Key characteristics of overt observations
- What are the three key characteristics of overt observations, and what is their common goal?
- There are four reasons that we want to ensure the quality of measurement:
o First, Interobserver consistency and agreement can reflect whether a behavior is w___________ d______________.
o Second, wait want to behavior to be well defined in relation to the i_________________.
o Third, error variability makes it difficult to make decisions about went to change i__________________________ phases.
o Fourth, error variability interferes with d___________ e_______________. - Define the differences between accuracy and agreement. Give an example of this.
- How often should an investigator conduct checks on interobserver agreement? What are the guidelines to consider the frequency of checks?
- Define each method of calculating agreement (i.e., frequency ratio and point-by-point agreement ratio). Then provide:
o The formula for calculating this method of IOA
o Provide problems and considerations
o Provide an example
Use the chart below for question # 5:
Agreement Formula Problem and Considerations Example
Frequency Ratio
Point-by-point Agreement Ratio
- Explain how the base rate of behavior relates to the overall level of agreement.
. - What does Kazdin say about chance agreement?
- How can plotting agreement data help us to determine whether our method of calculating IOA is valid?
- Use the table below to 1) name each of the sources of artifact and bias discussed by Kazdin; 2) provide an original example of each; and 3) describe what can be done to minimize this source of artifact and bias.
Source of artifact and bias Example How to minimize this problem
- What are the considerations for determining an acceptable level of agreement when calculating IOA? Why is it not advisable to have a blanket rule of 80-90% agreement as acceptable?
- What is the overall purpose of assessing agreement among observers?
Sample Solution
require them to read or even comprehend when reading. Dyslexia deals with other parts of learning. For example Dyscalculia is the mathematics disability of dyslexia. People with this disorder have trouble understanding and comprehending math problems. These characteristics are representative of relatively deficient left hemisphere systems. Strange and Rourke (1985) have found that majority of children who experience difficulties in arithmetic calculation have deficiencies in one or more linguistic abilities. In addition to the mathematical disorders due to visual-perceptual, linguistic, or mixed deficits, some posit a fourth subgroup differentiated by specific deficits in nonverbal symbolic representation and quantitative thinking (Geary 1993; Johnson & Myklebust 1967). Even though you may have these disabilities dyslexia stills remains number in the learning disabilities in children today. It is even known internationally among students worldwide. Dyslexia is one of the most common learning difficulties found among Hong Kong students. According to the Jockey Club in Hong Kong (2006), dyslexia accounts for over 80% of specific learning difficulties cases. The general symptoms of dyslexia include difficulties regarding motor or perceptual skills, language skills, early literacy or pre-reading skills, reading skills and writing skills (Rief & Stern, 2010). Davis and Braun (2010) pointed out that it is difficult to define the symptoms of dyslexia since those with dyslexia do not have exactly the same set of symptoms. Although there are different points of view concerning symptoms of dyslexia they all have one thing in common and that is a spelling problem. The International Dyslexia Association (2008) outlined the drawbacks and difficulties with spelling of learners with dyslexia: (a) individuals with dyslexia have conspicuous problems with spelling and writing, in spite of being capable in other areas and having a normal amount of classroom instruction and (b) though may individuals with dyslexia learn to read fairly well, difficulties with spelling and handwriting tend to persist throughout life, requiring instruction, accommodations, task modifications, and>
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