Chapter 7

Illustrative Whole and Partial Interval Data Collection Forms for Assessing Behavior on the Playground

(Page 122, Footnote 6)

Assessing Playground Behavior

The following is an adaptation of a playground observation data collection system developed by Nafpaktitis, Mayer, Butterworth, and Jones (1980).

Directions

Divide the playground into zones. Make a diagram of the playground if necessary. Select six areas at random. Order them according to proximity, so that you aren’t wasting time walking back and forth across the playground. Start observations in one zone. Observe the behavior of all children in the area for 10 seconds, recording the appropriate behavior category in the first cell in the upper left-hand corner (Z-1). Record the observation within five seconds and repeat the process twice more for the same zone or area (Z-1). During the fourth 10-second interval, observe and record the behavior of the nearest playground supervisor. Repeat this observational process three more times for the students and once more for the playground supervisor for the same zone. Next, repeat this observational activity for each of the next five zones (Z-2 via Z-6). Be sure to observe only children in the specified zone and the nearest supervisor, as children will be moving in and out zones and the closest supervisor also may change.

Behavioral Definitions and Scoring for Students

Physical Aggression (A). Any physical contact which includes hitting, shoving, poking or throwing objects at another person, which disturbs another child as indicated by responses such as tears, walking away, hitting, or verbal responses such as “don’t,” swearing, or the like. Mild physical contact, which does not disturb another child, would not be recorded. An example of this would be flipping another’s coat hood gently one time without bothering that child. (Partial interval time sampling is being used.)

Disruptive Behavior (D). This includes verbal name-calling, swearing, teasing, and arguments. It also includes keeping a ball so the group can’t play, interfering with games others are playing, lining up in a disorderly way, continuing to play after the bell rings, and annoying physical contact such as a younger child hanging around an older child’s waist. (Partial interval time sampling is being used.)

Cooperative Behavior (C). Score the cell C when all children are playing or watching congenially during entire 10-second interval (whole interval time sampling).

If A and D occur in the same 10-second interval, score the interval with an A.

Behavioral Definitions and Scoring for Playground Supervisors

Reinforcement (R). Responses are scored as reinforcement (R) only if directed to appropriate behavior as defined in this instrument. Score the interval with R if the supervisor makes comments to a student or group of students, such as “that’s good,” or “fine,” “super sharing, thank you for sharing.” This also includes gestures, such as smiling, winking, nodding; or physical contact such as patting, positive holding (not restraining), and hugging. Also included is recognition and answering questions. If a reprimand or some other form of punishment occurs (e.g., student removed from playground) place an X in the box. Place a “0” in the cell when the supervisor does not engage in a response identical or similar to those listed above. (For any supervisor behavior, partial interval time sampling is used.)

Playground Behavior Assessment

Observer’s Name: ______Date: ______

School: ______Time: ______

Supervisor(s): ______

Z-1 / Z-2 / Z-3 / Z-4 / Z-5 / Z-6
I-1
I-2
I-3
S
I-4
I-5
I-6
S

Comments:

Classroom Behavior Assessment Instrument

This assessment tool can be used for several purposes. Usually it has been used to assess the degree disruptions and on-task behavior in the classroom (Mayer, 1995; Mayer, Butterworth, Nafpaktitis, & Sulzer-Azaroff, 1983). For this purpose, select six students randomly for observation. Or, the tool can be used to determine the degree to which one or more specifically targeted students are engaged in these activities.

Directions

Complete the identification information with particular emphasis on the class activity. Start your observation at a pre-arranged time with the first student and observe the behavior for 10-seconds, recording the appropriate behavior category in the first cell in the upper left-hand corner. Record observations within 5-seconds and move down to the second student, repeating the process. Continue observing and recording the students’ behavior until the first column of cells has been completed. Return to the top of the page and begin the sequence of observations in the second column. Continue until all columns have been completed. Record and summarize the information at the bottom of the page.

Definitions of Student Behavior

Disruptive Behavior (D). Any behavior that disrupts ongoing activities or disturbs either the teacher of students is labeled disruptive. (An individual is considered to have been disrupted if he is drawn or kept off-task. For example, individual tells subject to be quiet or looks up from his work.) Examples of disruptive behavior include: talking-out without permission; hitting; yelling; pinching; poking; spitting at another; throwing objects; taking another’s property; making noises either with objects, such as pencil tapping, clapping, tapping feet, tearing paper, conversing with others, or making vocal noises; engaging in out-of-seat behavior which disturbs others—which might include rocking or turning the chair from its normal position, signaling to friends, etc. Record a “D” if a disruption occurs at all during the 10-sec. observation (partial interval time sampling).

Non-task Behavior (N). this category includes any behavior student exhibits which does not fit into any of the other classifications: working on any activity other than assignment, such as drawing or reading during math; not orienting toward assignment; putting head on desk; looking out the window; sharpening pencil excessively; in general, activities that do not foster completion of assigned tasks. Record an “N” if any non-task behavior occurs during the interval, provided that the student was not also being disruptive during the interval (partial interval time-sampling).

Attending Behavior (A). To score the cell attending, the behavior must clearly indicate that the student is involved in a purposeful assigned activity, such as: directing eyes toward the teacher when he/she is talking; directing eyes and/or head toward work; doing assignments; answering questions when called upon; obtaining supplies with teacher permission or request; going to learning center; participating in group activities; etc. Student must be attending during the entire 10-seconds if the cell is to be scored “A” (whole interval time sampling).

Classroom Observation Assessment Form

Observer’s Name: ______Observation #: ______

School’s Name ______Date: ______

Teacher’s Name: ______Time: ______

Activity: ______

1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 8 / 10
S-1
S-2
S-3
S-4
S-5
S-6

StudentsComments

1 2 3 4 5 6 Total

A
N
D

Mayer, G. R. (1995). Preventing antisocial behavior in the school. Journal of Applied Behavior Analysis, 28, 467-478.

Mayer, G. R., Butterworth, T., Nafpaktitis, M., & Sulzer-Azaroff, B. (1983). Preventing school vandalism and improving discipline: A three-year study. Journal of Applied Behavior Analysis, 16, 355-369.

Nafpaktitis, M., Mayer, G. R., Butterworth, T., Jones, J. (1980). Implementing project revive: workshops & guidelines. Los AngelesCountyOffice of Education, Downey, CA.