Analysis

The BOSS tool is designed to facilitate the observation and recording of student behavior in a classroom setting. Observations are conducted at intervals, and data are collected regarding student engagement in tasks, as well as specific off-task behaviors. The tool also allows for peer comparison by recording behavioral data of a peer at designated time intervals. Guidelines recommend at least three observations of 20–30 minutes each, repeated over a span of 2–3 days. It is important to collect a sufficient number of data points to produce an accurate representation of the student’s behavior.

Purpose

The Behavioral Observation of Students in Schools (BOSS) tool is designed for observing and assessing student behavior in school environments. Its main purpose is the systematic recording and analysis of student behavior during classroom instruction to identify behavioral issues and enhance the educational process.

Scoring

The BOSS scoring process includes the following steps:
Observation and Recording:
The observer records student behaviors at predetermined intervals (usually every 15 or 30 seconds) using a predefined code for each behavior type.
Percentage Calculation:
Percentages are calculated for the amount of time spent engaging in each type of behavior. For example, if during a 30-minute observation, a student was actively engaged for 15 minutes, the percentage of active engagement would be 50%.
Analysis and Comparison:
Results are compared with expected behavior standards for the student’s age group or educational level.
They can also be compared with the student’s previous observations to identify changes in behavior over time.

References

DuPaul, G. J., Volpe, R. J., Jitendra, A. K., Lutz, J. G., Lorah, K. S., & Grubner, R. (2004). Elementary school students with attention-deficit disorder: Predictors of academic achievement. Journal of School Psychology, 42, 285–301.
Hintze, J., & Matthews, W. J. (2004). The generalizability of systematic direct observations across time and setting: A preliminary investigation of psychometrics of behavioral observation. School Psychology Review, 33(2), 258–270.
Mautone, J. A., DuPaul, G. J., & Jitendra, A. K. (2005). The effects of computer-assisted instruction on the mathematics performance and classroom behavior of children with ADHD. Journal of Attention Disorders, 9(1), 301–312.
McQuillan, K., & DuPaul, G. J. (1996). Classroom performance of students with serious emotional disturbance: A comparative study of evaluation methods for behavior management. Journal of Emotional and Behavioral Disorders, 4(3), 162–171.
Shapiro, E. S. (2004). Academic Skills Problems: Direct Assessment and Intervention (3rd ed.). New York: Guilford Press.
Spanjers, D. M., Burns, M. K., & Wagner, A. R. (2008). Systematic direct observation of time on task as a measure of student engagement. Assessment for Effective Intervention, 33(2), 120–126.
Vile Junod, R. E., DuPaul, G. J., Jitendra, A. S., Volpe, R. J., & Cleary, K. S. (2006). Classroom observations of students with and without ADHD: Differences across types of engagement. Journal of School Psychology, 44, 87–104.
Volpe, R. J., DiPerna, J. C., Hintze, J. M., & Shapiro, E. S. (2005). Observing students in classroom settings: A review of seven coding schemes. School Psychology Review, 34(4), 454–474.