Studied by 2 people
directive interview
reading questionairre to client unobtrusive (sticks to script)
non-directive interview
genuine, interactive less structured, more inductive more difficult
purpose of interviews
gain info (strengths, needs, interests) build relationships orient them to TR
interview phases
opening body closing
interview opening
trust, who are we?, warm-up
interview body
gaining useful info
interview closing
restate/overview info discussed, next steps
primary questions
new topic starter
secondary questions
follow-up
social construction theory
meaning is conveyed through language and behaviors
neutral questions
no pressure to respond a certain way
leading questions
prompts or encourages the desired answer
self-disclosure
revealing personal info to build rapport superficial do not do too much, dont force it, avoid problem sharing
level of 1 of exchange
safe, non-threatening common conservation, easy, safe
level 2 of exchange
more personal, potentially controversial emotions, values, behaviors, thoughts, beliefs, attitudes, feelings, barriers threshold of TR
level 3 of exchange
highly intimate, controversial full-disclosure
3 characteristics of a helping relationship
uncondition positive regard empathy congruence
therapeutic relationship
friendly but not friends not reciprocal
pedlars personal leisure profile
What do you enjoy? What about that do you enjoy? Recently, what has brought enjoyment to your day? What is stopping you from enjoying ___________? Is there something that you have always wanted to do?
secondary questions
to clarify or gather more info nudges clearinghouse probe follow up mirror/summary follow up
nudges
push client along to get more info "interesting, tell me more"
clearinghouse probe
client can say things off topic "is there anything else you'd like to say, anything that I missed"
follow up
for superfical responses, vague reponses, feeling/attitude response, inaccurate response
mirror/summary follow-up
look for confirmation of our understanding "do I have this right?"
advantages of observations
most valid for behavior im natural env "real" behavior record as occurs possible generalizability good with young children and others ease of development
disadvantages of observations
time consuming intrusive determine meaningful behaviors behavior must occur frequently significance of isolated behaviors meaning of behaviors ethical issues
behavioral objectives
specific measureable outcomes
goals
broad statements of intent
parts of an objective
behavior criterion conditions
inter-rater reliability
1 person observes the same behavior more than once or 1+ person observes behavior at the same time
simple agreement
smaller #/larger # = % difficult to interpret not recommended
point to point agreement
agreements/total observations = coeffecient or % want at least 80%
percentage of agreements of occurrence
(100 x agreements of occurrence) / (total observations - agreements of non-occurrence) = % good for use when behaviors are rare
kappa index
expected and actual # of observations
concerns with observations
accuracy and agreement
major problems of observations
reactivity of observer observer drift complexity of scoring observer expectancy and feedback
observation recording methods
checklist rating scale anecdotal notes
checklist observation
inventory of behaviors or skills that the observer marks or checks if the pupil is seen to demonstrate them
rating scale observation
incorporates quality of observed behaviors
anecdotal notes
story about behaviour
stumbo recording techniques
frequency/tally duration interv
frequency/tally
number of observations that occur in a particular predefined interval
duration
measure the total amount of time that the client engages in the target behavior
interval
observing whether a behavior occurs or does not occur during specified time periods
instantaneous time sampling
the observer only records the behaviour of the client he or she is observing at certain time points
burlingame recording methods
event continious narrative
event
process for documenting the number of times a behavior occurs
narrative
extended written account of an activity
observing behaviors
everyday notcing of behaviors
behavioral observation
intentional gathering, planned/strategic
ad lib
write it when you see it, good for rare behaviors
focal
recording pre-determined behaviors for a whole length of time
instantaneous
recordinf pre-determined behaviors for randomized intervals of time
behavioral sampling
narrative, looking for specific behavior
periodicity
behaviors may occur on a "schedule"
how to combat periodicity
randomly assigned intervals of observation
berg balance "scale"
0-4 for certain behaviors
functional fitness test
body composition flexibility agaility coordination strength/endurance endurance
skills test
testing skills for specific activties
content analysis
examines written records, documents, materials, media well suited for analysis of communications ex. TV commericals, letters, books, journals, newspapers, patient charts
manifest content
face value, literal/objective
latent content
underlying meaning
challenges of content analysis
collection of info can be tricky level of measurement of also tricky sampling and population
systematic sampling
probability sampling method where researchers select members of the population at a regular interval problem: periodicity
strengths of content analysis
unobtrusive safe inexpensive effecient
weaknesses of content analysis
limited to recorded data (survival bias) validity privacy of info
analysis of existing statistics
uses stats from existing data sources person, family, household, community, city, state
sources of analysis of existing statistics
census, federal agencies, institutional data, org. reports
historical/comparative analysis
content and existing stats likely tracking single event with purpose of explanation
sources for historical/comparative analysis
letters, diaries, journals, books, stats, magazines/newspapers
strengths of forensic review
time effecient non-intrusive data readily accessible
weaknesses of forensic review
settle for original data limited date reduces client contact
why achievement test
screens consumers for elibibility establish baseline for knowledge acquisition evaluate progress/confirm learning
stem
question/statement
distractor
one of incorrect choices
key
correct choice
essay exams are easier to construct that obj. exams
true
essay exams require more student prep than obj. exams
true
essay exams require writing skill, obj exams dont
true
essay exams teach students how to write
false
essay exmas are more subjective
true
obj exmas encourage more guessing than essay exams
true
essay exams limit the amount of content covered
true
essay and obj exams can be used to measure the same content and students will score similarly
true
essay and obj exams measure student learning equally well
true
advantages to multiple choice
versatility reliability internal consistency scoring effecieny/accuracy objective wide sampling reduced guessing vs. true false response alternatives can provide diagnostice feed back
limitations to multiple choice
difficlut/time consuming to construct favors simple recall high degress of depedence on student reading and instructors writing ability
blooms taxonomy
Set of three hierarchical models used for the classification of educational learning objectives into levels of complexity and specificity
KCAASE (Kittens cant access apples so easily)
knowledge
recall of information, discovery, observation, listing, locating, naming
comprehension
understanding, translating, summarizing, demonstrating, discussing
application
using/applying knowledge, using problem solving methods, manipulating, designing, experimenting
analysis
identifiying and analyzing patterns, organization of ideas, recognizing trends
synthesis
using old concepts to create new ideas, design and invention, composing, imagining, inferring, modifying, predicting, combining
evaluation
assesing theories, comparison of ideas, eval. outcomes, solving, judging, recommending, rating
suggestions for writing m.c questions
state stem as entire question put most of info in stem eliminate excess words include words in stem that could be repeated in each distractor use "not" sparingly make all distractors plausible make alternatives grammatically consistent make responses mutually exclusive list responses in logical order make sure only one option is correct make alternatives equal length avoid grammatical cues use at least 4 alternatives randomly distribute corrent reponses use "all of the above" and "none of the above" sparingly
objective achievement tests
easier to grade recognition memory broad eval high reliability more time reading, less writing
subjective achievement tests
easier to write response generation in depth eval more time answering, less reading writing ability affects answer
item difficulty
Pj = Nc / N difficulty index for group of questions = # that get the question correct / # that took the test
item discrimination
Dj = Pju - Pjl discrimination index for group of questions = item difficulty for upper 1/3 - item difficulty for lower 1/3
independent variable
"cause" intervention/activity
Note
Flashcard