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bacb task list 4th edition study decks > Measurement > Flashcards

Measurement Flashcards

1
Q

3 Dimensional Quantities (That Can Be Measured): Hint-RTT

A

Repeatability
Temporal Extent
Temporal Locus

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2
Q

Repeatability AKA:

3 Types of Measures: Hint- CRC

A

Countability

Count, Rate & Celeration

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3
Q

Add up the behaviors or items.

  • On its own is not enough information to make decisions regarding behavior change programs.
  • Most useful when observation time is constant across observations.
A

Count

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4
Q

Add up the behaviors or items over time. (count/time)

  • AKA: Frequency
  • Used when you are recording free operants (behaviors that have discrete beginning and ending points).
  • Reported as count: per sec, min, day, session, week, month or year
A

Rate

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5
Q

Count per unit of time/time (Frequency/time).

  • Measure of how rates of response change over time.
  • Can mean accelerate (responding is faster over time) or decelerate (responding slower over time).
  • A minimum of 7 measures is recommended for ________.
  • Response rate=X axis & Time in days=Y axis
A

Celeration

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6
Q

Celeration Trend Line

A

A straight line drawn through the graphed data representing the direction representing the direction and degree of the trend.

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7
Q

When the DURATION of the behavior can be measured.

Every instance of behavior occur during some amount of time.

A

Temporal Extent

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8
Q

The only type of Temporal Extent measurement:

A

Duration

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9
Q

The amount of time in which a behavior occurs.

-Use when you want to measure the amount of time of a behavior; for behaviors that occur for too long or too short a period of time; or at high rate behaviors.

A

Duration

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10
Q

2 Methods for Calculating Duration:

A
  1. ) Total Duration Per Session

2. ) Duration Per Occurrence

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11
Q

Cumulative amount of time a person engages in the target behavior in the total session.

To calculate: Add up all the instances of duration for the target behavior that was taken during the session; the total will give you _________________.

A

Total Duration Per Session

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12
Q

Duration of time that each instance of the behavior occurs.

Recording each instance of the target behavior.

A

Duration Per Occurrence

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13
Q

Measuring the TIME at which behavior occur.

LOCUS=POINT IN TIME

Examines when an instance of behavior occurs with respect to other events.

2 Types: Response Latency & Interresponse Time

A

Temporal Locus

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14
Q

Time between onset of a stimulus and initiation of a response.

  • Should be used when you want to measure how much time occurs between an opportunity to emit a behavior and when the behavior is initiated.
A

Response Latency (AKA: Latency)

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15
Q

Amount of time that elapses between 2 consecutive instances of a response class.

  • Should be used when time between responses is important.
  • Often reported by mean or median and range of IRTs per session.
  • Functionally related to rate of response.
A

Interresponse Time (IRT)

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16
Q

2 Derivative (based on another source) Measures:

A
  1. ) Percentage

2. ) Trials-to-Criterion

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17
Q

RATIO: formed by combining the same dimensional quantities, such as count.

Expresses the proportional quantity of some event in terms of the number of times the event occurred per 100 opportunities that the event could have occurred.

Recommended minimum observation intervals or response opportunities = 30!!!!

It is not correct to claim improvement over 100% occurred.

A

Percentage

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18
Q
  • Used when you want to document the percentage of correct responses.
  • Percentage does NOT have a dimensional value.
  • Percentage imposes lower and upper limits on the data.
  • You cannot use percentage to record proficiency or fluency.
A

Advantages and Disadvantages of Percentage

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19
Q

A measure of the number of response opportunities needed to achieve a predetermined level of performance criteria.

Can use: Count, rate, duration and latency measures to determine: ____________________

A

Trials-to-Criterion

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20
Q

Use __________________ for:

  • Skills such as shoe typing, as each opportunity to tie the shoe can be considered a trial, and ___________ data are reported as the number of trials required for the learner to tie a shoe correctly.
A

Trials-to-Criterion

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21
Q

Often used to compare the relative efficiency of two or more treatments.

Useful for assessing a learner’s increasing competence in acquiring a related class of concepts.

A

Trials-to-Criterion

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22
Q

2 Definitional Measures:

A
  1. Topography

2. Magnitude

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23
Q

Form or shape of the response.

  • Should be used when the form of the behavior is critical (e.g., gymnastics, basketball, dancing, etc.)
  • Does not equal function. Can be different but still have the same function.
A

Topography

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24
Q

Malleable dimension of behaviors

A

Responses of varying form are shaped and selected by their consequences.

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25
Q

Force/intensity/severity of behavior.

