![]() Teacher as token dispenser: Effect of an observer. Minimal reactivity of overt classroom observations on student and teacher behaviors. Effect of observer as a function of prior history of social interaction. Parental manipulation of the behavior of normal and deviant children. Problems in the use of naturalistic observation as a means of behavioral assessment. Adams (Eds.), Handbook of Behavioral Assessment. Direct observational procedures: Methodological issues in naturalistic settings. Unpublished manuscript, University of Georgia, 1978. Habituation in parent-child interactions. Journal of Applied Behavior Analysis, 1976, 9, 213–219. Evaluation of family intervention through unobtrusive audio recordings: Experiences in “bugging” children. Journal of Applied Behavior Analysis, 1974, 7, 23–31. ![]() Parental manipulation of child behavior in home observations. Journal of Applied Behavior Analysis, 1975, 8, 181–185. Reactivity to home observation: A comparison of audio recorded behavior with observers present or absent. Mash (Eds.), Behavior Change: Methodology, Concepts, and Practice. Methodological issues in naturalistic observation: Some problems and solutions for field research. Paper presented at the meeting of the Association for Advancement of Behavior Therapy, Atlanta, Ga., 1977. Observer reactivity in an educational setting. Paper presented at the meeting of the American Psychological Association, New Orleans, La., 1974. A pilot project to examine whether teachers “turn on” only when observers are present. Parental manipulation of compliance and noncompliance in normal and deviant children. Paper presented at the meeting of the Southeastern Psychological Association, Atlanta, Ga., 1975. Effects of observer presence on mother-child interaction. Reactions of children and teachers to classroom observers: A series of controlled investigations. Journal of Applied Behavior Analysis, 1971, 4, 151–156.ĭubey, D. A device for automatic audio tape recording. For children conclusions are not warranted at this time as too few studies have examined children's behavior.īernal, M. The positive and neutral behaviors typically increased in the observer's presence. For adults positive and neutral verbal and physical behaviors were more reactive than negative behaviors. Reactivity was reported in about three-fourths of the studies. The results indicated that the awareness paradigm has been employed most frequently, the laboratory has been the primary setting utilized, and problem and nonproblem children have been employed with approximately equal frequency. Studies were classified according to the paradigm used to examine reactivity, the setting in which the study was conducted, the identification of the child as a behavior problem, and the occurrence and direction (i.e., increases or decreases in the observed behavior) of reactivity. ![]() The present article reviews studies which have examined the question of observer reactivity in adult-child interactions. ![]()
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