COLLECTING OBSERVATIONAL DATA
THE PURPOSE:
Special education evaluations, including initial and re-evaluations,
Functional behavioural assessments (FBA)
Monitoring IEP (Individualized Education Program)
BIP (Behaviour Intervention Plan) progress.
TECHNIQUES TO BE USED:
Direct ( formal & informal)
Indirect methods
Getting Ready to Observe
What is your purpose for observing?
o Baseline
o Data for developing an FBA/BIP
o Monitoring IEP progress
o Monitoring behaviour change
o Evaluation/re-evaluation including determining special education needs
What do you know already?
o What have you already seen for yourself as you walk through the building, are in the
lunchroom, before and after school?
o What existing information do others have?
What additional background information do you want?
o What activities will be going on while you are in the room? Is a new skill
being introduced, or will the lesson focus on reinforcing previously presented
information?
o Will students be in large group, small group, working individually?
o What are the classroom rules and expectations?
o How does the target student typically behave during that time?
Role of Rewards and Negative Reinforcements
o Consequences for inappropriate behaviour
o How the class works (or something to that effect)
o Define the target behavior(s) clearly.
o What dimensions of behavior are relevant or applicable in this case?
o Frequency – how often does it occur?
o Topography – what is the description of the behavior, what does the behavior look like?
o Duration – how long does the behavior last?
o Latency – how long is it between the time a student is given a directive and the time
he/she began the action requested?
o Magnitude – what is the force or power of the behavior?
o Locus – what is the location?
During the Observation
General hints:
Check your biases and value judgments (collect objective data)
General information about the classroom as you begin your observation:
What is the physical set-up?
Are students squeezed together or do they have elbow room?
How many students are there?
What about natural distractions such as noisy heaters, windows overlooking a busy
street, or hallway?
What is the teacher’s teaching style (e.g., lecture, hands-on activities, mixed media)?
How does the teacher respond to misbehaviour?
How does the teacher reward or reinforce students?
Do students seem to know what they are expected to do, or do they have to be
reminded?
Are teacher directions clear and understandable?
Are students passive learners, or are they actively involved in lessons? how many
adults are there in the classroom?
Are students passive learners, or are they actively involved in lessons? how many
adults are there in the classroom?
Are students in and out for various activities?
Is there a lot of moving around the classroom or are students generally in their chairs?
Is the environment conducive to learning?
Is it a required class or an elective? Are there interruptions such as daily
announcements?
Are there any safety issues (e.g., scissors or other sharp tools readily available, objects
that could be thrown, broken equipment or furniture)?
Other parameters would be:
Body language
Communication style (maintaining eye contact)
Listening & encouraging new ideas
Maintaining smile / not biased or judgemental
Sharing turns
Using the child’s strengths
