 And let's continue on here. We're gonna talk about recording methods. There's a lot of different ways that you can record behavior. So we're gonna look at two general categories. We're gonna break it down into three other areas in this lecture. Hopefully we'll be pretty quick with this one. Anyway, here we go. So we have continuous recording methods. How do we record behavior in a continuous fashion? Well, it's really simple. We're gonna record all instances of the behavior over a given period of time. All right, so if we are going to record behavior in a classroom, we're gonna say, all right, in a 50-minute session, whatever it is, all right, so a 50-minute session, we're gonna record every time little, I don't know, Bobby jumps out of his seat or maybe every single time that Ryan talks at a turn. That was common. Anyway, so we're gonna record every single instance of it. We're not gonna break it down. We're just gonna be like, this happened, this happened, this happened, this happened, this happened, this happened, this happened, this happened, this happened, this happened, this happened, this happened. And that's it, all right? Kind of intense, kind of a lot of work. But hey, it's functional. It's gonna give us a really, really accurate picture of how much the behavior is happening. Or we can do this other really cool thing, which I really like, and there's lots of cool stuff we can do with this. So we break a time period up into intervals, right? So we're gonna break a time period, maybe that 50-minute session, we're gonna break it up into two-minute intervals or one-minute intervals or whatever it may be, and then we're going to look at the behavior within the context of those little periods, all right? So maybe a few seconds, maybe a couple minutes, whatever it may be, all right? So we're gonna divide the period into those segments, we're gonna record within each segment. This allows us to get, we'll get into it. Anyway, so here we go. So then we're gonna look at the occurrence and or the non-occurrence of behavior in each one of those intervals. And we'll be able to make some calculations and make some statements, some general statements about how often behavior is happening. Then we can look at some agreement issues with regard to two people watching the same person and the behavior. We're gonna talk about inter-observer agreement and we're gonna talk about how that speaks to believability and all that fun stuff. All right, here we go. So partial interval recording, folks. This is one of those interval recording procedures. It's not continuous. So we're gonna break something up into intervals and then we're gonna look at behavior, all right? So the behavior in question for this particular example is going to be speaking out of turn. I said that! Oh, I didn't, I didn't! No, no, no, no, all of you, stop it! Listen to me, you're in the classroom paying attention. So anyway, whew, ah, sorry, I digress, all right. No, I don't, it was really on topic, but it's not because somebody was speaking out of turn. Ah, but they're in my head. No, I can't handle it. See, that's what speaking out of turn is like in the classroom. It's absolutely impossible to manage. It's really tricky to do that to yourself. Anyway, whew, y'all are gonna turn me in. All right, this little line here just shows you when behavior turns on and turns off. It goes de-de-de-de-de, it's off, right? And it goes up, it goes boop, all right? So de-de-de-de-do, boop, de-de-de-de-do, boop. So you get the idea. Behavior's flatlining, there's nothing going on, and it goes on, and the behavior maintains for a little while and it goes off. And it's off for a while and it goes on, and it goes off, and you get the idea. So let's look at this in an interval context. Holy cow, look at that, we have behaviors across. So this is called partial interval recording. We've made our intervals here, they're in two minute sections. That's pretty easy to see. So we're two, four, six, eight, 10, 12, what, 14 minutes? One, two, three, yeah. So we were recording behavior for about 14 minutes and we've got, you know, the behavior happened during those intervals at all, four times, right? So we have a continuous type behavior here, right? Meaning it's a, so it's not a discrete behavior. So maybe it's speaking at a turn. We're not counting the number of words, but just the number of instances that they were speaking at a turn. We saw some kids speaking at a turn during the first two minutes, but only for the last few seconds of that first two minutes. They spoke at a turn for the entire two minutes in the next interval and in a little bit of time during the next, the third interval. And in the fifth interval, they only spoke at a turn for a little bit of time. But because it's partial interval, we put an X there in the interval that it happened. It doesn't have to happen for the whole thing, just for a part of it, partial interval. You get it? So four out of the seven intervals, behavior was observed. In other words, 57% of the time, but that's not quite accurate, right? But kinda, not bad. Four intervals out of seven, 57%. Yeah, it's not bad, but behavior really didn't happen that much. It only briefly happened in interval one, three and five. It happened for all of interval two. So in reality, we probably only have about three minutes of behavior there. So three out of seven is definitely not 57%. The problem we have with the whole partial interval recording is it overestimates the amount of responding that happens. I don't necessarily find that to be a bad thing. It really depends on the behavior you're working with, right? So if it's overestimating, then you try to reduce that. Again, your measure is very sensitive. It's hypersensitive, if you will, okay? So let's look at whole interval. This kinda has the opposite issues, right? So behavior, same thing, speaking at a turn. Look at that same graph. Here we go. Take that in for a moment, folks. Exact same behavior. Exact same amount of time. Exact same number of intervals. Exact same interval length. But now, instead of happening four intervals, it only happened for one. Why? Because we changed our definition. Now we are focusing on whole intervals. Did the behavior happen for the entire interval? One interval, out of seven, the behavior was observed for, okay? Pretty straightforward, you got it, make much sense. Guess what this one does? Underestimates behavior. Do you really think behavior only happened for 14% of the time if you do your crazy? It happened for 14% of the intervals using the definition that we have. So this underestimates behavior. So whole interval is a hard thing to achieve. But again, if the behavior's happening a ton, whole interval is useful. If the behavior's happening just a little bit, partial interval is useful. So it really depends on the behavior as to what methods you're gonna use. All right, let's look at another one. This one's kinda cool. Time sampling or momentary time sampling is the one that I like to use. But anyway, there's a couple different versions of this. Time sampling, we're only gonna observe for a brief myriad of time out of every given amount of time. So in this case, we're gonna observe for two minutes out of every hour. How many times did the behavior occur? You know, so on and so forth. We could randomize this so the kids don't predict things or the adults don't predict things whoever you're working with, right? Or we could do a momentary time sampling where at the end of a given period, we will just look up and see if the behavior happened. Okay, so the 58 minutes and the two minutes are, that's, sorry, the graph gets kinda confusing. So anyway, time sampling, we got 60 minutes. The whole thing, we're only gonna record for that first sample at two minutes, right? In the green section. That's a time sampling procedure. We could do a momentary time sampling where we could say every two minutes, we're gonna look up and see if the behavior is happening. That's kind of a useful one too. So momentary time sampling or time sampling. So keep that in mind for the exams, right? I think that's enough for now. We're gonna jump into interobserver agreement on the next video.