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BEHP5018 Advanced topics in behavior analysis > 7-Advanced topics in measurement > Flashcards

7-Advanced topics in measurement Flashcards

1
Q

common

qCombining targets sometimes eases analysis

qHowever, we need to analyze the Y-axis

A

Multiple Targets on One Graph

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2
Q

may be Estimated given the Rate provided that the Variability is not too great, or that there are no Outliers.

formula:
• Recording interval/count

Helps to remember there are: 60 minutes in 1 hour and 3600 seconds in 1 hour.

A

IRT

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3
Q
  1. Rate = Responses / Time

If rate is 6 per hour, that is same as 6 times per 60 minutes (6/60 minutes).

IRT = Time Units / Responses

Solve for the average IRT by dividing the time by the number of responses (60 minutes/6).

Therefore estimated IRT is 10 minutes; that is there is about 10 minutes (on average) between the end of one response and the beginning of
another response.

  1. Rate = Responses / Time
    If rate is 120 per hour, that is same as 120 times per 3600 seconds (120/360 seconds).
    IRT = Time Units / Responses
    Solve for the average IRT by dividing the time by the number of responses (3600 seconds/120).

Therefore the estimated IRT is 30 seconds;

that is there is about 30 seconds (on average) between the end of one response and the beginning of another response.

A

IRT examples

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4
Q
  1. total count (Calculated by (Smaller/LargerX 100 )
  2. percent agreement
    (Calculated by (Agreements/Agreements +
    Disagreement) X 100).
    • yields the same value as total count for direct measurement
    •used primarily for indirect measurement methods
    .
    Also by looking at interval-by-interval.
    - Number of intervals agreed to/number of intervals agreed + number of intervals disagreed x 100

• can look at either scored intervals or unscored intervals.pppopp

A

two main methods determining interobserver agreement

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5
Q

Common to have multiple targets on one Graph

Combining targets on one graph sometimes eases Analysis

However, we need to Analyze the Y-axis.

When Selecting targets to Measure we need to assess if the targets typically occur together. Ex. Aggression and screaming.

A

Multiple targets on one graph

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6
Q

when targets are related ( co-occur)

If they are all acceleration or deceleration targets of similar scales

if all targets are scaled approximately the same (or use dual axes

A

Multiple targets may be graphed together..

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7
Q

It may be Appropriate to measure more than one Dimension of a behavior.

Commonly, Frequency and Duration are measured together to provide a more complete picture.

Consider Latency and Duration

Perhaps data are collected on one Dimension until target behavior occurs.

If aggression is rare, but tends to occur in “Bursts”, may be interested in rate or IRT for period of
time after an instance of Aggression is recorded.

Alternatively, some dimensions are occasionally included in Definitions
Ex, Duration As a requirement and tantrums; latency in compliance.

A

Multiple dimensions

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8
Q

Personal experience warning: I have found that it is easier to Present multiple dimensions of the same target on one graph when the data paths are Separated to allow visual analysis.

If not the case, use Multiple graphs.

A

Multiple dimension presentation

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9
Q

Often multiple Dimensions of a single target are included on a single graph.

Can Collapse dimensions as part of
Definition of target..
-May be beneficial
-loses some precision

Multiple dimensions displayed on a single graph can be beneficial if:

  • dimensions are Scaled approximately equally (or use multiple axes)
  • data paths are sufficiently Separate to allow visual analysis.
A

Take Aways

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10
Q

Procedure designed to Decelerate behavior oProtect clients that temporarily limits movement or access to reinforcers.

procedures designed to keep individuals safe (most common examples of target behaviors include aggression, self-injurious behavior, and property destruction)

designed to Decelerate behavior (Typically more severe/resistant problematic behavior

May protect individuals and have other affects as well.

If these are going to be used they must always be tracked

Most often, the target behavior that necessitates the restrictive procedure is tracked along with the procedure

A

restrictive (also called restrictives) i

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11
Q

A procedure that is used to protect a client should he or she engage in behavior that is dangerous to self or others, has the potential to cause significant property damage, or expose the client to legal consequences

These procedures are not part of the treatment plan

Almost always some form of reporting structure for this procedure, i.e. incident report
Even if not, should collect as much information about incident as possible

These data off and yelled significant information concerning target behavior

A

Emergency procedures

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12
Q

Always graph restrictive

May or may not graph emergency procedures

When feasible graph restrictive procedure and target together

A

Some takeaways/emergency procedures

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13
Q

BC BA level clinicians will probably not be taking all of the data for a given client.

