4 category types to understand behavior

(b) functional determinants of problem behaviors

SIBS collects 15- 3 minute sampling of behavior for 45 minutes across 6 different settings provides an understanding of the functional nature of

behavior (what is served by the behavior); 6 observations increases the integrity of explaining the behavior

(c) varying characteristics of the child, peers, teachers and classroom environment

SIBS provides information through narratives, key functional descriptors of behavior, teacher contact to implement interventions, and classroom environmental inventory to understand the behavioral nuances of the child, teacher and peer interactions, and general classroom atmosphere and structure

(d) useful in design and/or modification of interventions to mitigate behavior

SIBS offers a platform to develop strategies, interventions, accommodations, and modifications based on data analysis; and offers the evaluation of existing action plan, and creates the opportunity to modify and/or change, if necessary, the plan to mitigate behavior

3. Advantages and Disadvantages of Direct Observation

1. Advantages

(a) school observations provide a means of objective measurement of a wide range of behavior in the natural setting

SIBS is a direct observational method for use in the classroom across settings

(b) allows for description and evaluation of specific behaviors whereas rating scales do not capture this element

SIBS offers a method that describes behavior through sampling procedures during very brief episodes of time ( a narrative), and then converts the observations into Key Functional Behaviors (behavior checklist) for scoring

(c) provides a measurement of the behaviors as it is actually occurring

SIBS uses a narrative sampling of behavior every 3 minutes in real time

(d) provides information about the function of behavior whereas rating scales provide information about frequency and intensity of behavior

SIBS provides both information about function of behavior with the narrative, and measures frequency and intensity of behavior with graphs and teacher -student contact chart

2. Disadvantages
(a) costly, time consuming and demands on resources

SIBS requires time and resources but the benefits of understanding the student, making informed decisions , and allocating resources more effectively saves money for distribution elsewhere

(b) school observations require training

SIBS provides a standard practice of observation with training but training occurs 1x per team; efficiency grows with practice

(c) child and/or teacher may be reactive to the observations or alter behavior

the OT reduces reactivity given 6 individuals perform the observations across settings so they can compare one observation to the other to determine if behavior changes occurred

4. Identify the Problem Behaviors

(a) recommendations from multiple sources

(1) clinical interviews vs rating scales

  1. (a)  multiple informants for rating scales,but

  2. (b)  interviews allow for greater specificity and follow-up questions vs self-report scales completed by children and/or rating scales completed by parents

  3. (c)  on self-report or rating scales individuals may avoid identifying problems by giving low ratings

SIBS uses a multiple informant interview method in pre-observation phase

SIBS guides interviews with questions for parents, teachers, and children

SIBS provides specific questions in 5 domains: academic, social, recreational, family and self

SIBS allows for an exploration of the problem in a more comprehensive way

(5) Defining the Target Behaviors: Observable, Measurable, and Specific

(a) observable means that a number of individuals see the behavior occur, e.g. , John kicks peer vs John is angry (cannot see only an action)

SIBS is an observational assessment device that requires multiple observers

SIBS describes behavior in both a narrative ( 3minute sampling of behaviors) and checklist format ( Key Functional Descriptors) so that

behavior is reported in real time and also scored for common behavioral checklist items

(b)measurable means to quantify behavior

SIBS offers a critical solution to direct observation of classroom behavior and conversion into measurable data that describes the students self-regulatory in a visual graph and chart for the need for teacher intervention

SIBS combines both quantifiable data and narrative information for use in planning interventions based on real time information, and not retrospective information that rating scales depend upon from teachers, parents, and students

(c) specificity means when a behavior has or has not occurred; the behavior is specifically defines to include the standard by which the behavior occurs; actions may illustrate both pro-work and challenging behaviors, e.g. , the student is observed working on an activity sheet by answering the first 3 questions in 3 minutes, the student is then observed not working on the same activity sheet for the next 10 minutes as noted by incomplete answers

SIBS samples behavior every 3 minutes during a 45 minute observation so the observer may specify exactly when pro-work or challenging behaviors occur

SIBS establishes the standard by which challenging behaviors occur in “real time”

SIBS by virtue of 6 observations increases the likelihood that patterns of behavior may be identified and clarifies where and when the standard parameters of behavior occur

(d) interventions should focus attention on replacement or alternative behaviors

SIBS offers an action plan that includes interventions that are linked to the specific behaviors for remediation

SIBS allows the OT to review “real Time “ events that define the standard for the conditions by which the behavior occurs in the classroom setting

Nock and Kurtz examined the importance of direct observation in the school setting to gained a comprehensive understanding of the student’s pro-work and challenging behaviors. Although the use of rating scales has gained for prominence over the years to understand student behavior they rely on retrospective information. This information,though helpful, is flawed without the benefit of “real time” information

that captures the essence of the student’s pro-work and challenging behaviors. SIBS offers a powerful solution to comprehensively understanding the student from multiple sources of information. The sources of information includes interviews, evaluation of the setting, and quantifiable data. SIBS is in keeping with the many insightful points that Nock and Kurtz illuminate in their argument for a return to direct observation of students in the classroom setting.

Brendan Kennedy