Essential Reading
Below, you’ll find instructions for how you might use Momentary Time Sampling to measure the “on-task behavior” of a student in a classroom.
Using Momentary Time Sampling to Measure On-Task Behavior
Step 1: Determine the observation intervals
Decide on the length of the observation intervals (e.g., 5 minutes, 10 minutes, etc.).
Ensure that the interval length allows for adequate sampling while still being feasible to implement in the classroom setting.
Step 2: Identify the target behavior
Define the specific behavior to be recorded as on-task behavior (e.g., looking at the teacher, actively participating in class activities, etc.).
Step 3: Prepare the observation materials
Create or obtain observation sheets or a data collection app to record the presence or absence of on-task behavior at the end of each interval.
Ensure that the materials are easily accessible during classroom observations.
Step 4: Conduct the observations
Begin the observation session at the predetermined start time.
At the end of each interval, observe the student and determine whether they are on-task or off-task at that specific moment.
Record the presence or absence of on-task behavior for each interval, using a checkmark or any other designated method on the observation materials.
Step 5: Analyze and interpret the data
Review the recorded data to calculate the percentage of intervals in which the student demonstrated on-task behavior.
Graph the data daily and examine any patterns or trends in on-task behavior across different times of the day or specific activities.
If this seems a little abstract, then the following vignette might make be useful:
In a middle school classroom, Ms. Johnson, a special education teacher, is implementing a data collection procedure to measure on-task behavior for one of her students, Alex. Alex often struggles with staying focused during class activities. Ms. Johnson decides to use momentary time sampling to gather data on Alex’s on-task behavior throughout the school day. She defines on-task behavior as looking at the teacher, participating in class discussions or activities, following instructions or working on assigned tasks.
Before starting the observation, Ms. Johnson determines that she will use 5-minute observation intervals, allowing her to obtain a representative sample of Alex’s behavior without being too disruptive to the class. She prepares a sheet with columns for each interval and marks for recording Alex’s behavior.
The first observation session begins promptly at 9:00 AM when Ms. Johnson starts a timer. When the first 5-minute interval ends, Ms. Johnson discreetly scans the classroom and observes whether Alex is engaged in the learning task at that moment. She marks a checkmark in the “on-task” column if Alex is focused on the activity or an “off-task” mark if he is not.
Throughout the day, Ms. Johnson repeats this process at each 5-minute interval, noting Alex’s on-task or off-task behavior. She keeps the observation materials close by, ensuring easy access and maintaining confidentiality.
At the end of the day, Ms. Johnson collects the data and calculates the percentage of intervals in which Alex demonstrated on-task behavior. She notices that, on average, Alex was on-task for about 65% of the observed intervals. She carefully considers other factors that may have influenced his behavior, such as specific subjects, time of day, or environmental distractions.
Using this data, Ms. Johnson can now make informed decisions about instructional strategies and environmental accommodations to support Alex’s on-task behavior. She can discuss the findings with Alex’s support team to determine appropriate interventions and make adjustments to his Individualized Education Program (IEP).
Optional Video
The following video will be useful to anybody who is confused by the differences between whole interval recording, partial interval recording and momentary time sampling. The video from RBT Exam Review invites viewers to practice taking data using the three methods during the 8 minute video.
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