AGR-1 Dimensional Quant Of Behavior Flashcards
Measures a specific DIMENSION of behavior…
Rate, IRT, Latency, Duration, Count
Continuous response measures
Measures Occurrence vs
Non-occurrence
(or Incorrect occurrence of behavior)
Discontinuous response measure
Make sure you specify went to start the timer: either at the onset of the stimulus, or at the offset. It’s important to be a specific as possible
Latency recording: event recording of restricted operant
- . Wait for a stimulus to be completed
- . Begin timer at beginning of first response.Ex., Three math problems (number of responses)
- Count total number of responses (ie., 3) - Responses took a total 3 minutes.
Rate = number of responses/total time
Rate = 3 Responses/3 minutes
Rate = 1 response/minute
Event (frequency) Recording
Otherwise known as RATE
correct (target) responses/Antecedents/total time
- Needs to be a specific stimulus present.
Ex. Answering a question requires a specific antecedent: a question
If answer is incorrect, we still count it in restricted operants but not as correct - Start timer when you present the stimulus.
- End it timer when Person completes last response
Use with Short, discrete, easy to count behaviors
To calculate Rate:
Event Recording of RESTRICTED OPERANTS
Any operant whose response rate is controlled by a given opportunity to emit the response. There needs to be an antecedent stimulus of some kind.
Each discrete response occurs when an opportunity to respond exists.
Restricted operant, and controlled operant are synonymous
Example, Arthur answered 12 out of 15 questions per hour.
Restricted Operant
what kind of data are we looking for
Does it measure a specific dimension of behavior or does it measure occurrence versus non-occurrence (Or incorrect occurrence) of behavior?
If it measures occurrence versus not occurrence of behavior use…
Discontinuous response measures
Measures Permanent product on environment
Permanent product
If no, then it’s NOT data
Make sure you specify went to start the timer: either at the onset of the stimulus or at the offset. It’s important to be as specific as possible
Latency recording
Rare
usually used for very short and discrete responses
Inter-response time
Count the numbers of Responses or Response Cycles
• Total time/number of Responses
Average “Estimated” IRT recording
Continuous response measures
Event Recording:
- Frequency
- Rate
Latency
Count
Duration
IRT
Starr eats 12 donuts in 2 hours. The IRT is approximately:
A. One minute
B. Six donuts per hour
C. Twelve
D. Ten minutes
120/12 equals 10 minutes
Frank drank a sip of water at 12:00pm, 3:30pm, 7:00pm, and 11:00pm. What is the average IRT?
A. 2 hours 45 minutes (2.75 hrs)
B. 3 hours 36 minutes (3.6 hrs)
C. 4 times per 11 hours
D. 11 hours
Total time/number of IRT’s
11/3 = 3.6
ASR 5
You are asked to record how many times Cindy approaches a friend and says, “Hello,” during a 20-minute recess. What is the best response measure?
A. Latency recording
B. Event recording
C. Duration recording
D. IRT recording
B
ASR 6
Jaime entered a reading contest. She read 123 words per minute. This is an example of which dimensional quantity?
A. Duration
B. Frequency
C. Rate
D. Countability
Rate
ASR 7 Dan said, “Toby, please take out your Math worksheet and complete word problems one and two.” 2 minutes later, Toby went to his locker, took out his Math worksheet and started working. It took him 4 minutes to complete the 1st problem. Then he got up to look in the Art center for 3 minutes. Toby sat down again and completed problem #2, which took 8 minutes. If you were doing IRT recording, what would you record? A. 2 minutes B. 4 minutes C. 3 minutes D. 6 minutes
Three minutes
• 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?
Some considerations
• providing the stimulus contingent upon behavior and assess effect on behavior
Reinforcer assessment
Systematically Presenting stimuli
Reinforcer Sampling
Providing the stimulus contingent upon Behavior And assessing effects on behavior
Reinforcer assessment
systematically placing stimuli in the
environment to assess if the client approaches
Preference assessment
- presenting and then removing stimuli
- taking data on number of approaches or time engaged in item/activity
- presenting one, stimuli at the same at a time
Single stimulus Preference assessment
Taking data on number of approaches or time engage in activity
Presenting then removing stimuli
Presenting two Stimulus at the same time
Paired stimulus preference assessment
