Task List C Flashcards
an observable, measurable description of a target behavior; objective enough that multiple people could take the same data on the same behavior (e.g., a clinician is working with a client who takes off their clothes inappropriately. The clinician writes, “Disrobing is contextually inappropriate full or partial undress. It is defined as removal of clothing that results in exposed skin when compared to client’s dressed state (excluding the hands, feet, and head) AND occurs (a) in the presence of another person who is not a caregiver AND/OR (b) in an area of the house other than the bathroom or her bedroom, unless expressly directed to do so by a caregiver”).
Clear, complete, and concise
a way of taking data on a behavior of interest by observing the behavior itself and recording observable and measurable information about it; helps determine when the behavior occurs, what the behavior looks like, what may be reinforcing the behavior, how often the behavior occurs, etc. (e.g., ABC recording to determine function of a behavior and a directly observes, and takes frequency data on, a client’s self-injurious behavior in a classroom setting).
Direct measures
the assessor is not required to observe the actual behavior of interest. Instead, interviews, questionnaires, surveys and checklists or rating scales are conducted. These can be answered by the subject, family members, teachers, care givers or other adults who know the subject; helps the assessor gather information about the behavior (e.g., what does the behavior look like? Where does the behavior occur? How to others react to the behavior? How long does the behavior last?, etc. and you had your neighbor puppy-sit your new puppy while you were at work. When you return, you ask, “How did Pluto do with you today?” Your neighbor may give you a variety of answers, which may not be observable or measurable in nature. You may want to follow up with clarifying questions, such as, “Did he use the puppy pad? How many times?” and “When you went for a walk, did he pull on the leash?”).
Indirect measures
measuring a behavior after it occurred by examining the effects the behavior produced on the environment; unlike direct and indirect measures, product measures sometimes do not involve people at all (e.g., a client is expected to complete math work before accessing a video game. The teacher examines the work and determines whether the behavior was satisfactory based on predetermined criteria regarding the product measurement (at least 10 separate math problems completed at 80% or more accuracy overall).
Product measures
a simple tally of the number of occurrences of a behavior (e.g., data showing that Katie wrote correct answers to 5, 10, and 15 long division problems over three consecutive math classes).
Count
how often a behavior occurs (e.g., observing how often a student calls out; 17 times while sitting at their desk).
Frequency
how often a behavior occurs over an amount of time; with a time component (per minute, per hour, per day) (e.g., you eat 30 potato chips in 15 minutes or a child engages in SIB 5 times in 20 minutes).
Rate
measurement expressed as a portion of each hundred. A ratio (proportion) formed by combining the same dimensional quantities, such as count (a tally divided by a tally x 100) or time (a duration divided by a duration x 100; a latency divided by a latency x 100) (e.g., a behavior analyst calculates that their client engaged in aggression 20% of data intervals over the course of the day).
Percentage
the total amount of time that a behavior occurs (e.g., one instance of screaming lasted for 37 seconds).
Duration
the elapsed time between the onset of a stimulus to the time that the response starts (e.g., the teacher says touch the dog, and 4 seconds later, the child touches the dog. The latency is 4 seconds).
Latency
elapsed time between two successive responses of the same behavior (e.g., 13 seconds passed in between the two instances of screaming).
Interresponse time (IRT)
the form of shape of behavior; what the behavior looks like (e.g., a behavior analyst describes a client’s aggression toward property behavior in the following manner; tearing items off of walls, knocking over furniture, throwing or swiping items off surfaces).
Topography
the force, intensity, and/or severity of a behavior (e.g., Jill bench pressed 60 pounds 20 times and you are at a concert and your friend begins screaming and shouting and then your ears start hurting. This is a high magnitude of screaming behavior).
Magnitude
a measure of the number of response opportunities needed to achieve a predetermined level of performance/criterion (e.g., an OPT collected trials to criterion data on the steps required to tie shoes until the child completes the shoe tying routine; it took 11 trials for the child to complete all the steps independently and accurately).
Trials to criterion
method of dividing the observation period into intervals and checking if the target behavior has occurred anytime during each
Partial interval recording
method of dividing the observation period into intervals and checking if the target behavior has occurred throughout the duration of each interval; behavior must occur throughout the whole duration to be recorded as an occurrence. Often used for a behavior that needs to increase because it tends to underestimate the actual occurrence of the behavior.
Partial interval recording
method of dividing the observation period into intervals and checking if the target behavior has occurred throughout the duration of each interval; behavior must occur throughout the whole duration to be recorded as an occurrence. Often used for a behavior that needs to increase because it tends to underestimate the actual occurrence of the behavior.
Whole interval recording
