Reliability of an on-line, alternating time sampling (A TS) procedure
was examined for evaluating classroom communication acts. Fifteen
limited-language children were videotaped during classroom activities
while two trained judges simultaneously coded teacher/child com
munication acts on-line. Judges systematically alternated attention from
child to teacher each minute during sampling. Analyses revealed high
interjudge reliability for live coding and high agreement between A TS
and continuous coding on all measurements. ATS appears practical for
classroom assessment and measurement of treatment effects.
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