Classroom observations are frequently conducted with the purpose of comparing the behavior of a target student to that of other peers within the same classroom. A variety of procedures may be utilized by researchers and practitioners to collect such data; however, little is known of the accuracy of estimates of behavior produced by such procedures relative to continuous behavior recording for the target student, peers sampled as a representation of the class, and the class as a whole. The purpose of the present study was to evaluate the accuracy of estimates of frequently utilized peer comparison observation procedures relative to duration recording. Data were simulated for 4,000 classroom observations, with variations in level of classroom behavior and length of observation being simulated. Results indicated that an Every Fifth interval procedure resulted in the lowest levels of absolute error during single observations for target students, with planned activity checks resulting in the most accurate estimates of class-wide behavior. Despite differences being apparent in level of accuracy of single observations, differences in accuracy across procedures were not apparent when all observations of the same type (i.e., duration, level of classroom behavior, and observation procedure) were compared.

经常进行课堂观察，目的是将目标学生的行为与同一教室中其他同学的行为进行比较。研究人员和从业人员可以使用各种程序来收集此类数据；但是，相对于目标学生，作为班级代表进行采样的同伴以及整个班级的连续行为记录，这种程序所产生的行为估计的准确性知之甚少。本研究的目的是评估相对于持续时间记录的经常使用的同伴比较观察程序的估计值的准确性。模拟了4,000个教室观察的数据，模拟了教室行为水平和观察时间的变化。结果表明，每五分之一间隔的程序对目标学生进行单次观察时，绝对误差水平最低，而通过计划的活动检查，可以对全班级行为进行最准确的估计。尽管单个观察结果的准确性水平存在明显差异，但是当比较所有相同类型的观察结果（即持续时间，课堂行为水平和观察过程）时，各个过程的准确性差异并不明显。