Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
24 Cards in this Set
- Front
- Back
|
A-01 Describe how to prepare for data collection. |
1. Read data from last session. 1a. Prepare materials and programs for current session based on data from last session. 2. Determine what programs you plan to work on during the session. 3. Gather materials for those programs. 4. Set up the first set of programs so they are ready for the client when you begin session. |
|
|
A-02 Implement continuous measurement procedures. |
involve all instances of a response class being detected. simply remember that an observer watches and records every instance of the behavior, and that these measures are thought to be the most accurate. This includes narrative event recording, ABC event recording and any direct observation (video recording would be included). |
|
|
A-02Implement continuous measurement procedures. Types of Event Recording ABC Recording |
One very common type of event recording is ABC event recording. This stands for Antecedent,Behavior and Consequence. That is, the conditions before the behavior, the behavior itself andthe consequence of that behavior. Antecedent: Who is present? What was the activity? Did someone interact with the client? Was it quiet or loud? Basically, what was happening? Behavior: This is the predetermined behavior that you have been tasked to look for. It could be“on task” behavior, smiling, answering questions. It could also be kicking, screaming, tapping a pencil, getting out of one’s seat, etc. Consequence: The change in the environment as a result of the behavior. That is, what’s different now? Did a teacher give the student an evil eye? Did they talk to or otherwise engage the student? Did the client avoid the activity? Did the student stop the behavior or do it more? Did anyone notice the behavior, or did the client do it without looking to anyone else? Was the behavior ignored? |
|
|
A-02Implement continuous measurement procedures. Key ideas of ABC |
May observe a series of consecutive events or a “running record” continues through time as an event occurs, people behave and there are consequences. Then, it all starts again. One example may be in a classroom where a student complains and whines after the teacher instructs them to get out does not The point of this example, however, is more to show how this record flows from before a behavior, recording the behavior and then to determining relevant consequences. After observing for a longer period oftime, patterns may emerge. The major patterns to look for are (1) what antecedents precede the target behavior, and (2) is the consequence of behavior consistent in terms of avoiding something or gaining something. |
|
|
A-02Implement continuous measurement procedures. Types of Event Recording Narrative Event |
A form of ABC recording with a slightly broader scope of observation and with less specific guidelines. However, this method does prompt the observer to provide a narrative description of events in antecedent (e.g. activity, social/interpersonal) and consequence (e.g. implementation of behavior management program ) categories |
|
|
A-02Implement continuous measurement procedures. Types of Event Recording Scatterplot |
used to describe temporal patterns of target behavior in naturally occurring conditions. This involves recording only target behavior and the time period of occurrence. This differs from other forms of descriptive analysis in that surrounding environmental events (antecedents and consequences) are not recorded. |
|
|
A-02 Implement continuous measurement procedures. Continuous Measurement Frequency Duration Latency Inter-Response Time (IRT) |
Continuous Measurement: Records every possible behavioral occurrence; Measures dimensional quantities (latency recording, duration recording, event (frequency recording), IRT recording Link for frequency, duration and latency https://www.youtube.com/watch?v=a-CloBf8ejc IRT: Elapsed time between two successive responses; Example: 13 seconds passed in between the two instances of screaming. |
|
|
A-02 Implement continuous measurement procedures. Frequency |
Frequency/rate: a direct measure. Ratio of count per observation time; using simple tally marks or a clicker counter; ex. How many times subject bites their nails over a certain amount of time application: 1) Any difficulty usually arises from a lack of clarity in the target behavior definition. Imagine that you are asked to count how many target behaviors occur within one hour, but are told to record “disruptions or off task behavior.” You might record something totally different than someone else. If the target behavior were, instead, defined as“the hitting of a pencil onto another object with enough force to be audible within 25 feet”, you might get more accurate results. 2) You would be asked to use frequency only when you consistently observe for a set amount of time (e.g., 1 hour per day, each school day, 2 hours per week). Usually, a time interval is predetermined. |
|
|
A-02 Implement continuous measurement procedures. Rate |
Utility: ● A scenario might mention frequency over a time period -this is rate. ● Also, rate is best used for behaviors of short duration and with easily identified behaviors. That is, observers with less training may still be able to record an accurate rate. ● You may be asked which dimension of behavior is most appropriate in a given situation. Rate would is most appropriate when the postintervention goal may be measured in behaviors per time period (e.g., requests per day or correct answers per class period). ● Do not use rate when the behaviors occur almost continuously or for long periods of time in each occurrence. Most charts of frequency are going to include a time period. Application: 1. Whatever rate chart you may be given, it will still include the number of behaviors in each time period. 2.The total behaviors per time period can then be used to determine the overall rate per hour, day, week, etc. 3. Different intervals will likely be used to fit the situation, such as tracking the target behavior occurrence every 10 minutes, 1 hour or per week. Below are some other examples of more complex rate charts that you may be asked tocomplete. http://www.escambia.k12.fl.us/pbis/data/OPM/ACTIVITY%20FREQUENCYRATE%20DATA%20SHEET.pdf http://www.escambia.k12.fl.us/pbis/data/OPM/30%20MINUTE%20%20FREQUENCYRATE%20DATA%20SHEET.pdf http://www.escambia.k12.fl.us/pbis/data/OPM/DAILY%20FREQUENCYRATE%20DATA%20SHEET.pdf |
