Train the observer. It would make little sense to go through all these elaborate preparations if the person who is to do the recording is not trained sufficiently. Make sure the behavior is clearly...

Train the observer. It would make little sense to go through all these elaborate preparations if the person who is to do the recording is not trained sufficiently. Make sure the behavior is clearly defined for the observer, and that the observer knows whose behavior is to be recorded, how it’s to be recorded, when, where, and for how long. For example, a teacher who is recording a sample of disruptive behavior by a student should be certain to arrange to observe the child clearly (in order to ascertain who is shouting), what behaviors are considered disruptive (e.g., shouting, hitting other children), where to observe (in the classroom and halls only), and for how long (say, 9:00 AM to 10:00 AM). If possible, try to role-play or practice making the observations until the observer is comfortable and accurate. Try to develop one or two trial observation sessions in which the observer attempts to record the actual behavior. Then the observer can discuss with you any necessary revisions in the observational system, and the necessary revisions can be made.