Abstract
This study examined the effects of delayed recording on the accuracy of data recorded by special educators serving students with high- or low-incidence disabilities. A multi-element design was used to compare the accuracy of data recorded across three conditions: (a) immediately after a student’s target behavior occurred, (b) immediately after the conclusion of the instructional lesson, and (c) 3 hr after the conclusion of the instructional lesson. Results indicated special educators achieved higher levels of agreement recording data immediately after a student’s target behavior occurred and immediately after the conclusion of the instructional lesson.
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