Therefore, collect data on staff implementation

Monitoring staff Implementation a.k.a. integrity checks, important for:
• Acquisition: provides information on teaching procedures

• Deceleration: provides information on effectiveness and proper implementation

A

Staff Implementation

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14
Q

are taught to graph everything

However it is possible to go overboard

Fairly adept at presenting data

If we choose to do so, we could hide information in graphs

Must uphold rigorous standards to avoid missed leading others

A

Behavior analysts –Misuse of data

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15
Q

Largely automated but do not have to be

instances of responding/data

  • Words written in a dissertation. Only the number of words you get down in a month is of interest.
  • Deaths in an Industry
  • Exercise
A

Cumulative records

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16
Q

Important in clinical work (tiger)

Could use:
•percent selected per option
• Time spent
• cumulative recording

A

Choice

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17
Q

(1) Determine what one Trial will be (for example, untied shoe).

(2) Decide how to Report number of trials or number of block trials), for example, when tying shoes could use Trials
but for cleaning the kitchen might use Blocks of trials.

(3) Record Count
If using block it would be number of trials before one can complete all of the steps in the block

  1. Present data
A

Steps when conducting trials-to-criterion

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18
Q

Evaluate the efficacy of different teaching strategies

Assessing learner confidence

Limitation: behavior that is difficult to count

Ex. Precision teaching versus discrete trials

Homogeneous ability groups versus random classroom assignments
A

Trials to criterion: when to use

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19
Q

(Review definition)

Method for classifying responses into discrete categories

Expressed as percentage of responses for each code

Similar to frequency but,
-Most often used when several different behaviors occur
-there’s limited number of opportunities to Observe
Ex: independence with washing hands. Use task analysis form with codes: i= independent. VP = verbal prompt; GP = gestural prompts etc.
Ex. severity codes, duration codes, independence codes

Limitations : not dimensional quantities

A

Discrete categorization – coding

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20
Q

Targets do not have to be related like handwashing
• Aggression 1: makes contact with another person
• Aggression 2: leaves red mark
•Aggression 3: brakes skin

A

Discrete categorization – considerations

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21
Q

• Can EASE data collection.
Ex., if you ask a teacher or parent to collect data on academic skills, you could use CATEGORIES such as

Academic work (A): 10 minutes uninterrupted, Academic work (B): 20 minutes uninterrupted, Academic work (C): 30 minutes uninterrupted.

A

Discrete categorization

22
Q

A method of quantifying the chances of obtaining a specific sample from a population

Determined by a fraction:

Sample/population

Sample = number of items meeting definition
Population = total number of items

t is not always possible, or advisable, to conduct assessments on problematic behavior.

But, if other behavior Reliably occurs before target behavior you can assess that instead.
- example, if someone first engages in grinding teeth or hand-wringing and then aggression.

A

Probability want to come over there and come over there

23
Q

Expressed from zero - Cannot happen to 1- always happens

Pick a marble from HR. They are 35 red marbles and 65 black marbles. What is the probability you will get a red marble?

35/100 = .35

Not 35/65 = .54

A

Probability

24
Q

• common in ABA (this is how we collapse data).

• calculated by taking the number of Times an event occurred per 100 Opportunities that the event could have occurred. 
ex.: divide the number of students who have blue eyes in class by the total number of students and multiply this by 100.

In ABA usually used to talk about correct answers

  • ex, 88 out of 100 math problems correct would be 88%)
  • number of intervals (for example, aggression in 19 out of 20 intervals would be 95%).
A

Percent

25
Q

Consider three percentages:
• 25% chance of rain tomorrow
• 90% chance that the surgery will be successful,
•!child was aggressive in 45% of the intervals.

Small denominators must be viewed with extreme caution.

Think of the change a small difference can make, such as 5 out of 10 versus 6 out of 10.

Cooper, Heron, and Heward (2007) do not recommend calculating percentages with less than 30 opportunities.

Beware of misleading data, for example, if on day 1 a client gets 12 out of 20 questions correct (60%) and then day 2 the same client gets 19 out of 30 questions correct (63%). He’s getting better, right?

A

What Does Percent Mean?

26
Q

will cap you at 100% so compare this to a Fluency measure

How do you Interpret a change in percentage?
- ex; if Josh got 15% correct yesterday and 30% correct today, how would you interpret that? You might say performance increased by 15 Percentage points, but his performance Improved by 50%?

A

Percent

27
Q

If i increases responding from 10% to 12%,
• 12 divided by 10 is 120% so it is a 20% rise.
•But saying this may make people think you mean that Responding went from 10% to 30%.
Or you could say that 10% to 12%, is a 2% rise. But saying this makes people think you increased from 10% to 10.2%
• Use percentage points (2) and percent increase (20%).
• all of this confusion is Avoided by using counts.

A

When evaluating percent, if

28
Q

IRT may be estimated given the rate,
provided that the variability is not too
great, or that there are no OUTLIERS

qThe formula is:
§ Recording Interval / Count
qHelps to remember there are:
§ 60 minutes in 1 hour 
§ 3600 seconds in 1 hour
A

Estimating IRT’s

29
Q

Rate = Responses / Time

If rate = 6 per hour

That is same as 6/60 minutes

IRT = Time Units / Responses

qSolve: 60/6

qEstimated IRT = 10 minutes

A

Example: Estimate the IRT

30
Q

May be used for interpretation

Describes Properties of samples.