|
|
A-02 Implement continuous measurement procedures. Duration |
Duration: Total extent of time in which a behavior occurs; can use a stopwatch; Direct Measurement aka temporal extent ex. Measuring the amount of time that each nail bite takes; monitors the percent of time that a behavior occurs during the observation period, or it can be used to calculate the average time of display for the number of times that the student showed the behavior. Note: When measuring duration, to avoid confusion, define the behavior in simple terms but well enough to be observed and understood by other people. If you see an instance of a target behavior and it ends, you need to know how long to wait before timing a new occurrence. For instance, if someone clears their throat for 10 seconds, pauses for 1 second, clears for another10 seconds, pauses for 2 seconds and clears again for 22 seconds; is this one behavior of a 45second duration or three separate behaviors? The answer is in how you define the target behavior. If you say that any instance of throat clearing separated by more than 5 seconds is a separate instance, then the above example would be a target behavior duration of 45 seconds.If, instead, you say that a pause of 1 second or more indicates a separate occurrence, then the above example would be three separate instances of the target behavior (10 seconds, 10seconds and 22 seconds). why definition matters: You, your client, your supervisor, your client’s parents, insurance companies and anyone else involved, want to know if the behavior is improving or not. In order to show whether this is happening, we need to have a consistent and accurate view of what we mean when we say that the “behavior” is improving. |
|
|
A-02 Implement continuous measurement procedures. Duration |
Utility: ● Duration is a good measure to use for behaviors that last for a longer period of time. ● Useful for behaviors that are targeted for an increase or decrease in temporal extent. ● Use for behaviors that do not start and stop frequently this would make timing the behavior difficult. Application: Tracking sheets will include the target behavior being tracked Duration charting sheets will include a place to indicate the total observation period (e.g., from 10:00 a.m. until 3 p.m.) Duration charting sheets will include a space to track the duration of each behavior occurrence and will often calculate a total duration for the hour, day, week, etc. Tracking sheets may also ask for a calculation of the percentage of time that the behavior occurred. For instance, if you observe for an hour and the target behavior occurred for a total of 15 minutes, that is 25% of the time that you observed. To calculate the Duration percentage, the sum of the times (duration) that the behavior occurred is divided by the total observation time (For example, if the behavior was displayed for a total of 10 minutes during your 30 minute observation of the student, the behavior was happening 33% of the time). This type of recording is used for behaviors that last for more than a few seconds and/or for varying lengths of time (e.g., paying attention, tapping a pencil, in-seat behavior). Here are some examples of tracking sheets: http://www.escambia.k12.fl.us/pbis/data/OPM/Duration%20Data%20%20Version%201.pdf http://www.positivelyautism.com/RecordingSheet_Duration.pdf You will likely be given tracking sheets to use, but could even design your own. Again, the keyis to note the target behavior, the observation period and the duration of each behavior. The restis up to you and your supervisor. |
|
|
A-2 Implement continuous measurement procedures. Latency |
Definition: Time from onset of a stimulus to initiation of the response. Another way to think about this is: how long it takes for someone to respond to a cue, prompt, question, etc. Example: A teacher calls out a student’s name. The student orients to the teacher 8 seconds later. The behavior/response occurred 8 seconds after the stimulus. Utility: You will see latency used when one wants to implement interventions to increase or decrease the time between a cue and the beginning of a behavior. Application: Tracking sheets will include the target behavior These sheets will also need to include what the beginning of the target behavior is (for example, the client looks toward you) They will also include the “cue” that timing needs to start (e.g., a direction is given) You will need to record the time that it takes from the cue to the beginning of the target behavior Here’s a nice example form: http://gulfportschools.org/cms/lib07/MS01910520/Centricity/Domain/80/BEHAVIOR%20TRACKING%20LATECNY%20FORM.pdf |
|
|
A-2 Implement continuous measurement procedures. interresponse time (IRT). |
