2- Discontinued Response Measures assessment

Question 1

Percent occurrence

Trials to criterion

Discrete categorization – coding

Partial interval recording

Whole interval recording

Momentary time sampling

PLAYCHECK

Answer 1

Discontinuous Response Measures

NOT Dimensional quantities

Question 2

Subset – percent correct

Unit of measure = %

When do you use – when you want a proportion of correct responses

Limits – May Not have high enough opportunities to engage in behavior

Answer 2

Percent Occurrence

Question 3

Unit of measure = # trial until criteria is met

When to use: Assessing learner competence
Evaluation of teaching strategies

Limits: Can’t Use with behavior that is difficult to count i.e., duration

Answer 3

Trials to criterion

Question 4

Unit of measure: percent per code

Use when you are using severity Codes or independence codes

Answer 4

Discrete categorization

(Coding)

Question 5

Unit of measure: percent of intervals

Use when:
• High frequency target behavior
• Behavior targeted for decrease

Limits: overestimates

Percentage may not accurately represent actual occurrence of behavior

Answer 5

Partial interval recording

Question 6

Unit of measure: percent of intervals

When to use:
behavior occurring over long periods of time
Behavior targeted for increase

Limits: Under Estimates

Percentage may not accurately represent actual occurrence of behaviors

Answer 6

Whole interval recording

Question 7

Unit of measure: percent of intervals

When to use: When continuous observation ISN’T feasible

Limits: Over AND under estimates

NOT use with low frequency/short duration

Percentage may not accurately represent actual occurrence of behavior

Answer 7

Momentary time sampling

Question 8

Unit of measure: percent of intervals

When to use: Need to assess a group of individuals

Limits: Over and under estimate
May not get good results when used with low frequency/short duration

Percentage may not accurately represent actual occurrence of behavior

Answer 8

PLAYCHECK

Question 9

Look at number of people engaged in target behavior at the END of session.

Scoring - percentage

Number of People engaged in target behavior/total number of people = %

Answer 9

PLACHECK

Question 10

Used to measure behavior

What behavior are you trying to change?

How often does it occur?

Who is collecting data?

• Have they been trained?
• If not, is there time to train them

Is it feasible for staff to collect this data?

How willing are staff to collect the data?

When and where would you like them to collect the data

Answer 10

Some considerations: discontinuous response measures

Question 11

A discontinuous measurement that:
- may not get good results when used with low frequency/short duration

• Percentage may not accurately represent actual occurrence of behavior

Answer 11

Momentary time sampling

Question 12

Method of measurement that may not accurately represent actual occurrence of behavior

Answer 12

Percentage

Question 13

Questionnaires records review and interviews

Answer 13

Indirect assessments

Question 14

Indirect: informant-based methods: interviews, etc.

Direct: naturalistic observation in vivo

Empirical: reinforcer a sampling procedures

Answer 14

Preference assessment

Question 15

Taking data on number of approaches to Item/activity

Answer 15

Single stimulus preference assessment

Parents stimulus preference assessment

Multiple stimulus with replacement

Multiple stimulus without replacement

Question 16

Taking data on time engaged in items/activity

Answer 16

Duration based preference assessment

Question 17

Taking data on what stimuli client interacts with Without removing stimuli

Answer 17

Free operant

Question 18

If you were asked to decrease a behavior that occurs at a high rate and the teachers have some but not many opportunities to record data, which response measure would you choose?

Answer 18

Partial interval recording

Question 19

Which preference assessment provides more information about preferences among an array?

Answer 19

Multiple stimulus preference assessment without replacement

Question 20

If you get a flat distribution in a selection based preference assessment what could you do to clarify predictions of possible reinforcers?

Conduct a multiple stimulus preference assessment

Conduct a paired choice preference assessment

Conduct a single stimulus PA

Conduct a duration based PA

Answer 20

D. Conduct a duration base preference assessment