RBT 40-Hour Course Measurement Cont.
A-3 Implement Discontinuous Measurement Procedure:
In ABA therapy, discontinuous measurement procedures are methods used to gather data on behaviors that occur at a low frequency or have a duration that is difficult to measure accurately. Unlike continuous measurement procedures that aim to capture every instance of a behavior, discontinuous measurement involves sampling or observing the behavior during specific intervals or time periods. Discontinuous measurement procedures provide an estimate or approximation of the behavior’s occurrence and are typically used when continuous measurement is impractical or unnecessary due to low-frequency behaviors or lengthy durations. Discontinuous measurement procedures are used when obtaining continuous data on every occurrence of a behavior is not practical or necessary. They provide a practical way to gather information about behaviors that occur infrequently or have extended durations. However, it’s important to note that discontinuous measurement may result in an underrepresentation of the actual behavior occurrence and may be less precise compared to continuous measurement.
Common types of discontinuous measurement procedures include:
1. Time Sampling: This involves dividing the observation period into intervals and recording whether the behavior occurs at the end of each interval. It provides an estimate of whether the behavior is present or absent within each interval, such as whole interval recording or momentary time sampling.
With momentary time sampling, the observation period is divided into smaller intervals, and at the end of each interval, the observer records whether the behavior is occurring at that precise moment. It provides an estimate of the proportion of intervals in which the behavior is observed at that specific time point.
Example: In a classroom setting, a teacher may use momentary time sampling to assess the engagement of students. The teacher divides the class time into 1-minute intervals. At the end of each minute, the teacher quickly scans the room and records whether each student is engaged in the learning activity or not. This provides an estimate of the proportion of intervals in which each student is observed to be engaged.
These time sampling methods offer practical ways to observe and collect data on behavior within specific intervals, providing information about the occurrence or absence of behaviors during those designated time points.
2. Partial Interval Recording: In this method, the observer notes whether the behavior occurs at any point within each interval, regardless of its duration. It provides an estimate of the proportion of intervals in which the behavior is observed.
Example:
Let’s say an ABA therapist is working with a child on reducing instances of verbal outbursts during a therapy session. They decide to use partial interval recording to measure the occurrence of verbal outbursts within each minute.
During a 10-minute session, the therapist divides the time into one-minute intervals. At the end of each minute, they record whether or not a verbal outburst occurred within that minute. The focus is on whether the behavior occurred at any point during the interval, regardless of its duration.
Here’s an example of the data collected using partial interval recording:
Minute 1: Verbal Outburst Present
Minute 2: Verbal Outburst Absent
Minute 3: Verbal Outburst Present
Minute 4: Verbal Outburst Absent
Minute 5: Verbal Outburst Absent
Minute 6: Verbal Outburst Present
Minute 7: Verbal Outburst Present
Minute 8: Verbal Outburst Present
Minute 9: Verbal Outburst Absent
Minute 10: Verbal Outburst Absent
In this example, the therapist observed verbal outbursts occurring during minutes 1, 3, 6, 7, and 8, and no verbal outbursts during minutes 2, 4, 5, 9, and 10.
Partial interval recording provides an estimate of the proportion of intervals in which the behavior is observed. It is a useful method when the duration of behavior occurrences is not a significant factor, and the focus is on capturing whether the behavior is present or absent within each interval.
3. Whole Interval Recording: Similar to partial interval recording, the observer records whether the behavior persists throughout the entire duration of each interval. It provides an estimate of the proportion of intervals in which the behavior is continuously present.
In whole interval recording, the observation period is divided into smaller intervals. The observer records whether the behavior occurs continuously throughout the entire duration of each interval. If the behavior is observed for the entire duration of the interval, it is marked as a «yes» or recorded as present. If the behavior is not observed for the entire interval, it is marked as a «no» or recorded as absent. This method provides an estimate of the proportion of intervals in which the behavior is continuously present.
Example: During a 30-minute observation of a child’s on-task behavior in the classroom, the time is divided into 5-minute intervals. If the child is observed to be on-task for the entire 5-minute interval, it is recorded as a «yes» or present. If the child becomes off-task at any point within the 5-minute interval, it is recorded as a «no» or absent.
A-4 Implement permanent-product recording procedures
Permanent Product Recording: In cases where the behavior produces a tangible outcome, such as completing a puzzle or writing a sentence, the end product is recorded as evidence of the behavior occurrence. Permanent product recording involves documenting the end result or product of a behavior rather than directly measuring the occurrence or duration of the behavior itself. Examples of behaviors that can be assessed using permanent product recording include completing a task, assembling a puzzle, or writing a sentence. While continuous measurement procedures involve capturing the frequency, duration, or intensity of behaviors as they occur, permanent product recording focuses on evaluating the tangible outcome or result of the behavior. It is important to choose the appropriate measurement procedure based on the specific behavior being targeted and the goals of the intervention.
Example:
Let’s say an ABA therapist is working with a child on improving their handwriting skills. They decide to use permanent product recording to assess the child’s progress over time.
The therapist provides the child with a writing task, such as copying a paragraph from a book onto a separate sheet of paper. Instead of directly measuring the child’s writing behavior, the therapist focuses on the tangible outcome or product of the behavior – the completed writing sample.
