RBT Training NEW MOD 6 - POD - 3 Per Page - 11-13-19 CLG

Measurement
Florida Tech Behavior Analysis

Programs
Outline
q Data Collection
q Continuous Measures of Behavior
q Discontinuous Measures of Behavior
q Graphing
Data Collection
Copyright ABA Technologies, Inc. 2017 1

Objective
q Describe the importance/rationale for
measuring behavior
Objective
q Use operational definitions of target
behavior to collect data
Review of Terms
q Behavior – everything a person does
q Response – a single instance of
behavior
q Target behavior – the specific
behavior you are interested in
changing

Remember
q A person’s behavior is changed by
changes in the environment
A-B-C
Antecedent – Behavior – Consequence
(*Also known as S-R-S)
Collecting Data
q Behavior can be observed,
described, and recorded
q In behavior analysis we collect and
graph data on:
§ Behavior
§ Environmental events (stimuli)
§ What comes before behavior (antecedents)
§ What comes after behavior (consequences)
Why Collect Data?

q Assessment and ongoing program
monitoring
q Maximize effectiveness
q Ensure accountability
q Practice ethically

Characteristics of Behavior
q Behavior occurs at a specific point in
time
q Behavior takes up a certain amount
of time
q Behavior that occurs one time can
occur again
Measuring Behavior
q We can measure the characteristics:
§ How many responses occur
§ How many responses occur in a certain
period of time
§ How long the response lasts
§ How long it takes for a response to
start
§ How much time between responses
Examples of Measuring Behavior
q For putting away toys, can measure:

§ Number of toys put away
§ How long it takes to put away all toys
§ After requested, how long before the
child begins to put away toys

Examples of Measuring Behavior
(continued)
q For hitting, can measure:
§ Number of hits per minute
§ How much time in between hits
RBT Task A-1

q Prepare for data collection.
Objective
q Identify necessary activities when
preparing for data collection
(including materials required)

Preparing for Data Collection
q Review the behavior plan
q Read/understand the instructions
q Gather necessary materials
q Record the important information
(date, learner, observer, etc.)
q Eliminate (or at least minimize)
distractions
Materials for Data Collection

q Will likely need:
§ A way to measure time (e.g.,
stopwatch, timer, clock, etc.)
q Will always need:
§ A way to record responses (e.g., data
sheet with writing instrument or app)
§ Operational definition and instructions
Operational Definitions (Review)

q Operational definition: Precise
description of behavior to allow for
accurate data collection
§ Must be: A clear, objective and
complete description of the target
behavior
§ Should include:
§ What the response looks like
§ When measurement will begin/end

Importance of Operational
Definitions
q Observable behaviors only; NOT
internal states that we can’t see
q Allows us to get complete information
about the behavior and use
interventions consistently
q Increases the chances that we will
have accurate data collected and the
plan will be effective
Measuring Behavior
q Two broad categories of data
collection
1. Continuous
2. Discontinuous
Continuous Measures

RBT Task A-2
q Implement continuous measurement
procedures (e.g., frequency,
duration).
Objective
q Continuous measures of behavior
a. Describe
b. List types
Continuous Measures
q Designed to detect every instance of

behavior
q Involve continuous observation of the
individual
q Directly measure characteristics of
behavior

Types of Continuous Measures
q Frequency/Count
q Rate
q Duration
q Latency
q Inter-response time (IRT)
Objective
q Frequency
a. Describe
b. Identify examples
c. Explain how to collect
d. List tools required to collect
e. Given a scenario, collect
frequency data
Frequency
q AKA count
q The number of times a response
occurs (simple count)
q Does NOT include a measure of time

Frequency Examples
q Jane put away 8 toys
§ Count = 8
q Lewis hit his sister 4 times
§ Count = 4
q Chad completed 30 math problems
Collecting Frequency Data

1. Count the responses
2. Report as total count of responses
§ This is NOT reported with reference to
time (see rate data)
Tools Required to Collect

Frequency Data
q Operational definition and
instructions
q Data sheet and writing instrument
OR app on a device (phone, tablet,
etc.)
q Optional items:
§ Frequency counters
§ Counting beads

Sample Frequency/Count Data
Sheet
Sample Frequency/Count Data

Sheet
Question
q Multiple select
q When collecting data on the frequency of
Matt slapping his sister, which of the
following are the minimal materials
required?
q Operational definition/instructions
q Data sheet and pen/pencil
q Data sheet with intervals and pen/pencil
q Timer or clock

Video Example or Activity
*Refer to corresponding data

sheets in Canvas
Question
q What is the frequency/count of
putting away pens? (type the
number)
§ ___ times
Question
q What is the frequency/count of
throwing popcorn? (type the number)
§ ___ throws

