Improving behaviour classification consistency: a technique from biological taxonomy



AARE2002: Paper CHO02101
analysis. For the purposes of constructing the key, it is best to temporarily split the category,
since the two sub-categories might be reachable by very different paths in the final key.

We illustrate this method by constructing a key for the classification of a set of behaviours.
The example comes from a study of the effect of training on the ability of peer play partners to
play with children with autism. One component of this research is the analysis of the cognitive
level of play shown by the children with autism. The categories into which the researcher
intends to classify the behaviour are shown in figure 2.

Non-play

The target child shows undirected, problem, and stereotype behaviours, or general social
interactions without play activities.

Exploratory

The target child searches around or examines play objects in an ambiguous manner or
sensory-motor activities.

Functional Play

The target child uses play objects in repetitive motor movements, physically appropriate
manner as its function denoted without any creativity or flexibility, or relational using
more than two play objects with no symbolic representation.

Constructive Play

The target child organizes play objects in some type of spatial format to design an object
or a model of a real object.

Pretend Play

The target child lets a play object or person symbolize or represent a thing or person that
it is not, in a make believe manner.

Game with Rules

The target child and play partner play together with a set of their own rules including
obligations or prohibitions.

Figure 3: List of category definitions

Next, we list the observable features of the behaviours in each category (listed in figure 3).

The next step is to choose the first decision to be made in the key. It should be the least
ambiguous decision, and should divide the behaviours as equally as possible. From the list in
figure 3, we choose to see whether the behaviour is obviously play. We can begin writing the
key:

1. Is the child obviously playing?

(a) Yes - Functional, Constructive, Pretend or Game with Rules

(b) No - Non-play or Exploratory

Since we expect non-play and exploratory behaviour to be frequent, it is useful to separate
these behaviours next:

1. Is the child obviously playing?

(a) Yes - Functional, Constructive, Pretend or Game with Rules



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