The therapist collects the completed writing samples after each session and evaluates the quality and legibility of the handwriting. They may use a rating scale or checklist to assess specific criteria, such as letter formation, spacing, or neatness. Using permanent product recording, the therapist can track the child’s progress by comparing the quality of writing samples over multiple sessions. The focus is on the end product rather than directly measuring the behavior as it occurs.
For example, the therapist may document that in Session 1, the child’s writing sample had multiple letter reversals and poor spacing, while in Session 4, the child’s writing sample showed improved letter formation, consistent spacing, and increased legibility.
Permanent product recording allows for the evaluation of behaviors that produce tangible outcomes. It is particularly useful for behaviors like writing, drawing, assembling objects, or completing tasks where the end result provides a measurable representation of the behavior’s effectiveness or progress.
A-5 Enter data and update graphs
1. Line Graph: A line graph is commonly used to graphically represent data collected over time. The x-axis (horizontal) represents time (e.g., sessions, days, weeks), and the y-axis (vertical) represents the frequency, duration, or other measurement parameter being recorded. Data points are plotted on the graph, and lines are drawn to connect the points. This type of graph allows for easy visual analysis of trends and patterns in behavior.
2. Bar Graph: A bar graph can be used when comparing data across different conditions or interventions. Each condition or intervention is represented by a separate bar, and the height of each bar represents the corresponding measurement parameter. This graph is useful for visualizing and comparing data in a concise and straightforward manner.
3. Scatterplot: A scatterplot can be employed to show the relationship between two variables. Each data point represents a pair of measurements, with one variable plotted on the x-axis and the other variable plotted on the y-axis. This type of graph can help identify any correlations or associations between the variables being measured.
4. Cumulative Record: A cumulative record is a visual representation of the cumulative number of responses over time. It is created by plotting a dot or marking on the graph each time the behavior occurs. The vertical axis represents the total number of responses, while the horizontal axis represents time. This type of graph provides a continuous display of response accumulation and can reveal trends in behavior over time.
These are just a few examples of how an RBT can graph data collected during ABA therapy. The specific type of graph used will depend on the nature of the data and the purpose of the analysis. Graphing data helps visually analyze progress, identify trends, and inform decision-making in behavior management and treatment planning.
Some of graphic guidelines for RBTs:
Label the horizontal axis (x) with sessions or days as specified by BCBA
Label the vertical axis (y) with the type of measurement you are using (frequency, duration, etc)
Use different symbols to depict different behaviors on the same graph
Use a legend or written names with arrows to label the different behaviors if more than one behavior is depicted in the same graph.
A-6 Describe behavior and environment in observable and measurable terms
Describing behavior in observable terms in ABA therapy means to provide a clear and objective account of what is directly observable or measurable about the behavior. It involves describing the behavior in a way that can be seen, heard, or otherwise detected by an observer, without making assumptions or interpretations about internal states or thoughts. Here are some key considerations when describing behavior in observable terms:
1. Focus on what can be seen or heard: Describe the specific actions or vocalizations that are directly observable. Avoid making assumptions about the internal processes or intentions behind the behavior.
2. Use descriptive language: Use precise and descriptive language to provide a clear picture of the behavior. Be specific about the actions, movements, sounds, or gestures involved.
3. Avoid vague or subjective terms: Avoid using terms that are open to interpretation or subjective judgment. Instead, use terms that can be clearly defined and objectively identified.
4. Be objective and neutral: Maintain an objective and neutral stance when describing behavior. Stick to the facts and avoid incorporating personal opinions or value judgments.
5. Be specific about timing and context: Include information about when and where the behavior occurs to provide a complete and accurate description. Consider the setting, situation, or antecedent events that may influence the behavior.
For example, instead of saying «The child is defiant,» a more observable and measurable description would be «The child refuses to follow instructions by crossing arms, shaking head, and saying ‘no’ when presented with a demand during the task session.» By describing behavior in observable terms, it promotes clarity, consistency, and objectivity in data collection, analysis, and communication among professionals involved in ABA therapy.
Let’s see four examples of how to describe behaviors and the environment in observable and measurable terms in ABA therapy:
1. Example: Aggression Behavior
Inadequate Description: «Child displays aggressive behavior frequently.»
Observable and Measurable Description: «Child engages in hitting, scratching, or biting others at a rate of 3 occurrences per 30-minute observation session.»
2. Example: Compliance Behavior
Inadequate Description: «Child sometimes follows instructions.»
Observable and Measurable Description: «Child complies with simple, one-step instructions within an average latency of 5 seconds, achieving a 90% compliance rate across 10 trials.»
3. Example: Attention-Seeking Behavior
Inadequate Description: «Child seeks attention from peers.»
Observable and Measurable Description: «Child engages in behaviors such as making loud noises, interrupting conversations, or physically approaching peers to gain their attention, with an average frequency of 5 occurrences per 10-minute peer interaction session.»
4. Example: Classroom Environment
Inadequate Description: «Classroom is distracting.»
Observable and Measurable Description: «The classroom environment includes multiple visual stimuli, such as colorful posters and interactive displays, with an average noise level of 70 decibels and frequent interruptions occurring every 5 minutes on average.»
In each example, the observable and measurable descriptions provide specific details about the targeted behavior or the observed environment. They use quantifiable terms such as frequency, rate, latency, or specific behaviors to describe what is being observed accurately. This type of description enables precise data collection, promotes consistency in measurement, and allows for clear communication among members of the ABA therapy team.