Objective
q Rate
a. Describe
e. Convert frequency to rate
f. Given a scenario, collect rate data
Rate
q One of the most common measures
in ABA
q The number of responses per unit of
time
§ E.g., per minute, per hour, per day, etc.
q Rate = count ÷ time
Rate (continued)
q Allows us to compare data from
observation periods of unequal
lengths
§ E.g., Observed 60 instances of SIB on
Monday while observing for 30
minutes. Observed 30 instances of SIB
on Tuesday while observing for 10
minutes. Cannot compare the two
counts because the time is different.
Must convert to rate (count per minute)

Rate Examples
q Nancy spit 12 times in 1 minute
§ Rate per minute: 12/1 = 12 spits per
minute
q Jane put away 8 toys in 10 minutes
§ Rate per minute: 8/10 = .8 toys put away
per minute
q Lewis hit his sister 60 times in 30
minutes
§ Rate per minute: 60/30 = 2 hits per minute
Collecting Rate Data

1. Record time observation began
2. Count the responses
3. Record time observation ended
4. Divide count by unit of time
5. Report as rate per unit of time (e.g.,
minute, hour)
Converting Count to Rate

q Determine the simple count based on
the observation (frequency)
q Divide count by time

Question
q Short answer
q Christina did 30 jumping jacks in 60
minutes. What is the count?
Question
q Short answer
minutes. What is the rate per hour?
Question
q Short answer
minutes. What is the rate per
minute?

Tools Required to Collect Rate
Data
q Operational definition & instructions
q Data sheet & writing instrument OR
app on a device (phone, tablet, etc.)
q Optional items:
§ Frequency counters
§ Counting beads
q Way to track time (clock, wristwatch,
app on a device, etc.)
Sample Rate Data Sheet
Sample Rate Data Sheet

Question
q Multiple select
q When collecting data on the rate of
Timmy’s hand-flapping, which of the
following are the minimal materials
required?
q Data sheet with intervals and
pen/pencil
q Timer or clock

sheets in Canvas
Question
q What is the rate per minute of
standing up from chair? (type the
number)
§ ___ times per minute

Question
q What is the rate of putting books on
shelf ?
a. 6
b. 6 per minute
c. 3
d. 3 per minute
Objective
q Duration
a. Describe
e. Given a scenario, collect duration
data
Duration
q Characteristic measured: behavior
occupies time
q The amount of time a response takes
(how long a response occurs)

Duration Examples
q Beginning to end:
q It took Mitchel 3 hours to clean his
room
q Eric ran for 45 minutes
q Libby screamed for 18 minutes
q Ron held his breath for 1 minute and
10 seconds
Duration per Session

q Cumulative amount of time an
individual engages in the target
behavior (total duration)
q Can be converted to a percent
(percent duration) by dividing the
amount of time the response(s)
lasted by the total time observed
(then multiplied by 100)
Duration per Session Example

q During a one-hour observation,
period, a child engaged in a tantrum
for four minutes then another for ten
minutes and then one for one minute
§ Total duration:
4+10+1 = 15 minutes
§ Percent duration:
15÷60 minutes = 25%

Collecting Duration per Session
Data
1. Start timer when response begins
2. Pause timer when response ends
3. Without resetting the timer, start it
again when second response begins
4. Pause timer when response ends
5. Continue until observation ends
6. Record total duration of the behavior
Duration per Occurrence

q The amount of time that each
instance of the target behavior
occurs
q Can be expressed as an average
duration by dividing the total duration
by the number of times the behavior
occurred
Duration per Occurrence Example
q Tantrum 1 = 4 minutes
q Tantrum 2 = 10 minutes
q Tantrum 3 = 1 minute
q Total duration = 4+10+1 = 15 minutes
q Average duration:
§ Total duration ÷ number of responses
15 minutes ÷ 3 tantrums = 5 minutes

Collecting Duration per Occurrence
Data
1. Start timer when response begins
2. Stop timer when response ends
3. Record duration of each instance of
the behavior
Tools Required to Collect Duration

Data
instructions
etc.)
q Way to measure time (digital
stopwatch, wristwatch, app on a
device, etc.)
Sample Duration Data Sheet


sheets in Canvas

Question
q What is the total duration of nail-
biting?
a. 9 seconds
b. 12 seconds
c. 15 seconds
d. 18 seconds
Question
q What is the total duration of
spinning?
a. 5 seconds
b. 10 seconds
c. 15 seconds
d. 20 seconds
Question
q Multiple select
q When collecting data on the duration of Glinda’s
rocking back-and-forth behavior, which of the
following are the minimal materials required?
q Timer or clock

Objective
q Latency
a. Describe
e. Given a scenario, collect latency
data
Latency
q The amount of time between an
antecedent stimulus and a response
Latency Examples
q Mom asked Mitchel to clean his room, 3
minutes later he began picking up toys
q The athlete begins running .25 seconds
after the gun goes off
q Jake gets up off the floor, 6 minutes after
he is told to “get up”
q Luke begins brushing his teeth 1 minute
after he is told to brush

