Abstract
This study compares two methods of data collection for students' social behaviors. One method employed time sampling procedures, while the other method used handheld computerized devices and the Multi-Option Observation System for Experimental Studies (MOOSES) system. Both coding systems were used to assess social behaviors of students with emotional disabilities during writing instruction. The middle-school-aged students, all classified as having EBD, were enrolled in classes to improve their written expression. Students were assessed for on-task, off-task, and multitask behaviors. Results revealed some surprising differences. When students were relatively consistent with attendance and on-task behaviors, the methods yielded comparable results; however, when students were more disruptive and demonstrated more inconsistent behaviors, different patterns emerged. Implications and recommendations for future research and practice are discussed.
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