A. Measurement
A. Measurement
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Measurement is the process of applying quantitative labels to describe and differentiate objects and natural events (Cooper et al., 2020)
Measurement is the process of applying quantitative labels to describe and differentiate objects and natural events (Cooper et al., 2020)
Measurement in applied behavior analysis entails three steps:
Identifying the behavior to be measured
Defining the behavior in observable terms
Selecting an appropriate observation and data-recording method (Cooper et al., 2020)
A.1. Prepare for Data Collection
A.1. Prepare for Data Collection
Electronic Data Collection:
Electronic Data Collection:
Set date and time for the session
Identify the targets you want to work on for that session (according to ABC Skill access day)
Prepare Materials
Paper Data Collection:
Paper Data Collection:
Have paper and pencil for data collection
Have tape, markers, paper clips, or other items to measure with fast-moving clients
A.2. Continuous Measurement
Measurement is conducted in a manner such that all instances of the response class(es) of interest are detected during the observation period (Miltenberger, 2016)
Repeatability
Repeatability
Instances of a behavior can occur repeatedly through time (behavior can be counted)
Frequency-number of times a behavior occurs in a specific time period (Miltenberger, 2016)
Rate-number of responses per unit of time
Temporal Locus
Temporal Locus
Every instance of behavior occurs at a certain point in time with respect to other events of interest
Response Latency-elapsed time between the onset of an antecedent event (stimulus) and the occurrence of the behavior
Inter response Time (IRT)- the amount of time that elapses between two consecutive instances of a response class or behavior
Temporal Extent
Temporal Extent
Every instance of behavior occurs during some amount of time
Duration-of time from the onset to the end point of a response, is the basic measure of temporal extent (Cooper et al., 2020)
Examples of Taking Data with the Videos
Examples of Taking Data with the Videos
Taking Tantrum Duration
Taking Tantrum Duration
Target Behavior for Reduction: Onset of tantrum begins at 2 seconds of whining, crying, barking and continues until 5 seconds WITHOUT any audible noises.
Latency-Begin Reading a Book
Latency-Begin Reading a Book
Target Behavior to Increase Interventionist give the instruction, what is the time that elapses between the direction being given and the onset of the behavior.
Frequency Data-Label Colors
Frequency Data-Label Colors
Target Behavior for Increase: Score a tally for each instance of labeling the correct color of the monkey presented. Score a minus for incorrect color label.
Duration Data-Frenchie Wanting her Ball
Duration Data-Frenchie Wanting her Ball
Target Behavior: Duration of whining, crying or barking. Start the timer after 2 seconds of any instance of defined behavior, end timer after 5 seconds without audible noise from the Frenchie!
IRT Data- Perler Beads
IRT Data- Perler Beads
Target Behavior: Once the first perler bead is set, start the timer for the duration of time in between when one perler bead is set and the next consecutive perler bead is set.
Frequency Data-Labeling Colors
Frequency Data-Labeling Colors
Targeted Behavior: Frequency count of correctly labeling colors when delivered the SD (discriminative stimulus) "what color is this". 10 trials, collect data on frequency of correct responses.
A.3. Discontinuous Measurement
A.3. Discontinuous Measurement
Definition: Observing and recording behavior during intervals or at specific moments in time.
Measured by: Dividing the observation period into time intervals, and then recording the presence or absence of behavior within or at the end of each interval.
Partial Interval Recording
Partial Interval Recording
The observer records whether the behavior occurred at any time during the interval.
Pros: Provides an estimate of both frequency and duration.
Cons: it overestimates the occurrence of the behavior
Whole Interval Recording
Whole Interval Recording
At the end of each interval, the observer records whether the target behavior occurred throughout the interval
Pros: it measures continuous behaviors and behaviors that occur at such high rates
Cons: it usually underestimates the overall percentage of the observation period in which the behavior actually occurred
Momentary Time Sampling
Momentary Time Sampling
The observer records whether the target behavior occurred at the moment the time interval ends. It is mainly used for continuous activities (engagement with a task)
Pros: the observer does not have to attend continuously to measurement
Cons: It misses a lot of behavior
Momentary TS_dog.movMomentary Time Sampling With Data Collection
Planned Activity Check
Uses headcounts to measure and compare “group behavior.”
A teacher observes a group of students at the end of each time interval, counts the number of students engaged in the targeted activity, and records the tally with the total number of students in the group.
A.4. Permanent Product Recording
A.4. Permanent Product Recording
Permanent Products
An observer can use visual or audio recording to measure behavior with permanent products. An observer can take his time, re-score the worksheet, or listen to and watch the video recording again. This is helpful to observe multiple participants and various aspects of behavior that may have been missed during the first observation.