Certain responses need to be emitted at specific levels of intensity.

AKA: force, intensity, severity

A

Magnitude

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26
Q

Measurement conducted in a manner such that ALL instances of the response class of interest are detected during the observation period.

Example: Event recording (i.e., rate/frequency, count) and timing (i.e., duration, IRT, latency).

A

Continuous Measurement Procedures

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27
Q

Useful for behaviors that:

  • Are free operant
  • Have a discrete beginning and ending
  • Require minimal displacement of the organism in time/space
  • Can be emitted at any time
  • Do not require much time for completion
A

Advantages of Continuous Measurement Procedures

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28
Q

Not useful for behaviors that:

  • Occur at high rates.
  • Are measured via discrete trials.
  • Occur for extended periods of time.
  • Are opportunity-based.
A

Disadvantages of Continuous Measurements Procedures

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29
Q

Measurement conducted in a manner such that SOME instances of the response class of interest may NOT be detected.

Example: Time sampling methods/interval recording methods (i.e., whole interval, partial interval, and momentary time sampling)

A

Discontinuous Measurement Procedures

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30
Q

Useful for behaviors that:

  • Occur at high rates.
  • Occur for long durations of time.
  • Are measured via discrete trials.
  • Are measured via percentage.
A

Advantages of Discontinuous Measurement Procedures

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31
Q

Not useful for behaviors that:

  • Are free operant.
  • It is important to obtain every occurrence of that behavior.
  • Require constant attending by observer.
A

Disadvantages of Discontinuous Measurement Procedures

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32
Q

3 Procedures for Measuring Behavior:

HINT-ETT

A
  1. Event Recording (continuous measurement)
  2. Timing (continuous measurement)
  3. Time Sampling (DIScontinuous measurement)
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33
Q

Methods to record the number of times a response occurs.

Devices used: Pencil & paper, wrist counters, hand tally, digital counters, masking tape, pennies, buttons, calculators, etc.

A

Event Recording

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34
Q
  • Fairly accurate method.
  • Simple to implement; you can do this while engaging in other activities.
  • Great to use with free operant (each response has a discrete beginning and end).
A

Advantages of Event Recording

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35
Q

DO NOT USE WHEN:
- Responses occur at very high rates (e.g., hand-flapping, etc.) continuous behavior (e.g., on task behavior, humming, etc.) and/or DTT data.

A

Disadvantages of Event Recording

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36
Q

Methods used to measure:

  1. Duration
  2. Response Latency
  3. Interresponse Time (IRT)
    - Timing device: Stopwatch
A

Timing

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37
Q

AKA: Interval Recording; Discontinuous Measurement Systems

  • Variety of methods for recording behavior during intervals or at specific moments in time.
  • Gives us an approximation of the actual instances of behavior.
A

Time Sampling

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38
Q

How to Design and Implement Time Sampling Procedures:

A

First, divide the observation period into equal intervals of time.

Next, record the presence or absence of behavior within or at the end of each interval.

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39
Q

Great for recording continuous and/or high rate behaviors.

A

Advantages of Time Sampling Procedures

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40
Q

Do NOT use when you want to record certain important, but fairly infrequent behaviors.

A

Disadvantages of Time Sampling Procedures

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41
Q

Behaviors that do NOT have a clear beginning and ending (i.e., they are NOT discrete)

Counting each response or measuring its duration would be too hard.

Ex. Cooperative Play, humming, shouting, sucking thumb, rocking back and forth; etc.

USE DISCONTINUOUS MEASUREMENTS TO RECORD THESE BEHAVIORS

A

Continuous Behaviors

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42
Q

3 Forms of Time Sampling: WPM

A
  1. Whole Interval Recording
  2. Partial Interval Recording
  3. Momentary Time Sampling
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43
Q

Underestimates the rate of a behavior.

A

Whole Interval Recording

44
Q

a. Divide the observation period into a series of brief time intervals.
b. At the end of each interval, record whether the target behavior occurred throughout the interval.
c. Reporting data: Always PERCENTAGE. You record the percentage of total intervals in which the target behavior occurred.

A

How to Design and Implement Whole Interval Recording

45
Q

Best for measuring a behavior you want to INCREASE (e.g., paying attention to teacher)

A

WHOLE INTERVAL RECORDING

46
Q

Not good to use when you want to decrease a behavior.

- Requires you to observe the behavior throughout the entire interval

A

Disadvantages of Whole Interval Recording

47
Q

Overestimates the rate of a behavior.

