Measurement Flashcards
Behavior
Any observable & measurable activity or action of an organism that can be influenced by environmental events (antecedents or consequences).
Response
A specific instance of behavior, typically referring to an individual occurrence of a behavior.
Response Class
A group of responses that all produce the same effect on the environment, even though they may vary in form or topography.
Measurement
The process of systematically recording and quantifying behavior in a way that allows for meaningful analysis and evaluation.
Accuracy
The extent to which the recorded behavior matches the true or correct occurrence of the behavior, often used in tasks that involve discrete responses or learning.
Continuous Measurement
Measurement in which every instance of the behavior is recorded. This includes frequency, duration, and intensity, and is usually done during direct observation.
Discrete Trial
A structured teaching method in which a specific behavior is taught using a series of steps and consistent reinforcement. It is often used to measure discrete responses.
Interval Recording
A measurement method where the observation period is divided into short intervals, and the presence or absence of a behavior is recorded during each interval. It can be used to estimate frequency or duration.
Common types include whole interval recording and partial interval recording.
Whole Interval Recording
A type of interval recording in which the behavior is recorded as occurring only if it happens throughout the entire interval.
Partial Interval Recording
A type of interval recording in which the behavior is recorded if it occurs at any point during the interval, even if it doesn’t last the entire interval.
Momentary Time Sampling
A measurement technique in which the observer records whether the behavior is occurring at the end of each interval (i.e., at specific points in time).
Trial-based Data Collection
Data collection where each instance of behavior is considered a “trial,” and data is recorded for each trial separately (e.g., for discrete behaviors like correct vs. incorrect responses in a teaching session).
Cumulative Record
A type of graph in which the data are plotted in a way that each point represents the total number of occurrences of the behavior up to that point. This record increases over time and provides an ongoing tally.
Time Sampling
A method where behavior is observed during specific, predetermined time intervals and the presence or absence of behavior is recorded.
Magnitude
The force or intensity of a behavior. It is typically used for behaviors that can vary in strength or size, such as vocalizations or physical force.
Valid Data
Data that accurately represents the phenomenon being measured, reflecting the true occurrence of behavior and not influenced by extraneous factors.
Reliability
The consistency or dependability of measurement. High reliability means that repeated measurements of the same behavior under similar conditions will yield consistent results.
Interobserver Agreement (IOA)
The degree to which two or more independent observers agree on the occurrence or nonoccurrence of a behavior. It is an important measure of data reliability.
Formula: IOA = (Number of Agreements) / (Number of Agreements + Disagreements)
Social Validity
The degree to which the goals, procedures, and outcomes of an intervention are socially acceptable and relevant to the individuals involved.
Single-subject Design
An experimental design where the behavior of a single participant is observed and measured over time, often with repeated baselines and intervention phases to evaluate changes in behavior.
These designs are commonly used in ABA because they allow for individual-focused interventions and data analysis.
Single-subject Reversal Design: ABA or ABAB Design
Experimental designs where the behavior of a single participant is observed and measured over time, with repeated baselines and
in the case of an ABAB design, a repeat intervention phase, to evaluate changes in behavior.
These designs are commonly used in ABA because they allow for individual-focused interventions and data analysis.
Trend
a “trend” refers to the overall direction of data points across time within a graph. This can indicate whether a particular behavior is increasing, decreasing, or remaining stable over a given period. Identifying trends is essential for evaluating the effectiveness of interventions and making data-driven decisions.
To determine the trend, analysts often look at the slope or trajectory of the data points.
For instance: An increasing trend shows that the behavior is occurring more frequently or intensively. A decreasing trend indicates a reduction in the behavior. A stable trend suggests little or no change in the behavior over time.
Slope
The angle or steepness of the data path on a graph, indicating the rate of change in behavior over time. The slope provides insights into how quickly a behavior is increasing, decreasing, or remaining stable.
A steeper slope suggests a faster rate of change.
A flatter slope indicates a slower rate of change.
A positive slope means the behavior is increasing.
A negative slope means the behavior is decreasing.
Phase
A distinct period within an intervention or data collection process. Phases are marked by specific conditions or changes in intervention strategies. They are visually represented on ABA graphs using phase change lines—vertical lines that separate different phases of treatment or observation.
Common types of phases in ABA include: baseline phase, intervention phase, & maintenance phase.
Baseline Phase: This is the initial phase where behavior is measured without any intervention, providing a benchmark to compare subsequent data.
Intervention Phase: During this phase, specific strategies, therapies, or treatments are implemented to address the target behavior.
Maintenance Phase: This phase evaluates the durability and stability of behavior change after the intervention has been reduced or removed.
Baseline Phase
The period during which this baseline data is gathered. It often marks the initial phase of an ABA graph, separated by a phase change line.