Collecting Latency Data
1. Start timer after the antecedent
stimulus
2. Stop timer when the behavior begins
3. Report latency per response or
average latency across the
observation*
*This is usually specified in the client’s BIP
Tools Required to Collect Latency

Data
instructions
etc.)
device, etc.)
Sample Latency Data Sheet


sheets in Canvas

Question
q What is the latency to putting away
toys?
a. 6 seconds
b. 13 seconds
c. 16 seconds
d. 28 seconds
Question
q What is the latency to handing-over
(video game)?
a. 7 seconds
b. 11 seconds
c. 14 seconds
d. 17 seconds
Question
q What is the latency to doing
homework?
a. 5 seconds
b. 10 seconds
c. 15 seconds
d. 20 seconds

Question
q Multiple select
q When collecting data on the latency between a
teacher’s request and a student’s compliance,
which of the following are the minimal materials
required?
q Timer or clock
Objective
q Inter-response time (IRT)
a. Describe
d. List tools/materials required to
collect
e. Given a scenario, collect IRT data
Inter-response Time (IRT)

q The time between two successive
responses

Inter-response Time (IRT)
Examples
q Mitchel put away 3 toys. He picked
up one and then 5 minutes later,
picked up another, 10 minutes later
he picked up the last
q Jill smacked Jack at 3:00, 3:10, 3:30
and 4:00. The IRTs were 10 minutes,
20 minutes and 30 minutes between
these 4 smacks
Collecting IRT Data

1. Start timer at the end of one
response
2. Stop timer at the beginning of the
next response
3. Report IRT between each response
or average IRT across the
observation
Tools Required to Collect IRT Data

instructions
etc.)
device, etc.)

Sample IRT Data Sheet


sheets in Canvas
Question
q Sum of IRTs divided by Total # of IRTs =
Average IRT
q Using the formula above, calculate the
average IRT of hand-biting.
a. 4 seconds
b. 8 seconds
c. 12 seconds
d. 16 seconds
Question
q Sum of IRTs divided by Total # of IRTs =
Average IRT
q Using the formula above, calculate the
average IRT of taking bites of food.
a. 4 seconds
b. 7 seconds
c. 13 seconds
d. 17 seconds

Question
q Multiple select
q When collecting data on the IRT of Sam’s
screaming in class behavior, which of the
following are the minimal materials required?
q Timer or clock
Question
q When we record how long a
response lasts, we are measuring:
a. Frequency
b. Rate
c. Duration
d. Latency
e. IRT
Question
q When we count how many times a
response occurs in a given period,
we are measuring:
a. Frequency
b. Rate
c. Duration
d. Latency
e. IRT

Question
q When we record the time between
responses, we are measuring:
a. Frequency
b. Rate
c. Duration
d. Latency
e. IRT
Question
q When we record the time between
the antecedent stimulus and when
the response occurs, we are
measuring:
a. Frequency
b. Rate
c. Duration
d. Latency
e. IRT
Question
q A student is given a worksheet with 100
math problems. He begins working on the
first problem 10 seconds after he is given
the worksheet. This is an example of:
a. Frequency
b. Rate
c. Duration
d. Latency
e. IRT

Question
q The student spends 1 minute and 20
seconds working on the first math
problem before he completes it. This is an
example of:
a. Frequency
b. Rate
c. Duration
d. Latency
e. IRT
Question
q After completing the first math problem, the
student waits 5 seconds before he begins
working on the second math problem. The time
between completing one problem and starting
the next problem is an example of:
a. Frequency
b. Rate
c. Duration
d. Latency
e. IRT
Question
q The student completes 30 math
problems correctly. This is an
example of:
a. Frequency
b. Rate
c. Duration
d. Latency
e. IRT

Question
q The teacher gave the student 1 hour to
complete math problems. The student
completed 30 math problems in 1 hour.
This is an example of:
a. Frequency
b. Rate
c. Duration
d. Latency
e. IRT
Objective
q Discrete categorization (coding)
a. Describe
b. Explain how to collect
c. List tools required to collect
d. Given a scenario, collect discrete
categorization data
Discrete Categorization (Coding)
q Classifying responses, prompts, or

products of behavior based on a
coding system
q Reported as percent of responses for
each category

Example of Discrete Categorization
(Coding)
q While teaching Johnny to clean up
his toys, Abby indicated whether he:
§ Picked up a toy independently (I)
OR…
§ The level of prompt that was needed:
§ Verbal prompt (V)
§ Gestural prompt (G)
§ Physical prompt (P)
Tools Required to Collect Discrete

