#seaccr Week 6 Blog


After researching various ways to collect data, I have come up with the idea of just using quick tally marks to record occurrences of disruptive behavior. After jotting these down, I will use a spreadsheet to record the data on. The challenges I am anticipating are being able to be consistent with my data collection and how my data will look when my very disruptive behavior students are absent. I am still working out the details so any feedback and help on this would be greatly appreciated.


4 responses »

  1. I think if you separated disruptive behavior to each individual and kept tallies for each, and just made note of absences you might see patterns develop for the how often. Have you considered keeping track of the current activity while collecting disruption tallies to see if there is a subject matter that causes more problem behavior?

  2. Tally marks are a simple and accurate way to collect data. Disruptive behavior has many levels, have you defined what you will count as disruptive to help maintain consistency with your data? That might help especially when your very disruptive students are absent, so you will not collecting data on lesser infractions that weren’t tallied at other times. Good luck!

  3. Now realize I’m just kind of going off the cuff here, but what if you simply recorded the number of students in your class each day, as well. This would not be to point fingers at the more disruptive student, but maybe give you an idea of the impact student numbers have on your research. It could also help you to see where another intervention may be necessary.

  4. The method of using quick tally marks for each behavior sounds like a great way to get qualitative data on the number of disruptions. On your tally sheet (or on another sheet) I might just suggest having a space for writing observational notes about how students respond behaviorally to the Champs intervention. Do they all go along with it? Are some kids reluctant? What behaviors indicate this either way? In this way you get some more qualitative or anecdotal data to go along with your qualitative data. Of course you wouldn’t be able to jot that down in the middle of giving instruction, but I think it would be fine to just jot down what you remember as soon as you have free time.

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