Describe this qualitative observation tool and explain its characteristics, psychology homework help


Respond to your peer and share with them how using a functional behavioral assessment along with their chosen observation tool would allow them to better meet the needs of the child they are observing. In addition provide them with an additional developmental domain (i.e., cognitive, physical, etc.) that they might think about using for their observation this week and provide a rationale. 5 sentences or more.

Describe this qualitative observation tool and explain its characteristics.

Qualitative observation form results that do not yield numerical data. These observations are written more in the form of notes. Just as Howard and Aiken (2015) suggest, “These observations focus on the quality of a behavior rather than quantity of occurrence or duration” (Section 4.2). The note-like observations can be in the form of written notebooks or journals, electronically generated, or illustrations. Qualitative observation is very informal but descriptive. Anecdotal records record behaviors after they happen, while running records record behavior while the behavior is happening. “Anecdotal records are usually relatively short and may contain descriptions of behaviours and direct quotes” (Anecdotal records, 2014). I will be using the anecdotal qualitative observation tool during my assessment. I will gather as much information as I need during my observation and basically create a short story of my observations, which include what the end goal is.

Discuss whether you will be using this tool to observe social/emotional development, physical development, cognitive development, or language development.

For my week 2 assignment, I will be using anecdotal record qualitative observation data to observe cognitive development in the child I am assessing. Essentially, I will be assessing if the child can place the large, soft puzzle letters in the correct empty puzzle space. Without relying on my memory, during my observation I may jot small notes or make a tally of what I am looking for (goals) but I will write up the detailed observation afterwards.

Explain the purpose for using this tool to assess your chosen domain.

Using an anecdotal record for this assessment will reveal if the child has the cognitive development of matching the letters to its correct shape in the puzzle. Since an anecdotal recording allows me to be thorough and descriptive in my assessment, I can make note what letters he had trouble with, or mixed up (like “H” with “N”), and how many he got right or incorrect. I can also make note how long this activity held his attention or if and when he got frustrated. The goal is for the child to put all letters in the correct place within the time frame.

Describe this quantitative observation tool and explain its characteristics.

Quantitative observation tools yield numerical results. These numerical results are more precise than qualitative research as they provide “a record of how often a targeted behaviour or list of behaviours occurs” (Tally Sampling, 2014). Perhaps a teacher wants to record how many times a child remembers to raise their hand throughout the day, or how long it takes a child to clean up their toys after being asked. The quantitative observation tool I will be using in my assessment is Time Sampling. Time sampling records how many times a behavior is presented and/or for how long a behavior lasts.

Discuss whether you will be using this tool to observe social/emotional development, physical development, cognitive development, or language development.

For my week 2 assignment, I will be using time sampling to observe the child’s language development in saying “please” when asking for something without being told. Over the course of 3 hours, I will count how many times he says “please” and how many times he does not.

Explain the purpose for using this tool to assess your chosen domain.

The purpose for using time sampling for this observation of language is to see if the child connects using the word “please” with getting what he wants. The goal is for him to say please every time he asks for something without being told or reminded.

Discuss how you will eliminate bias from your observation. Be sure to specifically explain how you will use at least three of the nine strategies that are shared in section 4.1 of the course text for eliminating bias from observations.

One way I will eliminate bias from my own observation is to start understanding my own prejudices. I think, because I will be assessing my own child, I may want to be a little more lenient but I do understand that assessing with biases will yield inaccurate results. I will also try to focus on the individual child in an objective manner; especially when it comes to gender. Sometimes I assume this or that because he is a boy and “that’s the way boys behave.” Thirdly, I will be sure not to compare him to other children. Internally I am guilty of this. While assessing my child, who is 2 years old, I will be sure to segregate his individual behavior from others he may be around and what other children are doing.

Howard, V. F., & Aiken, E. (2015). Assessing learning and development in young children. San Diego, CA: Bridgepoint Education

Infants & Toddlers – CCDMD. (2014). Anecdotal records. Retrieved from

Infants & Toddlers – CCDMD. (2014). Tally sampling. Retrieved from

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