Categorization Data
instructions
§ Including definitions for category codes
etc.)
Sample Discrete Categorization

Data Sheet

Sample Discrete Categorization
Data Sheet
Objective
q Percentages
a. Describe
b. Explain how to calculate types
commonly used in ABA
c. Given an example, calculate
Percentage
q A ratio that expresses the likelihood
that some event would occur if given
100 opportunities to occur
§ i.e., some # / 100
q In ABA, commonly used for:
§ Percent of intervals
§ Percent occurrence
§ Percent correct responses

Percent Occurrence
q Calculated by dividing the number of
target responses by the total number
of opportunities to respond and
multiplying by 100
Percent Occurrence Example

q Johnny was asked to clean up his 10
toys that were on the floor; he picked
up 7 toys from the floor then said he
was done
q Since Johnny picked up 7 out of 10
toys that were on the floor, he picked
up:
7 ÷ 10 = 0.70 x 100 = 70% of his toys
Percent Occurrence
1. Count/record each opportunity to
respond
2. Count/record whether or not the
target response occurred after the
opportunity
3. Report as a percentage of total
opportunities
(# responses / total # opportunities) x 100

Percent Correct
q Calculated by dividing the number of
correct responses by the total
number of responses (correct and
incorrect) and multiplying by 100
Percent Correct Example

q Johnny completes a 20-question
worksheet on multiplication facts; he
answers 15 of them correctly
q Since Johnny answered 15 out of 20
total questions correctly, he
performed with 75% accuracy
15 ÷ 20 = 0.75 x 100 = 75%
Collecting Percent Correct Data

1. Count/record each opportunity to
respond
2. Count/record whether or not a
correct response occurred after the
opportunity
3. Report as a percentage of total
opportunities
(# correct responses ÷ total # opportunities) x 100

Percentage Data
instructions
§ Including acceptable correct responses
for calculating percent correct
etc.)
q Calculator (optional)
Discontinuous Measures
RBT Task A-3

q Implement discontinuous
measurement procedures (e.g.,
partial and whole interval,
momentary time sampling).

Objective
q Discontinuous measures of behavior
a. Describe
b. List types
q Discontinuous response measures DO
NOT capture every instance of behavior
q AKA time sampling
§ Most measure occurrence versus non-
occurrence
§ These may miss instances of behavior
§ An estimate of behavior
q Usually used when continuous
measures are not possible
(continued)
q For ALL discontinuous measures, a
larger time sample is broken into
smaller time intervals
q Observation occurs during these
intervals, as specified by the
measurement type

Types of Discontinuous Measures
q Partial interval recording (PIR)

q Whole interval recording (WIR)
q Momentary time sample (MTS)
q PLACHECK
Objective
q Partial interval recording (PIR)
a. Describe
collect
e. Given a scenario, collect PIR data
Partial Interval Recording

qTotal recording time is broken into
smaller chunks of time
§ e.g., 20-min observation broken into 1-
minute intervals
qRecord if a response occurs at any
time during each interval

Partial Interval Recording
(continued)
qRecord if behavior occurs during any
PART of the interval
qBehaviors that occur multiple times
within an interval are scored only
once (the same as behavior that
occurs just one time)
qCalculate the percent of intervals
Partial Interval Recording Example

q Abby observes
Johnny for five
minutes
q Her data sheet
divides the five
minute
observation into
ten, 30-second
intervals

(continued)
q She marks a “+” as
soon as she
observes Johnny
engage in hand-
flapping during each
30-second interval
q She marks a “–” if
she does not
observe any hand-
flapping during the
30-second interval

(continued)
q At the end of the five
minutes, she has 8
intervals with a “+”
and 2 with a “-”
§ 8/10 intervals
included hand
flapping
q Johnny engaged in
hand-flapping at
least once during
80% of 30-second
intervals
Collecting Partial Interval

Recording Data
1. Start on-going timer for the specified
interval length (e.g., 10 or 20 seconds)
2. Record an occurrence if the behavior
occurs during any part of the interval
3. Record a nonoccurrence if the behavior
does not occur during any part of the
interval
4. Report as a percentage of intervals that
met occurrence/nonoccurrence criteria
Tools Required for Partial Interval

Recording
instructions
q Data sheet with intervals and writing
instrument OR app on a device
(phone, tablet, etc.)
q Way to measure time intervals
(digital stopwatch, wristwatch, app on
a device, etc.)

Sample PIR Data Sheet


sheets in Canvas
Question
q Fill in the blank
q According to the data sheet, spinning
occurred during ___ of the six 5-
second intervals.
Question
q What was the percent of intervals in
which spinning occurred?
a. 6%
b. 67%
c. 83%
d. 100%

Question
q Fill in the blank
q According to the data sheet, nail-
biting occurred during ___ of the six
5-second intervals.
Question
which nail-biting occurred?
a. 6%
b. 67%
c. 83%
d. 100%
Question
q Fill in the blank
q According to the data sheet, hand-
biting occurred during ___ of the six
5-second intervals.

