The development and testing of a systematic observation instrument with a focus on academic disruption in the classroom

Abstract

This study involved the development and testing of an observation system that allows a classroom observer to record teacher and student interactions as these interactions relate to academic disruptions. The system provides information concerning the sequence of verbal and nonverbal interactions between teacher and student while at the same time preserving the interacting influence of the classroom environment. The system is suggested as a means to increase teacher and student self-awareness of academic disruptions and thereby reduce problems related to classroom discipline. The developmental phase of this study involved the indentification of an all-inclusive and mutually exclusive list of teacher and student interactive behaviors related to academic disruptions which were organized into an observation system. This system, entitled Systematic Observation of Behavior With a Focus on Academic Disruptions (SOBAD), consists of the following 10 behavior categories: (0) Transition, (1)Teacher and/or student talk/activity (task oriented or instructional), (2)Student talk (noninstructional), (3)Student action (noninstructional), (4)Confusion, (5)Disruption of academic mode, not initiated by teacher or student, (6)Criticism, (7)Redirection, (8)Unnoticed disruptive behavior, and (9)Praising, nonacademic behavior. ...