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<p>It is essential for special education teachers to plan and implement effective behavioral interventions as part of the behavior modification process. A critical component of this planning is accurate behavior measurement, which includes clearly defining target behaviors, selecting appropriate measurement methods, and consistently recording behavioral changes. In accordance with this, pre-service special education teachers (pre-SETs) must develop proficiency in these areas. This study aimed to assess pre-SETs’ proficiency in defining the target behavior and choosing the appropriate recording technique for the behavior. A video-based survey was administered to 106 pre-SETs in Türkiye. Participants were asked to provide operational definitions of target behaviors and identify the correct recording method across seven commonly used measurement techniques. The findings revealed that pre-SETs showed limited accuracy in writing operational definitions of target behaviors and in selecting appropriate behavior recording techniques. These findings suggest that pre-SETs in Türkiye may not acquire adequate measurement skills through theoretical instruction alone. Practice-based and explicit instructional methods are needed to build competency in defining and recording target behaviors.</p>

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Assessing Pre-service Special Education Teachers’ Skills in Defining and Recording Target Behaviors

  • 期刊论文

  • 发表日期：

    2026年3月24日

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  • Rıza Özdemir,
  • Nesrin Sönmez,
  • Meral Koldas

摘要

It is essential for special education teachers to plan and implement effective behavioral interventions as part of the behavior modification process. A critical component of this planning is accurate behavior measurement, which includes clearly defining target behaviors, selecting appropriate measurement methods, and consistently recording behavioral changes. In accordance with this, pre-service special education teachers (pre-SETs) must develop proficiency in these areas. This study aimed to assess pre-SETs’ proficiency in defining the target behavior and choosing the appropriate recording technique for the behavior. A video-based survey was administered to 106 pre-SETs in Türkiye. Participants were asked to provide operational definitions of target behaviors and identify the correct recording method across seven commonly used measurement techniques. The findings revealed that pre-SETs showed limited accuracy in writing operational definitions of target behaviors and in selecting appropriate behavior recording techniques. These findings suggest that pre-SETs in Türkiye may not acquire adequate measurement skills through theoretical instruction alone. Practice-based and explicit instructional methods are needed to build competency in defining and recording target behaviors.