Question
which hand-biting occurred?
a. 6%
b. 67%
c. 83%
d. 100%
Question
q Multiple select
q When collecting partial interval data,
which of the following are the minimal
materials required?
q Frequency counter
pen/pencil
q Timer or clock
Objective
q Whole interval recording (WIR)
a. Describe
e. Given a scenario, collect WIR data

Whole Interval Recording
sec intervals
qRecord if a response occurs
throughout the entire interval
Whole Interval Recording

(continued)
qRecord only if the behavior occurs
during the WHOLE interval
qBehavior that occurs for almost the
entire time, but not the whole time, is
scored as a nonoccurrence
Whole Interval Recording Example

q Abby observes
Johnny for five
minutes
q Her data sheet
divides the five
minute
observation into
ten, 30-second
intervals

(continued)
q She marks a “+” at
the end of the 30
seconds if Johnny
was engaged in
hand-flapping the
whole 30-sec interval
q She marks a “–” if he
stopped hand-
flapping at any point
during the 30-sec
interval

(continued)
minutes, she had 2
q Johnny was engaged
in hand-flapping the
whole time for 20%
of ten, 30-sec
intervals
Collecting Whole Interval

Recording Data
interval length (e.g., 10 or 20 seconds)
2. Record an occurrence if the behavior
occurs during the entire interval
3. Record a nonoccurrence if the behavior
occurs for less than the entire interval

Tools Required for Whole Interval
Recording
instructions
q Data sheet with intervals and writing
instrument OR app on a device
(phone, tablet, etc.)
q Way to measure time intervals
(digital stopwatch, wristwatch, app on
a device, etc.)
Sample WIR Data Sheet


sheets in Canvas
Question
q Fill in the blank
occurred during the entire interval for
___ of the six 5-second intervals.

Question
which spinning occurred during the
entire interval?
a. 0%
b. 17%
c. 33%
d. 100%
Question
q Fill in the blank
q According to the data sheet,
humming occurred during the entire
interval for ___ of the six 10-second
intervals.
Question
which humming occurred during the
entire interval?
a. 0%
b. 17%
c. 33%
d. 100%

Question
q Fill in the blank
q According to the data sheet, pen
tapping occurred during the entire
interval for ___ of the six 10-second
intervals.
Question
which pen tapping occurred during
the entire interval?
a. 17%
b. 33%
c. 50%
d. 66%
Question
q Multiple select
q When collecting whole interval data on
sitting appropriately, which of the following
are the minimal materials required?
q Timer or clock
q Frequency counter
pen/pencil

Question
q In this type of recording, behavior is
only recorded as having occurred if it
occurred throughout the entire
interval.
a. Partial interval
b. Whole interval
Objective
q Momentary time sampling (MTS)
a. Describe
collect
e. Given a scenario, collect MTS
data
Momentary Time Sampling

minute intervals
qRecord if a response is occurring at
the end of the interval (e.g. when the
timer goes off)

Momentary Time Sampling
(continued)
qOnly need to observe when the time
expires (timer goes off)
qRecord if the target behavior is
occurring at that MOMENT in time
qIf the behavior occurs at any other
time during the interval, do NOT
record it as having occurred
Momentary Time Sample Example

q Abby observes
Johnny for five
minutes
q Her data sheet
divides the five
minute
observation into
ten, 30-second
intervals

(continued)
q She marks a “+” if
Johnny was engaged
in hand-flapping at
the moment the
interval ended
q She marks a “–” if
Johnny was not
engaged in hand-
flapping at the
moment the interval
ended

(continued)
minutes, she had 4
q Johnny was engaged
in hand-flapping at
the end of the
interval for 40% of
ten 30-second
intervals
Collecting Momentary Time

Sampling Data
interval length (e.g., 1 minute)
2. Record an occurrence if the behavior is
occurring when the interval ends
3. Record a nonoccurrence if the behavior is
not occurring at the very end of the
interval
Tools Required for Momentary

Time Sampling
instructions
etc.)
device, etc.)
§ Optional: MotivAider ®

Sample MTS Data Sheet


sheets in Canvas
Question
q Fill in the blank
was occurring at the end of ___ of
the six 5-second intervals.
Question
which spinning occurred at the end of
the interval?
a. 33%
b. 50%
c. 67%
d. 100%

Question
q Fill in the blank
q According to the data sheet, nail-
biting was occurring at the end of
Question
which nail-biting occurred at the end
of the interval?
a. 33%
b. 50%
c. 67%
d. 100%
Question
q Fill in the blank
q According to the data sheet, hand-
biting was occurring at the end of

