Name: _________________________

Score: ______ / ______

Application Assignment 2: Graphic Displays and Visual Analysis

Part 1: Partners

List if you are working with any Partner(s)

List any partner(s) names that you worked with:

Part 2

Objective
You will gain experience creating single subject design graphs.
Overview
Clinicians often use graphed data to evaluate the effectiveness of an intervention they are
delivering to clients. Learning how to make graphs can be difficult. Published task analyses
are a common way to learn how to create graphs. These articles list the steps one takes to
make a graph. ACE Lab has been evaluating whether we they can improve on this
paradigm by incorporating video modeling. With advances in technology, services like
YouTube have become resources for learning new skills. If you are having trouble changing
something on your computer, simply go to YouTube and you can probably find a video of
someone walking through how to fix the problem. They have applied this to creating
graphs. Instead of having a learner follow a written list of steps to create graphs,
they created video models for each step. 
Exercise
Attached are data sheets for 3 sets of raw data, each collected for a different single-case
design. You will complete the online tutorial on graphing to create three graphs.  To access
this you must visit: http://blogs.cuit.columbia.edu/df2675/graphing-tutorials/

Attachments
Application 2 Graphing Data.pdf

Use the attached data to create a reversal graph. Upload your graph saved as a
PDF or an image file.
Click "Browse" to locate your file and then click "Upload" to upload your file.
File:

Use the attached data to create a multielement graph. Upload your graph saved
as a PDF or an image file.
Click "Browse" to locate your file and then click "Upload" to upload your file.
File:

Use the attached data to create a multiple baseline graph. Upload your graph
saved as a PDF or an image file.
Click "Browse" to locate your file and then click "Upload" to upload your file.
File:
Part 3: Graph 1

Objective
You will gain experience conducting visual analysis of single subject design graphs.
Overview
Clinicians often use graphed data to evaluate the effectiveness of an intervention they are
delivering to clients. Learning how to determine if change occurs can be difficult.
Exercise
Answer the following questions using the corresponding graph on each page. Refer to the
"What Works Clearinghouse" reading on Visual Analysis of Single-Case Research Results
and the Ledford and Gast (2018) Chapter on Visual Analysis to aid you in answering the
questions. **Unless otherwise indicated, when completing calculations, round your answer
to the nearest whole number.
Graph 1
The following graph depicts the frequency of problem behavior for a child who displays off
task behaviors in the classroom (e.g., giggling with neighbors, touching objects in desk,
etc.) when his teacher has instructed the class to independently complete a specific
assignment.

The baseline data show a pattern of behaviour in need of change.

True

False

Accepted characters: numbers, decimal point markers, sign indicators (-), spaces
(e.g., as thousands separator, 5 000), "E" or "e" (used in scientific notation).
NOTE: For scientific notation, a period MUST be used as the decimal point marker.

The mean of baseline phase 1 is ____

Accepted characters: numbers, decimal point markers, sign indicators (-), spaces
(e.g., as thousands separator, 5 000), "E" or "e" (used in scientific notation).
NOTE: For scientific notation, a period MUST be used as the decimal point marker.

The mean of baseline phase 2 is ____

Which statement is correct regarding the number of data points in each phase,
including baseline?
A. There are less than three data points for any phase

B. There are three or four data points for each phase

C. There are five or more data points for all phases

Accepted characters: numbers, decimal point markers, sign indicators (-), spaces
(e.g., as thousands separator, 5 000), "E" or "e" (used in scientific notation).
NOTE: For scientific notation, a period MUST be used as the decimal point marker.

The mean of treatment phase 1 is ____

Accepted characters: numbers, decimal point markers, sign indicators (-), spaces
(e.g., as thousands separator, 5 000), "E" or "e" (used in scientific notation).
NOTE: For scientific notation, a period MUST be used as the decimal point marker.

The mean of treatment phase 2 is ____

There is an overall level change between baseline and treatment phases

True

False

There is an overall change in trend between baseline and treatment phases.

True

False

There is no overlap between treatment and baseline phases.

True

False
This graph shows evidence of a treatment effect/causal relationship for the
outcome.
True

False
Part 4: Graph 2

The following graph depicts the frequency of vocalizations (imitations, answers, and
spontaneous speech) during home free-play settings for a child with a developmental
disability.

Accepted characters: numbers, decimal point markers, sign indicators (-), spaces
(e.g., as thousands separator, 5 000), "E" or "e" (used in scientific notation).
NOTE: For scientific notation, a period MUST be used as the decimal point marker.

The range of the data in baseline phase 1 is from ____ (lowest) to ____ (highest)

Accepted characters: numbers, decimal point markers, sign indicators (-), spaces
(e.g., as thousands separator, 5 000), "E" or "e" (used in scientific notation).
NOTE: For scientific notation, a period MUST be used as the decimal point marker.

The range of the data in baseline phase 2 is from ____ (lowest) to ____ (highest)

Accepted characters: numbers, decimal point markers, sign indicators (-), spaces
(e.g., as thousands separator, 5 000), "E" or "e" (used in scientific notation).
NOTE: For scientific notation, a period MUST be used as the decimal point marker.

The range of the data in treatment phase 1 is from ____ (lowest) to ____ (highest)

Accepted characters: numbers, decimal point markers, sign indicators (-), spaces
(e.g., as thousands separator, 5 000), "E" or "e" (used in scientific notation).
NOTE: For scientific notation, a period MUST be used as the decimal point marker.

The range of the data in treatment phase 2 is from ____ (lowest) to ____ (highest)
The data in treatment phase 1 show a(n) _________ trend
A. accelerating

B. decelerating

C. zero-celerating

D. contra-therapeutic

There is an overall level change between baseline and treatment phases.

True

False

There is an overall change in trend between baseline and treatment phases.

True

False

The data in similar phases (e.g., intervention-to-intervention) demonstrate similar

patterns.
True

False

There is no overlap between treatment and baseline phases.

True

False

The change in the dependent variable between baseline 2 and treatment 2 is

immediate and abrupt.
True

False
This graph shows evidence of a treatment effect/causal relationship for the
outcome.
True

False
Part 5: Graph 3

The following graph depicts the frequency of challenging behavior (self-injurious

behaviour) during clinic sessions for an adult with autism spectrum

disorder.

The data in baseline phase 1 show a(n) _________ trend

A. accelerating

B. zero-celerating

C. decelerating

The data in treatment phase 1 show a(n) _________ trend

A. zero-celerating

B. decelerating

C. accelerating

The data in baseline phase 2 show a(n) _________ trend

A. accelerating

B. zero-celerating

C. decelerating

The data in treatment phase 2 show a(n) _________ trend

A. decelerating

B. accelerating

C. zero-celerating
The baseline data show a pattern of behaviour in need of change.
True

False

There is no overlap between treatment and baseline phases.

True

False

There an overall change in trend between baseline and treatment phases.

True

False

There an overall level change between baseline and treatment phases

True

False

This graph shows evidence of a treatment effect/causal relationship for the

outcome.
True

False