@article{1fa9f81d449543c58a6141c9c2afa73f,
title = "Does latency in recording data make a difference? Confirming the accuracy of teachers' data",
abstract = "The effects of latency on the accuracy of data recorded by three special education teachers were examined in this study. Teachers recorded data on the target behaviors of three students with varying disabilities. The accuracy of data recorded was assessed during three time periods: immediately after the target behavior occurred, at the end of the school day, and the following school day. A multielement design was used to evaluate data accuracy. Results were interpreted to confirm that data recorded immediately after a behavior occurred were more accurate and reliable than data documented at the end of the school day or the start of the following school day. In addition, data recorded by each teacher had a mean agreement of 97% or above for the time period immediately after a student's behavior occurred. Furthermore, each teacher reported that it was beneficial to record data immediately after the target behavior occurred. Implications and future research directions are provided.",
keywords = "accuracy, data collection, direct measurement, latency, reliability",
author = "Teresa Taber-Doughty and Jasper, {Andrea D.}",
note = "Funding Information: The requires special education teachers to develop Individualized Education Programs (IEPs) containing measurable annual goals and short-term objectives, and to include a statement of how progress toward meeting goals and objectives is being met, 34 C.F.R. § 300.347(a)(7). Concomitantly, the No Child Left Behind Act emphasizes that teachers implement scientifically based practices and procedures supported by research (). Although educators are under tremendous pressure to engage in evidence-based practices, it is often ignored (; ). Evidence-based practices are those that include scientifically based activities or those with data that support their work (). The “evidence” in evidence-based practice is of particular importance to special education teachers as the data-collection methods used in classrooms have the potential to sustain the effective instructional practices currently used or immediately identify ineffective practices. Specifically, data play a role in the development, implementation, and promotion of evidence-based practices (). Teachers gather assessment data to increase student success and document the effectiveness of an instructional practice over time, lending support to a particular method (e.g., evidence; ). As such, special education teachers must become knowledgeable about their role in the research process and become active and accurate data collectors (). ",
year = "2012",
month = sep,
doi = "10.1177/1088357612451121",
language = "English",
volume = "27",
pages = "168--176",
journal = "Focus on Autism and Other Developmental Disabilities",
issn = "1088-3576",
publisher = "Focus on Autism and Other Developmental Disabilities",
number = "3",
}