Question
which hand-biting occurred at the
end of the interval?
a. 17%
b. 33%
c. 67%
d. 100%
Question
q Multiple select
q When collecting momentary time sampling data
on body-rocking, which of the following are the
minimal materials required?
q Timer, clock or MotivAider
q Frequency counter
Objective
q Planned activity check (PLACHECK)
a. Describe
d. List tools/materials required to collect
e. Given a scenario, collect PLACHECK
data

Planned Activity Check
(PLACHECK)
minute intervals
qRecord number of individuals
engaged in the target response at the
end of the interval (and how many
total group members)
Planned Activity Check

(PLACHECK) (continued)
qLike MTS, except observe all
learners when the time expires
qCalculate the percent of individuals
engaged in the response at the end of
each interval
PLACHECK Example
q Abby observed Ms. Mundane’s
classroom for an hour; every 10
minutes, she looked up and
determined the percentage of
students on task
q An average of 75% of Ms.
Mundane’s students were on task
throughout the hour

Collecting PLACHECK Data
interval length (e.g., 5 minutes)
2. Count and record how many
individuals are engaging in the
behavior at the very end of the
interval
3. Report as a percentage of individuals
engaging in the behavior

PLACHECK Data
instructions
etc.)
device, etc.)
Sample PLACHECK Data Sheet


sheets in Canvas

Question
q How many students, on average,
were stretching across the six 10-
second intervals?
a. 10%
b. 30%
c. 50%
d. 70%
Question
q When the timer went off, Alison looked to see if
Joel was engaged in the target behavior and
recorded a “+” if he was engaged at that time
and a “–” if he was not engaged in the target
response at that time. Which type of
measurement system was Alison using?
a. Partial interval recording
b. Whole interval recording
c. Momentary time sampling
d. PLACHECK
Question
q Alison broke a 10-minute observation into
1-minute intervals. She then recorded a
“+” if Joel was engaged in the target
behavior for the entire interval. Which
type of measurement system was Alison
using?
d. PLACHECK

Question
q Alison counted the number of individuals
engaging in the target behavior at the end
of the interval. Which type of
measurement system was Alison using?
d. PLACHECK
Question
q Alison broke a 10-minute observation into
1-minute intervals. She then recorded a
“+” if Joel engaged in the target behavior
at any time within the interval. Which type
of measurement system was Alison
using?
d. PLACHECK
Question
q Abby was asked to observe Billy in the
classroom. She set a timer to beep every 15
seconds. During the interval, if Billy got out of
his seat, she marked a “–” immediately;
otherwise she marked a “+” if he stayed in his
seat. Which measure was Abby recording?
d. PLACHECK

Question
q April observed Emily’s hand-flapping. April set a
timer to beep every 15 seconds. If Emily
flapped her hands at any point during the
interval, April marked a “+” immediately,
otherwise she marked a “–” at the end of the
interval. Which measure was April recording?
d. PLACHECK
Question
q Christina looked up every minute on
the minute and recorded whether
Jose was on-task. Which measure
was Christina recording?
d. PLACHECK
RBT Task A-4

q Implement permanent product
recording procedures.

Objective
q Permanent product measures
a. Describe
b. List tools/materials needed to
measure
c. Given a video example, collect
permanent product data
Permanent Products
q If a behavior has a consistent effect
on the environment, it can be
measured by that effect
§ What is left over
q Measuring the results of behavior or
something behavior leaves behind
Examples of Permanent Products

q Cigarettes in an ashtray
§ Versus number smoked
q Diapers in a trashcan
§ Versus times urinated
q Scratches or bite marks
§ Versus scratching or biting
q Holes in a wall
§ Versus punching wall
q Worksheets completed
§ Versus duration of engagement

Sample Permanent Product Data
Sheet

Sheet

Sheet


sheets in Canvas
Question
q How many sodas did the RBT
observe her client drinking?
a. 1
b. 2
c. 3
d. 0
Question
q How many pieces of popcorn were
on the floor?
a. 2
b. 3
c. 4
d. 0

Question
q How many blocks did the client put
away?
a. 10
b. 12
c. 14
d. 16
Question
q When using permanent product data
collection, how many blocks did the
client put away?
a. 10
b. 12
c. 14
d. 16
Question
q What was the latency to cleaning up
the blocks?
a. 4 seconds
b. 7 seconds
c. 10 seconds
d. 13 seconds

Question
q What was the total duration of
cleaning up blocks?
a. 15 seconds
b. 25 seconds
c. 35 seconds
d. 45 seconds
Question
q Fill in the blank
q According to the data sheet, kicking
items occurred during ___ of the six
10-second intervals.
Question
q Fill in the blank
q According to the data sheet, walking
occurred the entire time during ___
of the six 10-second intervals.

