Measurement Flashcards
Frequency
This is a simple count of the instances of behavior, represented by a tally. How many times did John hit another student? You would tally every time John hit another student and present the count as a number. John hit another student 5 times.
Rate
Rate is a frequency count with a time element. If you were tallying how many times John hits another student you would also report the time. John hits at the rate of 5 times per hour. Rate is an important measurement when looking at behaviors which are frequent and short. For example: hitting, raising hand, flapping hands, disrupting another student, yelling.
Duration
This is how long a behavior occurs. To take duration data you start a stopwatch when the behavior begins and end the stop watch when the behavior stops. Duration is often reported as an average over time. Duration recording is appropriate for long lasting behaviors. For example, tantrums, social play, how long it takes a child to get dressed.
Inter Rate Response
This is the time between responses. To take IRT data you start the stopwatch when the behavior ends and stop the stop watch when the behavior begins again. IRT is typically reported as an average. IRT is appropriate when the time between behaviors is important. For example: time lapse between doing math problems, and time lapse between prosocial behaviors.
Latency
Latency is the time from prompt to the start of the behavior. To take latency data start the stopwatch when the prompt is given and stop the stopwatch when the behavior starts. You might want to take latency data when there is a delay between the prompt and when the behavior occurs. For example, the time from a prompt to get dressed to a person getting dressed, the time from the instruction to begin a math problem and the response.
Types of Continuous Measurement
Frequency, Rate, Duration, Inter Rate Response, Latency.
Continuous Measurement
Continuous measurement means measuring each and every instance of behavior within the observation period. In other words, you miss nothing. This type of measurement is very time-consuming and more difficult than discontinuous measurement procedures.
Discontinuous Measurement Procedures
Discontinuous Measurement Procedures are samples of the target behavior, but they do not measure every instance of behavior within the observation period. Discontinuous measurement procedures are less valid than continuous measurement procedures. Discontinuous measurement procedures are used when it is too time-consuming to take continuous measurement data.
Partial Interval
Recording the presence or absence of a behavior during a brief interval of time. Intervals are marked as “+” if the target behavior occurred at any time during the interval. Intervals are marked as “-” if the target behavior did not occur during the entire interval. Partial Interval data collection overestimates the occurrence of behavior. Examples of behaviors that are appropriate for partial interval recording are vocal stereotypy, hand flapping, biting nails.
Whole Interval
Recording the presence or absence of a behavior during the whole interval. Intervals are marked as “+” if the target behavior occurred during the entire interval. Intervals are marked as “-” if the target behavior stopped at any time during the interval. Whole Interval data collection underestimates the occurrence of behavior. Examples of behaviors that are appropriate for whole interval recording are cooperative play, social engagement, on task behavior.
Momentary Time Sampling
Recording the presence or absence of a behavior at the very end of an interval. Intervals are marked as “+” if the target behavior occurred at the end of the interval. Intervals are marked as “-” when the target behavior does not occur at the end of the interval. This procedure is possible to do for many clients at the same time. This is the easiest type of discontinuous measurement procedure to use. However, it provides the least amount of information. Examples of behaviors that are appropriate for whole interval recording are social engagement of many students, and task engagement for a group of students.
Types of Discontinuous Measurement
Partial Interval, Whole Interval, Momentary Time Sampling
Permanent Product
Permanent product recording is not recording behaviors but recording the products behavior produces. For example, you could record how many questions a student answered on a worksheet by simply looking at the worksheet and counting the problems completed. The advantage is you can record information from permanent product anytime. The disadvantage is you are not actually recording behavior. For example, a parent could complete a math worksheet for a child.
