Radley 2015

Study Overview

  • Title: A Comparison of Momentary Time Sampling and Partial-Interval Recording for Assessment of Effects of Social Skills Training

  • Authors: Keith C. Radley, Roderick D. O’Handley, Zachary C. Labrot

  • Published in: Psychology in the Schools, Vol. 52(4), 2015

  • Purpose: Investigate accuracy of partial-interval recording (PIR) vs momentary time sampling (MTS) in assessing social engagement during skills training for children with ASD.

Key Findings

  • PIR Limitations:

    • Tends to overestimate the effectiveness of interventions.

    • Inaccuracies increase with longer intervals.

  • MTS Advantages:

    • Provides more accurate estimates of social engagement duration than PIR.

    • Error margins smaller than PIR, especially with longer intervals.

    • Better alignment with continuous recording methods.

  • Study Implications: Accurate assessment is crucial for effective interventions; MTS is recommended for evaluating social skills training due to its reliability.

Assessment Methodologies

  • Direct Observation: Most valid for assessing social engagement in children, required by the Individuals with Disabilities Education Improvement Act (2004).

  • Continuous Duration Recording: Preferred for complete behavior records but poses logistical challenges.

Behavioral Measures

  • PIR: Records if behavior occurs at any point during an interval.

  • MTS: Records behavior based on events captured at specific moments.

  • Evaluated via social engagement coding from the Playground Observation of Peer Engagement (POPE).

Participants

  • Sample Size: Five elementary-aged children diagnosed with ASD.

  • Intervention: Attended a Superheroes Social Skills program.

  • Data Collection: Involved free play sessions and peer interactions, filmed for coding.

Expert Panel Review

  • Analyzed graphical data representing social engagement using various coding methods, contributing to conclusions on intervention effectiveness.

  • The use of 10-second and 15-second intervals in both PIR and MTS was rigorously reviewed, revealing considerable differences in interpretive outcomes.

Conclusion

  • Findings recommend against using PIR for assessing social engagement levels due to overinflated effectiveness ratings.

  • MTS is endorsed for accurate assessment across various time intervals, vital for social skill interventions targeting children with ASD.