Question
q Fill in the blank
q According to the data sheet, taking
items occurred at the end of ___ of
the six 10-second intervals.
Graphing
RBT Task A-5

q Enter data and update graphs.

Objective
q Parts of an equal-interval line graph
a. List
b. Describe each
c. Given an example, identify parts
Graphing Data
q Two general methods:
1. By hand onto graph paper
2. Using a computer program (e.g.,
Excel)
q Update and graph based on
preferences of supervisor
§ Generally, data and graphs are at the
end of the session or day
Types of Graphs Commonly Used
q Bar graphs
q Equal-interval line graphs

Bar Graphs
q Ideal for:
§ Comparing results among various
individuals, groups, or categories
§ Comparing unrelated variables
q Common use: Displaying preference
assessment results
Example: Bar Graph

7
Functional Analysis Screening Tool Results
4
Number of items circled 'YES"
0
So ci a l R ei n forc e me n t So ci a l R ei n forc e me n t So ci a l re i n o
f rc e me n t Au tom a tic Re n i fo rce m en t Au tom a tic Re n i fo rce m en t
(a tten ti on ) (a cc e ss to s pe c if i c (e sc a pe ) (s en s ory sti m ul a tio n ) (p a in a t e n u ta ti on )
a cti vi ti es )
Likely Maintaining Variable
Example: Bar Graph

Equal-interval Line Graphs
q Most common graph used in ABA
q Ideal for:
§ Showing changes of a measure over
time
§ Comparing related variables
Example: Equal-interval Line Graph
Equal-Interval Line Graphs

(continued)
q Parts:
§ The horizontal x-axis and label
§ The vertical y-axis and label
§ Data points
§ The data path
§ Phase change lines and labels
§ Figure legend

Anatomy of a Line Graph Condition
change label
Baseline Tokens New Teacher
Vertical
or y-axis Phase change
label
y-axis Data point

label
Phase Condition
change line change line
(solid) (dotted)
Data path
x-axis
Horizontal or x-axis label
Hand-raising Figure Legend
Horizontal Axis
q Often called the x-axis
q Typically represents the passage of
time
§ This means that moving from the zero
point towards the right along the x-axis,
each hash mark represents a
measurement taken at a later time
Horizontal Axis Label

q The X-axis label states what time
periods are represented by each
successive data point
§ E.g., “days,” “weeks,” “sessions”

Example: Horizontal Axis and Label
x-axis
Horizontal or x-axis label
Hand-raising
Vertical Axis
q Often called the y-axis
q Represents the range of values of
the target behavior
§ Moving from the zero point upwards
along the y-axis, each point represents
an increased value of the target
behavior
Vertical Axis Label

q The Y-axis label states what
response measure was used to
measure the target behavior
§ E.g., “Rate of hits per hour,” “number of
mands,” or “% of recorded intervals
during which screaming occurred”

Example: Vertical Axis and Label
Vertical
or y-axis
y-axis
label
Hand-raising
Question
q The passage of time is most often
represented on the:
a. Horizontal axis (the x-axis)
b. Vertical axis (the y-axis)
Question
q The measured value of the behavior
of interest (e.g., the number of
independent mands) should be
represented on the:
a. Horizontal axis (aka, the y-axis)
b. Vertical axis (aka, the y-axis)
c. Vertical axis (aka, the x-axis)
d. Horizontal axis (aka, the x-axis)

Question
q Which of the following should NOT
be represented along the horizontal
axis (x-axis)?
a. Sequential days
b. The number of face slaps
c. Consecutive sessions
d. Calendar weeks
Data Points
q Each data point is an individually
measured value of the target
behavior at a given point in time
q Different behavior may be
represented by different shapes
Example: Data Points

Data point
Hand-raising

Data Points (continued)
q It marks the intersection of values of two
measurements:
§ One is marked along the y-axis
§ The other on the x-axis
q Example: There were 26 face slaps
(measured on y-axis) during observation
#4 (time measured on x-axis)
§ See next slide…
Intersection of Values
Baseline Mand Training
Combination of
Measures 1 & 2
Measure 1:
Target behavior
Measure 2: Time
Data Path
q A series of straight lines connecting
data points within a phase or
condition
q This is the primary focus for analysis
and interpretation

Example: Data Path
Data path
Hand-raising
Phase Changes
q Major changes in either the intervention or
environment
q Intervention change
§ I.e., the introduction or discontinuation of an
intervention
q Environmental change other than
intervention
§ E.g., the person moves residences, or
sustains a permanent physical injury
Phase Change Lines

q Document phase changes
q Represented by a solid vertical line that
is placed at a point along the x-axis
indicating when the phase change
occurred
q Do not connect data points from one
phase to another
q This allows for a clear visual separation of
data between phases

