Reliability Issues and Solutions for Coding Social Communication Performance in Classroom Settings
Contact author: Lesley B. Olswang, Department of Speech and Hearing Sciences, University of Washington, 1417 Northeast 42nd Street, Seattle, WA 98105-6246l. E-mail: lolswang{at}u.washington.edu PURPOSE: To explore the utility of time-interval analysis for documenting the reliability of coding social communication performance of children in classroom settings. Of particular interest was finding a method for determining whether independent observers could reliably judge both occurrence and duration of ongoing behavioral dimensions for describing social communication performance. METHOD: Four coders participated in this study. They observed and independently coded 6 social communication behavioral dimensions using handheld computers. The dimensions were mutually exclusive and accounted for all verbal and nonverbal productions during a specified time frame. The technology allowed for coding frequency and duration for each entered code. Data were collected from 20 different 2-min video segments of children in kindergarten through 3rd-grade classrooms. Data were analyzed for interobserver and intraobserver agreements using time-interval sorting and Cohen's kappa. Further, interval size and total observation length were manipulated to determine their influence on reliability. RESULTS: The data revealed interval sorting and kappa to be a suitable method for examining reliability of occurrence and duration of ongoing social communication behavioral dimensions. Nearly all comparisons yielded medium to large kappa values; interval size and length of observation minimally affected results. IMPLICATIONS: The analysis procedure described in this research solves a challenge in reliability: comparing coding by independent observers of both occurrence and duration of behaviors. Results indicate the utility of a new coding taxonomy and technology for application in online observations of social communication in a classroom setting. KEY WORDS: research design, observation, behavioral assessment CiteULike Connotea Del.icio.us Digg Facebook Reddit Technorati Twitter What's this?.
| Medienart: |
Artikel |
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| Erscheinungsjahr: |
2006 |
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| Erschienen: |
2006 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:49 |
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| Enthalten in: |
Journal of speech, language, and hearing research - 49(2006), 5, Seite 1058-1071 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Olswang, Lesley B [VerfasserIn] |
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| Links: |
Volltext |
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| doi: |
10.1044/1092-4388(2006/075) |
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| Förderinstitution / Projekttitel: |
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| PPN (Katalog-ID): |
OLC1984066943 |
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| 245 | 1 | 0 | |a Reliability Issues and Solutions for Coding Social Communication Performance in Classroom Settings |
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| 520 | |a Contact author: Lesley B. Olswang, Department of Speech and Hearing Sciences, University of Washington, 1417 Northeast 42nd Street, Seattle, WA 98105-6246l. E-mail: lolswang{at}u.washington.edu PURPOSE: To explore the utility of time-interval analysis for documenting the reliability of coding social communication performance of children in classroom settings. Of particular interest was finding a method for determining whether independent observers could reliably judge both occurrence and duration of ongoing behavioral dimensions for describing social communication performance. METHOD: Four coders participated in this study. They observed and independently coded 6 social communication behavioral dimensions using handheld computers. The dimensions were mutually exclusive and accounted for all verbal and nonverbal productions during a specified time frame. The technology allowed for coding frequency and duration for each entered code. Data were collected from 20 different 2-min video segments of children in kindergarten through 3rd-grade classrooms. Data were analyzed for interobserver and intraobserver agreements using time-interval sorting and Cohen's kappa. Further, interval size and total observation length were manipulated to determine their influence on reliability. RESULTS: The data revealed interval sorting and kappa to be a suitable method for examining reliability of occurrence and duration of ongoing social communication behavioral dimensions. Nearly all comparisons yielded medium to large kappa values; interval size and length of observation minimally affected results. IMPLICATIONS: The analysis procedure described in this research solves a challenge in reliability: comparing coding by independent observers of both occurrence and duration of behaviors. Results indicate the utility of a new coding taxonomy and technology for application in online observations of social communication in a classroom setting. KEY WORDS: research design, observation, behavioral assessment CiteULike Connotea Del.icio.us Digg Facebook Reddit Technorati Twitter What's this? | ||
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| 650 | 4 | |a Reproducibility of Results | |
| 650 | 4 | |a Verbal Behavior | |
| 650 | 4 | |a Humans | |
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| 650 | 4 | |a Interpersonal Relations | |
| 650 | 4 | |a Communication | |
| 650 | 4 | |a Social Behavior | |
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| 650 | 4 | |a Language disorders | |
| 650 | 4 | |a Agreements | |
| 650 | 4 | |a Children & youth | |
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| 700 | 1 | |a Coggins, Truman E |4 oth | |
| 700 | 1 | |a Beilinson, Jill S |4 oth | |
| 700 | 1 | |a Donaldson, Amy L |4 oth | |
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