Continuous Measurement Systems
A measurement system that captures every occurrence of a behavior during an observation period. These are use when you want complete and accurate information about the frequency, duration, or timing of behavior.
(frequency, rate, latency, duration, Inter-response time (IRT)
Frequency
(continuous measurement)
The count of how many times a behavior occurs
Example: Clapped hands 5 times
Rate
(continuous measurement)
The frequency of behavior over a unit of time (e.g., responses per minute or hour). Formula: Rate = Frequency / Time
A client initiates conversation 4 times in 10 minutes = 0.4 per minute.
Duration
(continuous measurement)
The total amount of time a behavior occurs.
A tantrum lasted 8 minutes from start to finish.
Latency
(continuous measurement)
The time between an instruction or stimulus and the start of the behavior.
Example: Waited 4s to sit after “sit down”
Inter-response time (IRT)
(continuous measurement)
The time between two consecutive instances of the same behavior.
12 secs. between two vocal responses from the client.
Discontinuous Measurement Systems
Sampling methods used to estimate the occurrence of behavior when continuous observation is impractical. These methods divide observation into intervals and record behavior based on its presence or absence during those intervals — not every instance is captured.
(PIR, WIR, MTS)
Partial Interval Recording (PIR)
(Discontinuous Measurement Systems)
The observer records whether the behavior occurred at any point during a specific interval. Purpose: Overestimates the occurrence of behavior — best for behaviors you want to decrease.
Example: Screamed once in 10s → mark “yes”
Whole Interval Recording (WIR)
(Discontinuous Measurement Systems)
The observer records the behavior only if it occurs for the entire duration of the interval.
Purpose: Underestimates behavior — best for behaviors you want to increase (e.g., staying on task).
Example: Sat for full 10s → mark “yes”
Momentary Time Sampling (MTS)
(Discontinuous Measurement Systems)
The observer checks whether the behavior is occurring at the exact moment the interval ends. Purpose: Useful for recording multiple behaviors or individuals simultaneously.
Example: On-task at 30s mark → mark “yes”
Transfer of Training
The extent to which a behavior learned during intervention carries over to new settings, tasks, or people that were not directly trained.
What is a Functional Relationship in ABA?
When a change in the independent variable (IV) reliably produces a change in the dependent variable (DV) — and other explanations have been ruled out.
(Essentially, when behavior changes because of the intervention — and not due to chance, time, or uncontrolled variables — a functional relationship has been demonstrated.)
How do you know a functional relationship exists?
When behavior changes only after the intervention is applied and other causes are ruled out.
What does a functional relationship demonstrate?
That the intervention, not chance or external variables, caused behavior change.
What are the key elements of a functional relationship?
Reliable behavior change, indepdentent variable control, and exclusion of other explanations.
What is the role of experimental control in a functional relationship?
It proves that changes in behavior are due to the IV alone.
Why is demonstrating a functional relationship important in ABA?
It shows the intervention was responsible for behavior change, making it evidence-based.
How is a functional relationship shown in single-case design?
By repeated changes in behavior following introduction/removal of the IV.
What design feature helps confirm a functional relationship?
Reversals, multiple baselines, or replications of treatment effects.
What constitutes the analysis in applied behavior analysis?
Showing a functional relationship between intervention and behavior change using data and environmental analysis.
What is covariation (covary) in ABA?
Covariation refers to when changes in one behavior or condition consistently lead to corresponding changes in another behavior or condition.
When is covariation most important in ABA?
Covariation matters most when identifying functional relationships, ensuring internal validity, and determining whether a specific intervention directly impacts behavior.
How does covariation help establish functional control?
Covariation demonstrates that manipulating an independent variable reliably produces changes in the dependent variable, confirming functional control.
Why is covariation important during a Functional Analysis (FA)?
Covariation helps identify the maintaining variables by showing consistent changes in behavior when specific conditions (like attention, escape, or sensory input) are manipulated.
What does it mean if behaviors covary in response to an intervention?
If behaviors covary, it suggests a functional or related connection, indicating that changes in one behavior might influence another, either positively or negatively.
How does covariation relate to internal validity in ABA?
Strong covariation between the independent and dependent variables supports internal validity, indicating that observed changes are likely due to the intervention, not extraneous variables.
Give an example of covariation in an ABA setting.
Increasing appropriate social interactions (target behavior) through reinforcement also results in decreased aggressive behaviors, demonstrating covariation between these behaviors.
If no covariation occurs during an intervention, what might this indicate?
It might suggest the intervention is ineffective, the variables are unrelated, or extraneous variables are affecting behavior.
What is internal validity in ABA research?
The degree to which changes in the dependent variable are directly caused by manipulation of the independent variable, rather than extraneous factors.
When does an experiment have high internal validity?