Phase Change Labels
q Phase labels are brief, placed at the
top of the chart, and identify each
separate, major phase of treatment
§ e.g., “baseline,” “DRA,” “d/c Haldol”
q These should be easily understood
Example: Phase Change Line & Label

Phase
change label
Phase
change line
(solid)
Hand-raising
Other Changes
q Minor changes to treatment or the
environment
§ e.g., therapist temporary illness, reinforcer
change, client is ill
q Typically called condition changes
q Sometimes depicted as broken vertical
lines on the graph
q Supervisor will provide guidance on how
to indicate minor changes

Example: Condition Change Lines
Condition
change label
Condition
change line
(dotted)
Hand-raising
Question
q A major environmental or intervention
change is best represented on a
chart by a(n):
a. Arrow pointing to the change
b. Note in the data sheet
c. Solid phase change line
d. Any of these
Figure Legend
q This is a concise statement that
provides you with:
§ Sufficient information to identify the
target behaviors and the interventions

Example: Figure Legend
Hand-raising Figure Legend
Objective
q Graphing
a. Describe guidelines
b. Create a line graph based on a
given set of data
Graphing Guidelines
q Ensure that both axes are labeled
§ Horizontal axis will typically have
sessions or days
§ Vertical axis will be the type of
measurement used
q Graph one data point for each time
period (e.g., day or session)
§ Connect data points within phases
Tarbox and Tarbox, 2017

Graphing Guidelines (continued)
q Indicate phase changes with a solid

vertical line and label
§ Do not connect data points across
phase changes
q Use a different symbol for different
behaviors that share the same graph
§ Use a legend to label the different data
paths
Tarbox and Tarbox, 2017

sheets in Canvas

ë

ë

ë

Graphing Activity
Hand raises
q Now we’ll give you Sessions per hour
Baseline
a set of data and 1 1
you can practice 2 2
creating a graph 3 0
4 1
q Templates are 5 1
available for you to Intervention
6 6
download 7 9
8 5
9 17
10 13
Graphing Activity (continued)

q This is what that data should look
like!
Baseline Intervention
To practice, pause your video and use the data set below
to calculate the percent correct for animal tacts. Then,
create your own graph using your percent correct data.

Here is what your calculations should be. Now pause
your video again and create a graph with this data.
Your graph should look similar to this:
Some important things to notice about the graph:
Notice:
Graph title Notice: Phase
that includes change label
Notice: Data was client’s
converted to initials
percent correct,
which is the Y-axis
label Notice: Phase change line
is indicated with a solid line
Notice: Data
Path line
Notice: Notice: X-axis label

Data points

To practice, pause your video and use the data set below
to calculate the rate per hour for each behavior. Then,
create your own rate graph that includes both behaviors.
Here is what your calculations should be. Now pause

your video again and create a graph with this data.
Your graph should look similar to this:
Date

Some important things to notice about the graph:
Notice:
2 phase
change
labels
Notice: 2 phase
change lines Notice: Figure
(indicated with legend tells
solid lines) which behavior
is represented
by each color
Notice: The
Y- axis label Notice: 2
specifies rate different
per HOUR behaviors
Notice: Data path lines do

NOT connect across phases
Date
References
q Behavior Analyst Certification Board
(2018). RBT Task List (2nd Ed). Retrieved
from: https://www.bacb.com/wp-
content/uploads/RBT-2nd-Edition-Task-
List_181214.pdf
q Cooper, J. O., Heron, T. E., & Heward, W. L.
(2007). Applied behavior analysis (2nd Ed.).
Upper Saddle River, NJ: Pearson.
q Tarbox, J. & Tarbox, C. (2017). Training manual
for behavior technicians working with individuals
with autism. London Wall, London: Academic
Press

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Measurement

Florida Tech Behavior Analysis

Copyright ABA Technologies, Inc. 2017 1

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(*Also known as S-R-S)

Why Collect Data?

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Examples of Measuring Behavior

q For putting away toys, can measure:

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RBT Task A-1

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Materials for Data Collection

Operational Definitions (Review)

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q Designed to detect every instance of

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Collecting Frequency Data

Tools Required to Collect

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Sample Frequency/Count Data

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*Refer to corresponding data

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Collecting Rate Data

Converting Count to Rate

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Sample Rate Data Sheet

Sample Rate Data Sheet

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Video Example or Activity

*Refer to corresponding data

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Duration per Session

Duration per Session Example

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Duration per Occurrence

Duration per Occurrence Example

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Tools Required to Collect Duration

Sample Duration Data Sheet

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Sample Duration Data Sheet

Video Example or Activity

*Refer to corresponding data

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Tools Required to Collect Latency

Sample Latency Data Sheet

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Sample Latency Data Sheet

Video Example or Activity

*Refer to corresponding data

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Inter-response Time (IRT)

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