- Used to represent the PROPORTION (%) of the entire observation period that the behavior occurred

A

Partial Interval Recording

48
Q

a. Divide the observation period into series of brief time intervals.
b. At the end of each interval, record whether the target behavior occurred at any time during the interval.
c. Reporting data: Always PERCENTAGE! You record the percentage of total intervals in which the target behavior occurred.

A

How to Design & Implement Partial Interval Recording

49
Q

Over or Underestimates rate of behavior or neither.

Used to estimate the proportion of the total observation period that the behavior occurred.

A

Momentary Time Sampling

50
Q

a. Divide the observation period into series of brief time intervals.
b. At the end of each interval, record whether the target behavior occurred at the end if that time interval only.
c. Reporting Data: Always PERCENTAGE. You record the percentage of total intervals in which the target behavior occurred.

A

How to Design and Implement Momentary Time Sampling

51
Q

Advantage: You do NOT have to continuously measure throughout the entire interval (as you have to in whole and partial interval interval recordings)

Disadvantage: Much of the behavior of interest is missed or unaccounted. To avoid this problem, you should keep the intervals short and observe the target behavior frequently.

A

Advantages and Disadvantages of Momentary Time Sampling

52
Q

AKA: PLACHECK

  • For GROUPS
  • A variation of Momentary Time Sampling
A

Planned Activity Check

53
Q

Measuring behavior after it has occurred by measuring the effects the behavior produced on the environment.

A change in the environment produced by a behavior that lasts long enough for measurement to take place.

Natural or contrived outcomes.

AKA: Outcome Recording

A

Permanent Product

54
Q

Measurement takes place after behavior has occurred.

A

Ex post facto measurement

55
Q

Event Recording, Timing, and Time Sampling can be applied to measurement by __________ _________.

A

Permanent Product

56
Q
  • Practitioner is free to do other tasks.
  • Makes inconveniently timed behaviors easier to observe (e.g., sleeping patterns, waking up behavior).
  • Measurement may be more accurate, complete, and continuous.
  • Facilitates data collection for IOA and treatment integrity.
  • Enables data collection for behaviors with multiple response classes.
  • Reduces any potential reactivity (i.e., client’s temporary adjustment away from typical performance in response to an observer) because the observer does not have to sit and watch the client engage in the target behavior, but can simply look at the permanent product after the client has completed the required work.
A

Advantages for you Permanent Product

57
Q

The responses accountable for producing a particular outcome may vary.

A

Disadvantage for using Permanent Product

58
Q

Behaviors that do NOT have a direct effect on the environment can be measured by permanent product through videotape, photographs, audiotapes, etc.

These are ______ ________ _________.

A

Contrived Permanent Product

59
Q

Some classes of a behavior lend themselves to one system of recording; others to another.

  • ETHICS DEVIL WARN YOU: You should select a way to record data that provides the most ethical and valid depiction of the target behavior.

If the behavior results in tangible product then permanent product is good to use.

If the behavior is transitory (i.e., fleeting), then use event recording or time sampling procedures.

A

Selecting the Right Measurement System to Obtain Representative Data Given the Dimensions of the Behavior

60
Q

ETHICS DEVIL WARN YOU: You should always be mindful of the VALIDITY ( the method measures what it is suppose to measure) of your data, you have to be very careful in planning out your observation and recording periods.

WHY? - Because you want to truly capture what the target behavior really look like when you conduct your data collection.

A

Scheduling Observation and Recording Periods

61
Q
  • The duration of time you should record data in baseline and intervention phases often depends on the data that you are recording.
  • You can continue to assess performance until the data become stable according to your pre-specified definition of stability.
A

Things to Consider with Duration of Recording Phases

62
Q

Times of day, days of the week, weather conditions, task assignments, physical or social surroundings, MOs and a myriad of other variables that may threaten to influence the data. Make certain that these elements are evenly distributed throughout baseline, intervention, and follow-up phases.

  • If these variables are NOT controlled, the you cannot confidently interpret your data results.
A

Elements to Consider About Scheduling Observation and Recording Periods

63
Q
  • How frequently should you record data and under what conditions.
  • If you want to increase/decrease rate of behavior, use your validly defined objectives across standard time periods.
  • If you want to shape new behaviors or teach clients to differentiate one stimulus from another, use moment-to-moment or trial-to-trial data recording.
A

Things to Consider with Frequency of Recording

64
Q

Data

A

Primary material to guide and evaluate behavioral work.