When it clearly demonstrates that observed behavioral changes result from the intervention alone, controlling for confounding variables.
Why is internal validity crucial in ABA?
It ensures the reliability of conclusions drawn about the effectiveness of interventions.
Name a factor that enhances internal validity in ABA experiments.
Implementing rigorous experimental control, such as stable baselines, systematic manipulations, and controlling extraneous variables.
Give an example of a threat to internal validity in ABA research.
History effects—uncontrolled events occurring simultaneously with the intervention that might influence behavior (other possible answers include maturation, testing effects, instrumentation effects, attrition (participant loss), diffusion of treatment, regression to the mean, observer drift, selection bias, multiple treatment interference, carryover effects, reactivity, and implementation fidelity issues).
How does replication relate to internal validity in ABA?
Replication strengthens internal validity by consistently demonstrating the relationship between the independent and dependent variables across multiple instances.
What role does covariation play in internal validity?
Covariation supports internal validity by showing that changes in the independent variable consistently produce corresponding changes in the dependent variable.
Why is baseline stability important for internal validity?
It helps confirm that observed behavioral changes are due to the intervention rather than natural variability.
What are History Effects in ABA research?
Unplanned external events occurring during intervention that could influence behavior independently from the intervention itself.
What is Maturation in ABA research?
Natural developmental changes within participants over time, independent of the intervention, affecting the dependent variable.
What are Testing Effects in ABA research?
Changes in participants’ behavior due to repeated exposure to assessment or measurement, not due to the intervention itself.
Define Instrumentation Effects in ABA research.
Changes in measurement accuracy or consistency over time, potentially skewing data and results.
What is Attrition (Participant Loss) in ABA research?
The loss of participants during the course of a study, causing data shifts unrelated to the intervention.
Explain Diffusion of Treatment in ABA research.
When participants unintentionally receive elements of an intervention intended for others, blurring group differences.
Define Regression to the Mean in ABA research.
The statistical phenomenon where extreme scores naturally move closer to average upon repeated measurements.
What is Observer Drift in ABA research?
Gradual changes in an observer’s criteria for measurement over time, affecting data reliability.
Explain Selection Bias in ABA research.
When pre-existing differences between groups or conditions, rather than the intervention, cause observed effects.
What is Multiple Treatment Interference in ABA research?
When exposure to one intervention impacts the response to subsequent interventions, complicating interpretation.
Define Carryover Effects in ABA research.
When effects of an earlier treatment persist and influence participant responses in later conditions.
Explain Reactivity in ABA research.
Changes in behavior resulting from awareness of being observed or measured.
What are Implementation Fidelity Issues in ABA research?
Problems arising when interventions are implemented inconsistently or inaccurately, potentially skewing outcomes.
What is Internal Validity in ABA research?
The degree to which observed changes in the dependent variable are due solely to the manipulation of the independent variable.
How can researchers improve Internal Validity in ABA experiments?
By ensuring rigorous experimental control, maintaining consistent measurement, controlling extraneous variables, and establishing stable baselines.
Why do History Effects threaten internal validity?
They introduce extraneous influences that can falsely suggest or obscure the effectiveness of an intervention.
Why does Maturation threaten internal validity?
It makes it unclear whether behavioral changes are due to the intervention or natural developmental processes.
How do Testing Effects threaten internal validity?
Participants may change behaviors simply due to repeated assessments rather than the intervention itself.
Why is controlling Instrumentation Effects essential in ABA research?
To ensure consistent measurement, allowing accurate attribution of observed changes to the intervention.
How can Attrition compromise internal validity?
Loss of participants may lead to biased results, making it difficult to attribute changes to the intervention accurately.
Why does Diffusion of Treatment compromise internal validity?
It reduces differences between intervention and control groups, making it difficult to evaluate the true effects of the intervention.
How can Regression to the Mean mislead ABA research outcomes?
Extreme initial scores naturally becoming less extreme over time might incorrectly appear as intervention effects.
Why is preventing Observer Drift important in ABA studies?
To maintain accurate and reliable measurement throughout the study.
How does Selection Bias affect the validity of ABA research?
It causes groups or conditions to differ from the outset, making it difficult to isolate intervention effects.
How can ABA researchers minimize Multiple Treatment Interference?
By clearly separating interventions and allowing sufficient time between conditions to reduce overlapping effects.
How do Carryover Effects threaten internal validity in ABA?
They make it unclear if observed changes are due to current or previous treatments, confusing the true impact of an intervention.
Why is controlling for Reactivity essential in ABA research?
To ensure observed behaviors are representative of natural behavior rather than influenced by observation itself.
How do Implementation Fidelity Issues threaten internal validity?
Inconsistent or incorrect application of procedures makes it impossible to clearly attribute observed changes to the intervention.