ACT Matrix
ACT Matrix
Supports psychological flexibility and NOTICING
Begin identifying what is important to that individual
Notice and identify emotions that show up
Notice when you are using behaviors to get relief or away from mental experiencing
Notice when you are using behavior to move towards what is important to you
Extra Resources for the ACT Matrix:
A.5. Enter Data and Update Graphs
A.5. Enter Data and Update Graphs
How to track with a quick moving learner (Low Tech)
How to track with a quick moving learner (Low Tech)
Tallies on our hand, notebook, or masking tape
Start a timer and add a "lap" for each occurrence of a behavior
Wrist or hand Counters
Items from one pocket to the other (paper clips, pennies, rocks)
ABA Desk- Data Collection Software
ABA Desk- Data Collection Software
Enter date and Time
Take data on the targets your supervisor adds for you
Write Session Note in the "session content section"
Fill out "others present, client variables, questions, and the modificatons or plan for future sessions
Sign before you submit! Data is not valid if you do not sign!
Graphing By Hand
Graphing By Hand
Draw, Scale, and Label Axes
Condition Change Lines
Draw Data Path Lines
Take your time, use one color, and be cautious to graph correctly.
Celeration: The change (acceleration or deceleration) in the rate of responding over time; based on count per unit of time (rate); expressed as a factor by which responding is accelerating or decelerating (multiplying or dividing); displayed with a trend line on a Standard Celeration Chart.
Trend: The direction the behavior is going
Accelerating Trend
Accelerating Trend
The overall increase in rate of response, reflected by an increased value recorded on the Y axis.
Decelerating Trend
Decelerating Trend
The overall decrease in rate of response, reflected by a decreased value on the Y axis.
Validity
Validity
The extent to which data obtained from measurement are directly relevant to the target behavior of interest and to the reason(s) for measuring it.
Reliability
Reliability
Refers to the consistency of measurement, specifically, the extent to which repeated measurement of the same event yields the same values.
A.6. Describe Behavior and Environment in Observable and Measurable Terms
A.6. Describe Behavior and Environment in Observable and Measurable Terms
Objective, Observable, and Measurable Definitions:
Ensure specific instances of the behavior can be observed and recorded accurately.
Free of personal feelings or emotions or suggestions
Can be seen
Can be accurately measured (take data)
Become operational and useful for future
Response: A single instance or occurrence of a specific class or type of behavior.
Example Behavior: Looking at, holding, and building with Legos on the floor.
Topography: The physical form or shape of a behavior, is a measurable and malleable dimension of behavior.
Topography based definitions: Identify instances of the target behavior by the shape or form of the behavior.
Function Based definition: Designates responses as members of the targeted response class solely by their common effect on the environment
You Try:
__________________________________
__________________________________
Examples
Examples
receptive HML_noisy.mp4
Behavior to track: Receptively identify HML Concept, Noisy, Busy, Fast.
Behavior to track: Receptively identify HML Concept, Noisy, Busy, Fast.
Definition: The individual will be able to receptively identify the HM concept, Noisy, Busy, Fast. Mark as a + (or correct) if the individual accurately identifies the concept. Mark as a - (incorrect) if the individual needs prompting or does not correctly identify the concept.
frequency_noticing goggles.mp4Put on your Noticer Goggles: Frequency
Put on your Noticer Goggles: Frequency
ABC data at the end:
Antecedent: loud noise
Behavior: Identify need headphones
Consequence: Got headphones
Antecedent - Behavior - Consequence Data Collection
Antecedent - Behavior - Consequence Data Collection
ABC Data
ABC Data
ABC data manding.mp4A: Therapist took dice
B: He asked for them back (Manding)
C: Therapist gave them back
Antecedent (A)
What comes before the behavior
Can be a setting event
Behavior (B)
Anything a living creature can do
Think "Dead Man Test".
Consequence (C)
Stimulus or event that directly follows the behavior
A visual for ABC data collection that begins with identifying the target behavior.
What Are the Pros and Cons of Different Measurement?
What Are the Pros and Cons of Different Measurement?
LeBlanc, L. A., Raetz, P. B., Sellers, T. P., & Carr, J. E. (2015)
LeBlanc, L. A., Raetz, P. B., Sellers, T. P., & Carr, J. E. (2015)
Decision Making Tree for Selecting Measurement
Decision Making Tree for Selecting Measurement
LeBlanc, L. A., Raetz, P. B., Sellers, T. P., & Carr, J. E. (2015)
LeBlanc, L. A., Raetz, P. B., Sellers, T. P., & Carr, J. E. (2015)
This training program is based on the RBT Task List (2nd ed.) and is designed to meet the 40-hour training requirements for RBT Certification. The program is offered independently of the BACB.
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