65
Q

3 Indicators of Trustworthy Measurement: VAR

A
  1. Validity
  2. Accuracy
  3. Reliability
66
Q

Relevant Dimension

A

Validity

67
Q

3 Threats to Validity: IMM

A
  1. Indirect Measurement
  2. Measuring Wrong Dimension
  3. Measurement Artifact
68
Q

True Value

A

Accuracy

69
Q

Human Error: a. Poorly designed measurement system; b. Inadequate Observer Training; Expectations of what data should look like: Observer drift, Measurement Bias, Observer Reactivity

A

Threats to Accuracy & Reliability

70
Q

Accuracy Related Term:

A

Calibration

71
Q

Same results over and over.

A

Reliability

72
Q

Reliability related term:

A

IOA

73
Q

DIRECTLY measuring socially significant target behavior.

Measuring DIMENSION of the target behavior relevant to the question or concern about the behavior.

Ensuring that the data are representative of the behavior’s occurrence under conditions during TIMES that are most relevant to the concern about the behavior.

A

3 Elements of Validity

74
Q

Measurement has __________ when it yields data that are directly relevant to the phenomenon measured and to the reasons for measuring it.

A

VALIDITY

75
Q

3 Causes of Measurement Artifacts:

A
  1. Discontinuous Measurement: Measurement in which some instances of the response class are NOT detected.
  2. Poorly Scheduled Measurement Periods: Recording data on the behavior at a time that does not properly depict the behavior.
  3. Insensitive &/or Limiting Measurement Scales: A scale that imposes an artificial floor or ceiling on performance.
76
Q

The extent to which the OBSERVED VALUE (i.e., quantitative label) matches the TRUE VALUE of an event.

If measurement is not VALID, ________ is moot (doubtful).

A

Accuracy

77
Q

Requires special or extraordinary precautions that ensure that all possible sources of error have been removed.

A

True Value

78
Q

When true values CANNOT be established, researchers must rely on RELIABILITY assessments and measure of interobserver agreement (IOA) to evaluate the quality of their data.

A

How to Establish True Values for Accuracy Measures

79
Q

The extent to which a measurement procedure yields the same value when brought into REPEATED contact with the same state of nature.

  • Same results repeatedly; consistent measurement.
  • Poor _______ reveals problems with accuracy and validity.
A

Reliability

80
Q

The closer the values obtained by repeated measurement, the more _______ they are.

Yet, even if the measures are found to be _______, that doesn’t necessarily mean they will also be valid.

A

Reliable

81
Q
  • Difficult and cumbersome measurement systems.
  • Number of participants to observe, number of behaviors to record, duration of observation period, and/or duration of observation intervals.
  • Simplified systems minimize errors
A

Poorly Designed Measurement Systems

82
Q

Observers need explicit and systematic training:

  1. Select observers carefully.
  2. Train observers to a standard of competency.
  3. Provide ongoing training to minimize observer drift.
A

Inadequate Observer Training

83
Q

When observers unknowingly alter the way they measure a behavior.

Occurs when observers have a shift in how they interpret the definitions of the target behavior.

The target behavior definitions changes over time.

A

Observer Drift

84
Q

Retraining observers and providing detailed feedback on the accuracy and reliability of measurement.

A

How to minimize observer drift

85
Q
  • Nonrandom measurement error.
  • Data that overestimates or underestimates the true value of an event.
  • Expectations that a target behavior will occur under certain conditions or change with a certain treatment can influence what is recorded and threaten the accuracy of measurement.
A

Measurement Bias

86
Q

Minimizes measurement bias. Trained observer who is unaware of the study’s purpose and/or experimental conditions in effect.

A

Naive Observers

87
Q

Measurement error resulting from an observer’s knowledge that others are evaluating the data he/she reports. An observer can be influenced by how he/she anticipates another observer will record data.

A

Observer Reactivity

88
Q

How to minimize Measurement Bias:

A

Monitor and record data unobtrusively. Use videotaping for second observer to observe the same session.

89
Q

Interobserver Agreement (IOA)

A

Refers to the degree to which two or more independent observers report the same values after measuring the same events.

90
Q

Data is trustworthy and deserving of interpretation.

  • Reporting IOA increases _____________.
A

Believability

91
Q
  1. Determines the competence of new observers.
  2. Detects observer drift.
  3. Increases or decreases confidence that the definition of the target behavior was clear and the measurement code was not too difficult.
  4. Gives confidence that variability in data is not a function of which observers were on duty, therefore implying that changes in data actually reflect changes in behavior.
A

Benefits and Uses of IOA

92
Q

Three (3) Requisites for Obtaining Valid IOA:

A
  1. Observers must use the SAME MEASUREMENT SYSTEM.
  2. Observers must measure the SAME EVENT.
  3. Observers must be INDEPENDENT.
93
Q
  1. Total Count IOA
  2. Mean Count-per-Interval IOA
  3. Exact Count-per-Interval IOA
  4. Trial-by-Trial IOA
A

Methods for Calculating Event Recording IOAs

94
Q

Methods for Calculating Timing/Duration IOAs

A
  1. Total Duration IOA

2. Mean Duration (or IRT)-per-Occurrence IOA

95
Q
  1. Interval-by-Interval IOA
  2. Scored Interval IOA
  3. Unscored Interval IOA
A

Methods for Calculating Time Sampling/Interval Recording IOAs

96
Q

-Simplest method for event recording.