Definition : The time between the end of one response and the beginning of another (same)response. Example: A child hits his or her forehead with an open hand with only 210 seconds in between,and then hits his/her forehead again. IRT is like duration in that it measures time, although IRT measures the time between behavior rather than the duration of the behavior itself. Utility: Increasing the IRT means lowering the overall rate of behavior; decreasing IRT means increasing the rate of behavior. This concept may be useful for slowing or speeding up target behavior rates by manipulating IRT. Example 1: If a student blurts out with a similar sound that draws attention and disrupts other students every few minutes, an intervention might focus on increasing the IRT. If successful,the student would have longer periods between blurting out. This has the effect of decreasing overall rate of behavior. Example 2: If a student blinks every two minutes, an intervention may want to increase the rate of this behavior. This would mean decreasing the time between blinks (IRT) to a more normal rate. Application: 1.Tracking sheets will need to indicate the target behavior 2. You’ll need a definition of behavior that includes the end of the behavior and what’s constitutes the beginning of the behavior. 3. Time from the end of one behavior until the beginning of the next. 4. You’ll have to wait until the target behavior occurs and ends, before you can begin timing. 5. IRT will usually be expressed as a rate. That is, the sum of all the IRT data divided by the number of behaviors recorded. For example, if IRT data show 2, 8, 3, 4, 6 & 7seconds, this is a IRT rate of 5 seconds ((2+8+3+4+6+7)/5 observations) = 5 seconds per occurrence. |
|
|
A-02 Why is calculating IRT important? |
Calculating IRT is a good way to determine an appropriate interval length for DRO schedules. It will let you know how long the client goes on average WITHOUT engaging in a certain problem behavior. |
|
|
A-03 Implement discontinuous measurement procedures. Discontinuous Measurement |
Discontinuous Measurement: Records a sample of behavior during an observation; Measure occurrence vs. nonoccurrence of behavior (%)not dimensional quantities of behavior; measurement conducted in a manner such that some instances of the response class(es) of interest may not be detected |
|
|
A-03 Implement discontinuous measurement procedures. Interval Recording Partial Interval Recording Whole Interval Recording Momentary Time Sampling |
Interval recording is a shortcut procedure for estimating the duration of a behavior. In this method, the teacher periodically looks at the student at predetermined (NOT spontaneously selected) intervals and records whether the behavior is occurring. There are three types of interval recording. Partial: did behavior occur at all during interval;a time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals (typically from 5-10 seconds). The observer records whether the target behavior occurred at any time during the interval. Partial-interval recording is not concerned with how many times the behavior occurred during the interval or how long the behavior was present, just that it occurred at some point during the interval; tends to overestimate the portion of the observation period that the behavior actually occurred (Cooper, Heron, & Heward, 2007). Findings are reported as a percentage or rate. Whole: did behavior occur during the whole interval In whole interval time sampling, you observe the student for a few seconds at designated intervals and notice whether the behavior occurs for the whole interval that you are looking for it (mark "yes" or "no" as to whether this behavior occurred for the whole time that you were watching). tends to underestimate the proportion of the observation period that many behaviors actually occurred (Cooper, Heron, & Heward, 2007). Momentary: is the behavior occurring at this point in time. Discontinuous, direct data sampling procedure when (at the end ofa predetermined interval) a recording is made if the target behavior is occurring AT THAT MOMENT. May underestimate occurrence of behavior. Findings are reported as a percentage or rate. |
|
|
A-03 Implement discontinuous measurement procedures. Interval Recording Partial Interval Recording Whole Interval Recording Momentary Time Sampling |
Example: Let’s say that a client blurts out movie one liners during class such as, “You can’t handle the truth” or “I’ll be back”. You want to use a discontinuous measurement to record the behavior’s occurrence. One behavior occurrence lasts about 310 seconds. Let’s look at each measurement tool separately, using 15second recording intervals: ● Partial Interval You would record the behavior as having occurred when the“oneliners” happen during any part of a fifteen second interval. You would probably record most behaviors, but would miss any time that a behavior occurs more than once during the interval. You would record a behavior twice if it started at the end of one interval and “spilled over” into the next interval. This is how partial interval tends to overestimate occurrence. ●Whole interval You’d record the “oneliners” if they happened for an entire 15secondinterval. If the behavior occurred for 14 of the 15 seconds, you would not record the behavior as having occurred. This is how WI tends to underestimate. ●Momentary Time Sampling (MTS) Record “one liners” if they are occurring in the last moment of the 15second interval. If the behavior is not occurring at this time, it is not recorded. MTS can over, or underestimate. In this case, it would probably underestimate the occurrence. Take away: All of these discontinuous measurements may produce artifacts, in which you are being inaccurate in your measurement. continuous measurements, in contrast, capture all of the instances of the behavior. Which discontinuous measurement is used will be up to your supervisor, but you need to know which one is appropriate for the dimensions of the target behavior. http://nyspbis.org/Regional%20Forum1314/Assessment%20Tools/Progress%20Monitoring%20Tools%202.pdf http://www.escambia.k12.fl.us/pbis/data/OPM/Momentary_Sample_blankrevised.pdf http://www.specialconnections.ku.edu/~specconn/page/assessment/ddm/pdf/Partial_Interval_blank.pdf |
