Review of How to establish a behavior observation system.

1976 ◽  
Vol 21 (6) ◽  
pp. 444-444
Author(s):  
LEONARD KRASNER
Keyword(s):  
Observation System ◽  
Behavior Observation

Non-Wearable IoT-Based Smart Ambient Behavior Observation System

2021 ◽  
Vol 21 (18) ◽  
pp. 20857-20869
Author(s):  
Muhammad Irfan ◽  
Husnain Jawad ◽  
Barkoum Betra Felix ◽  
Saadullah Farooq Abbasi ◽  
Anum Nawaz ◽  
...  
Keyword(s):  
Observation System ◽  
Behavior Observation

scholarly journals Rat Behavior Observation System Based on Transfer Learning

IEEE Access ◽  
2019 ◽  
Vol 7 ◽  
pp. 62152-62162
Author(s):  
Tianlei Jin ◽  
Feng Duan
Keyword(s):  
Transfer Learning ◽  
Observation System ◽  
Behavior Observation

Teacher-Pupil and Peer Verbal Interactions of Learning Disabled, Behavior-Disordered, and Nonhandicapped Students

1983 ◽  
Vol 6 (3) ◽  
pp. 273-282 ◽  
Author(s):  
Steven R. Moore ◽  
Richard L. Simpson
Keyword(s):  
Educational Practice ◽  
Learning Disabled ◽  
Observation System ◽  
Verbal Interactions ◽  
Teacher Aide ◽  
Target Behaviors ◽  
Observation Instrument ◽  
Behavior Observation ◽  
Negative Statements ◽  
Behavior Disordered

The purpose of this study was to compare the interactions of learning disabled (LD), behavior-disordered (BD), and nonhandicapped students. The interaction of 15 pupils from each diagnostic group and their peers, teachers, and classroom aides were observed by means of a behavior observation instrument. The observation system was designed to monitor (a) frequency of 14 target behaviors, (b) direction of the interaction (i.e., given to or received from), and (c) status of the party involved in the interaction (i.e., peer, teacher, aide). The results indicated that BD and LD students emitted significantly more negative statements to teachers than did regular education students. The teachers of the three groups of students did not differ in positive and negative statements directed to students; however, BD teachers emitted significantly more neutral statements to their students than did LD and regular teachers. Finally, the three groups did not differ in types of statements emitted. The results are discussed in terms of their implications for current educational practice.

scholarly journals Development of Solution Behavior Observation System under Criticality Accident Conditions in TRACY

2000 ◽  
Vol 37 (12) ◽  
pp. 1088-1097 ◽  
Author(s):  
Kazuhiko OGAWA ◽  
Toshio MORITA ◽  
Hiroshi YANAGISAWA ◽  
Eijyu AIZAWA ◽  
Kouichi SAKURABA ◽  
...  
Keyword(s):  
Observation System ◽  
Solution Behavior ◽  
Behavior Observation ◽  
Criticality Accident ◽  
Accident Conditions

A Behavior Observation System for Group Supervision

1988 ◽  
Vol 27 (4) ◽  
pp. 331-343 ◽  
Author(s):  
LOUIS J. KRUGER ◽  
CARY CHERNISS ◽  
CHARLES A. MAHER ◽  
HUGH M. LEICHTMAN
Keyword(s):  
Group Supervision ◽  
Observation System ◽  
Behavior Observation

Development of In-Reactor Fuel Behavior Observation System

1981 ◽  
Vol 18 (6) ◽  
pp. 427-439 ◽  
Author(s):  
Shinzo SAITO ◽  
Kenji SUMITA ◽  
Yasufumi EMORI ◽  
Hiroshi KAWAMURA
Keyword(s):  
Reactor Fuel ◽  
Observation System ◽  
Behavior Observation ◽  
Fuel Behavior

Attendant and Supervisor Behavior Observation System

1977 ◽  
Author(s):  
Carol A. Montegar ◽  
Dennis H. Reid ◽  
Charles H. Madsen ◽  
Marion D. Ewell
Keyword(s):  
Observation System ◽  
Behavior Observation ◽  
Supervisor Behavior

Behavior Observation System for Autism: Analysis of Behaviors among Autistic, Mentally Retarded, and Normal Children

1981 ◽  
Vol 49 (1) ◽  
pp. 199-208 ◽  
Author(s):  
B. J. Freeman ◽  
E. R. Ritvo ◽  
I. Tonick ◽  
D. Guthrie ◽  
P. Schroth
Keyword(s):  
Mentally Retarded ◽  
Observation System ◽  
Normal Children ◽  
Diagnostic Significance ◽  
Number Of Children ◽  
Observation Scale ◽  
Behavior Observation ◽  
Methodological Problems ◽  
The Subject ◽  
Mentally Retarded Children

The Behavior Observation Scale is being developed to objectively differentiate autistic, normal, and mentally retarded children of ages 30 to 60 mo. Operational definitions and procedures are described and frequency data from 140 children are reported. Of 59 scale items 26 were significantly different among the subject groups. Further statistical analysis showed that to assess the diagnostic significance of a behavior both the frequency of occurrence per subject and the number of children exhibiting it must be considered concurrently. Methodological problems encountered when attempting to establish objective diagnostic data for the syndrome of autism are discussed.

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