Examining latency affects on the accuracy of student performance data recorded by special educators
Abstract
The purpose of this study was to examine the effects of latency on the accuracy of data recorded by special education teachers serving students with high or low incidence disabilities. A multi-element design was used to assess the validity among three different conditions during which participants recorded data to determine which condition resulted in the most accurate data and whether student level of functioning (high or low incidence disability level) made a difference. Results indicated special education teachers recorded the most accurate data during Conditions A (immediately after a student’s target behavior occurred) and B (immediately after the conclusion of the instructional lesson) when the latency between behavioral occurrence and recording is 50 minutes or less. Furthermore, visual and statistical analysis confirmed no significant differences between data recording conditions for teachers of students with high incidence disabilities compared to teachers of students with low incidence disabilities. Thus, student level of functioning did not make a difference in teachers’ level of accuracy. Overall, evidence was provided indicating special educators need not to engage in immediate data recording in order to produce accurate data.
Degree
Ph.D.
Advisors
Doughty, Purdue University.
Subject Area
Special education
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