  • Percentage of agreement between the total number of responses recorded by 2 observers.
  • Calculated by dividing the smaller of the counts by the larger count and multiplying by 100.
  • Overestimates the extent of actual agreement.

-Formula: Smaller #/Larger # X 100%

A

Total Count IOA

97
Q

-Dividing the observation period into a series of smaller counting times.

  • Observers record the number of occurrences of the behavior within each interval.
  • Calculate the agreement between the count of the 2 observers within each interval.
  • Use the agreements per interval as the basis for calculating the IOA for the total observation periods.
  • Formula: Int 1 IOA + Int 2 IOA + Int N IOA/ Total # of Intervals
A

Mean Count-Per-Interval IOA

98
Q
  • The percentage of intervals in which 2 observers recorded the same count.
  • THE MOST STRICT EVENT RECORDING IOA METHOD.
  • Formula: # of Intervals of 100% IOA Agreement/ Total # of Intervals X 100%
A

Exact Count-Per-Interval IOA

99
Q
  • The agreement between 2 observers who measured the occurrence or nonoccurrence of discrete trial behaviors for which the count for each trial, or response opportunity, can only be 0 or 1 can be calculated by comparing the observers’ total counts or by comparing their counts on a trial-by-trial basis.
  • Formula: # of Trials of Agreement/Total # of Trials X 100%
A

Trial-BY-Trial IOA

100
Q

Computed by dividing the shorter of the 2 durations reported by the 2 observers by the longer duration and multiplying by 100%.

  • Formula: Shorter Duration/Longer Duration X 100%
A

Total Duration IOA

101
Q

Used to calculate duration-per-occurrence data.

  • A more conservative and usually more meaningful assessment of IOA than total duration data.
  • Can be used to compute the mean latency-per-response IOA or mean IRT-per-response IOA.

Formula: Duration IOA B1 + Duration IOA B2 + Duration IOA Bn/ n (# of) Behaviors with Duration IOA

A

Mean Duration (or IRT) - per - Occurrence IOA

102
Q

AKA: Point-by Point IOA; Point-by-Point Agreement Ratio

  • The primary observer’s data for each interval is matched to the secondary observer’s data for the same interval.
  • Likely to overestimate the actual agreement measuring behaviors that occur at very high rates or very low rates.
  • Subject to random or accidental agreement between observers.

Formula: # of Intervals Both Recorders are in Agreement/ Total # of Intervals X 100%

A

Interval-By-Interval IOA

103
Q
  • Only uses intervals in which both observers scored an occurrence of the behaviors to calculate the IOA.
  • Minimizes the effects of chance agreements for interval data on behaviors that occur at very high or very low rates because it ignores the intervals in which measure by chance is highly likely.
  • Recommended for behaviors that occur at frequencies of approximately 30% of intervals or fewer to avoid overinflated and possibly misleading IOA measures.

Formula: # of Intervals Both Recorders Recorded Occurrence/ # of Intervals AT LEAST 1 Recorder Recorded Occurrence X 100%

A

Scored Interval IOA

104
Q
  • Minimizes the effects of chance agreements for interval data on behavior that occur at very high or very low rates.
  • Only considers intervals in which either or both observers recorded a non-occurrence of behavior.

Formula: # of Intervals Both Recorders Recorded Non-Occurrence/ # of Intervals AT LEAST 1 Recorder Recorded Non-Occurrence X 100%

A

Unscored Interval IOA

105
Q

What are good IOA scores?

A

Closer to 100%. No less than 80%

106
Q

How should IOA Be Reported?

A
  1. Narrative Description: Most common and simplest. Describe the mean and range of agreement percentages.
  2. Table
  3. Graphic Display: The visual of the graph provides extent between agreement and existence of observer drift.
107
Q

How Often and When Should IOA be Obtained?

A

During each phase of a study and should be distributed across days of the week, times of day, settings, and observers.

Should be obtained for a minimum of 20% of sessions.

bacb task list 4th edition study decks (14 decks)

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