Used with groups

Used with repeated Measures of an individual.

Complements visual analysis

Often used by behavior analysts for level and IOA

A

Descriptive statistics

31
Q

Include:

Mean

Median

Mode ( 10, 15, 22, 25, 25, 27, 32, 34). 25, 25 = Mode

A

Popular descriptive statistics

32
Q

When compared to median, Mean is a more sensitive measure

May choose to report MEDIAN data if you have significant outliers.

A

Descriptive statistics

33
Q

Range

Standard deviation

Effect size

A

Descriptive statistics – less common

34
Q

Typically reported if;

  • you collapse data for a single individual
  • Intervene on a group

If you intervene on groups you may not be able to pull out Individuals

A

Mean

35
Q

The 80–20 rule

In business, often acknowledged that 80% of revenue comes from 20% of customers.

A robust theory

The richest 20% have about 80% of wealth.

80% of Complaints come from about 20% of customers

80% of injuries come from about 20% of Hazards.

A

Pareto Principal

36
Q

If we consider a group of individuals like clients who engage in aggression, it becomes important.

Have to decide where to invest your time, effort, and money.

80% of your client referrals will come from?

To make the biggest impact, find that 20%.
Ex., School setting that is out of control

A

Pareto Principle- Why it applies to us

37
Q

Comes from searching the “archives” for data that have been Recorded in the past

Different from a records review.
-Archival data collection is not common in Practice or research due to availability.

A

Archival data – non-experimental method

38
Q

Best uses:

Rule out treatments

Obtain baseline data

Obtain Comparison baselines

A

Archival studies

39
Q

Participants are asked to respond to a set of open or close ended questions.

Best to get anonymous information from large numbers of people

No telling if this information is accurate.

Not common in ABA except occasionally to get a starting point.
Example, what do you consider an Acceptable mastery criteria?

Occasionally to assess individual preferences

A

Survey data

40
Q

Relationships between variables are observed and Recorded as they occur naturally

No manipulation so there is no experimental control

Why bother?
- You can’t control everything… But may be able to record it.

Can lead to :

  • serendipitous feelings. Ex, staffing patterns
  • Treatment hypothesis. Example, agitation and inactivity
A

Observational studies

41
Q

Refers to the extent to which measures of behavior under the same environmental conditions Diverge from one another

It is not the range of data

The opposite of stability

A

Variability in data- SPC

42
Q

Derning;

Put a large number of white bees in a bucket and then put in a small number of red beads and mix them

Pull out a handful, 25, and there will probably be a few red beards.

Number of red beads could range from 0 to 6.
1. variation expected in a process (0 to 6)

  1. Variation due to unusual circumstances, 6 or greater
A
  1. Common Cause Variation

02. Special cause variation

43
Q

A method of assessing the variability in a process by using statistical methods

Not population statistics

These are process statistics

Use for constructing charts, depending upon the type of data being assessed

Use for applying a set of decision rules to On-going data

General, typically do not implement changes when there is only common cause variation.

Only implement when there is a special cause variation

Use of Sigma values allows for the application of Decision rules

These procedures may aid, NOT replace a visual inspection

A

Statistical process control, SPC

44
Q

Keller; there are a number of these that SPC software Will look for:

  1. Value beyond the three Sigma value
  2. Nine consecutive values on one side of the average value
  3. Two out of three outside of two sigma value, on the same side of the average
  4. Four out of five consecutive points beyond one stigma, on the same side of the average
  5. Six increasing or decreasing data points
  6. 14 points alternating up and down
  7. 15 consecutive points between plus one Sigma and -1 Sigma
  8. Eight consecutive points be on plus one Sigma and minus one sigma, Both sides of center.
A

Run tests

45
Q

is a statistical term otherwise known as a standard deviation. …

A measurement of variability, defined as:

the range of possible outcomes of a given situation.”

Add a set of data and divide by the number of values in the set to find the mean.

A

Sigma Value

46
Q

Pfadt; used for:

measuring Baseline Stability

Determining if intervention was successful

Monitoring interventions in real time

Occasionally, baseline can be hard to Interpret, or, Variables Can be missed , or.

Unusual incidences and baseline a point toward a treatment

A

SPC- Baseline stability

47
Q

qA method of assessing the variability
in a process by using statistical
methods

qPopulation versus process statistics

A

Statistical Process Control

48
Q

Typically adequate in ABA to determine the success of an intervention but…

sometimes Subtle Results required.

A

Visual inspection

49
Q

A word on socially significant outcomes.

A

See video

50
Q

Sometimes behavior analyst will have individuals on their caseload for long periods of time

May be helpful in alerting us when Changes occur

A

SPC- Monitor data

BEHP5018 Advanced topics in behavior analysis (21 decks)

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