|
|
*Need to verify if need to know A-03 Implement discontinuous measurement procedures. Percent of Occurrence Trials to Criterion Discrete Categorization (Coding) |
Percent of Occurrence: 80-90% accuracy determines acquisition; typically expressed as a ratio of the number of responses of a certain type per total number of responses (or opportunities or intervals in which such a response could have occurred; presents a proportional quantity per 100 Trials to Criterion: number of consecutive opportunities to respond required to achieve a performance standard/a preestablished level of accuracy or proficiency Discrete Categorization: classifying responses into discrete categories (severity, duration, independence/prompting codes); Measures the percentage of levels of responding while engaged in tb. |
|
|
How to implement measurement procedures
|
1. Define the behavior that you wish to observe. Be very specific. Be sure that your definition is so narrow in scope that others would observe only what you had in mind. 2. Decide which type of behavioral recording is best suited to monitor the behavior. 3. Decide when you will observe the behavior. Do you want to observe the behavior in a number of situations or just one (e.g., math class, story time)? 4. Decide how long each of your observations will last. Ten to twenty minutes is usually adequate, but the more time you spend observing, the more accurate will be your results. Repeat your observations at least three more times to give a more representative picture. 5. Observe and record the student's behavior. 6. If you used frequency recording, figure the average number of occurrences per minute, hour, period, or day (whichever makes the most sense in talking about it with others). If you used duration recording, figure the percentage of the total observation time that the behavior occurred. If you used momentary time sampling, figure the percent of intervals when the behavior was occurring. Plot the occurrence rate on a graph. 7. Repeat steps 5 and 6. *see charts for examples |
|
|
A-04 Implement permanent product recording procedures. |
-Measuring behavior after it has occurred by measuring tangible items or the effects a behavior has on the environment -A behavioral recording method in which durable products of a behavior-such as the number of windows broken, widgets produced, homework problems handed in, rejects, percentage of test questions correct, and so on-are assessed. Not suited to measuring transitory behaviors (A behavior that does not leave an enduring product (e.g., smiling, paying attention, or teasing. Such a behavior needs to be observed and recorded as it occurs or preserved by recording it on film, audiotape, or videotape.) -Permanent Product – Description, Procedures, & Example -Example Behavior: Answering questions correctly on homework assignments turned in. -Behavior Definition: Answer on homework questions is complete and accurate(excludes partially answered items). Excludes any written assignments performed in class. -Permanent Product: Homework assignments turned in. |
|
|
A-05 Enter data and update graphs. |
Collect Discrete Trial data while watching a video or client during a Discrete Trial session using a Discrete Trial Data Sheet and then record this data on a Summary Graph and Data Per Month data sheet |
|
|
trial-by-trial data cold-probe data behavior data Functional communication data |
TTD : trial-by-trial data, where data is collected for every presentation of the Sd. CPD: An easy and efficient way to collect data is through probes. The probe is collected the first time the target is presented that day and shows us whether or not the child can accurately and fluently provide the required response without prompts. |
|
|
A-05 Enter data and update graphs. |
All of the following rely on visual examination of graphically presented data. Our interpretationsof progress, success, failure or stagnation are based on a visual examination of our collectedinformation. The three ways to visually evaluate a graph are level, trend and variability. Level Look at the range between the lowest data point in a set and the highest. This range isthe level of behavior occurrence. The data on the left of the dotted line shows a level between9-12. On the right side of the dotted line, the level is between 0-4. There is a change in levelacross the dotted line, because the two data sets don’t “cross.” That is, all of the data on the leftis at or above 9, all data on the right is at or below 4. If the two intersected, you might say thatthere was not a change in level. Trend Draw a line through the data points that is closest to matching each individual point. In astatistical analysis, this line would be defined by the “Pearson’s r coefficient”, but can be drawn,as shown. The line on the left is fairly stable, only slightly downward. The trend line on the rightshows a pretty clear descending trend that is a change from the data on the left. Variability This is a somewhat subjective measure, at least when evaluated visually. It is simplyhow consistent the data points are to each other. A stable pattern is almost completely at thesame level, looks like a horizontal line if you connect data points and lacks variability. Whenvariability is high, it is difficult or impossible to draw the trend line described above. Theinterpretation of variable data is that no clear conclusion can be made. The exception is thatvariable data in a functional analysis might suggest an automatic reinforcement function. Avariable set of data is displayed below. |
|
|
Types of graphs Line Bar cumulative |
short tutorial https://www.reliaslearning.com/resource/commonly-used-graphs-aba Line: most common; key parts x/y axis, data points, phase change line (between baseline and treatment), phase labels |
