Abstract
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 students 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 students target behavior occurred and immediately after the conclusion of the instructional lesson.
| Original language | English |
|---|---|
| Pages (from-to) | 143-153 |
| Number of pages | 11 |
| Journal | Focus on Autism and Other Developmental Disabilities |
| Volume | 30 |
| Issue number | 3 |
| DOIs | |
| State | Published - Sep 4 2015 |
Keywords
- data recording
- delayed recording
- disabilities
- special educators
