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PSYC1202
Week 1
Study
Analysis
The process of reviewing data and looking for trends.
BCBA
Board Certified Behaviour Analyst.
RBT
Registered Behaviour Technician.
BIP/BSP
Behaviour Intervention Support Plan: Individual plan to target specific behavioral challenges and increase or decrease behavior.
Data
A permanent written or video/audio record of observations.
FBA
Functional Behavioural Assessment: The process of identifying a person's motivation for using a particular behavior.
PSYC 2201
The Interventions II Behaviour Reduction class.
Target Behaviour
The behavior that is observed and measured, and that you want to increase or decrease.
Task Analysis
Breaking down a complicated task into discrete, individually separate, and distinct easily observed steps.
Visual Analysis
A graph or table/chart that allows the quick and easy visualization of data and identification of any trends or patterns of behavior.
Reasons to Collect Data
1. Establish baseline for progress monitoring. 2. Assess appropriate intervention. 3. Document progress of a specific skill being taught.
Places for Data Collection
Data can be collected anywhere and anyplace where the behavior targeted for change might occur.
Basic Steps of Data Collection
1. Compare baseline to treatment; has there been improvement? 2. If improvement is not evident, make a decision about next steps. 3. Continue taking data.
Type of Data
Figure out the type of data you need to answer your question.
Design Data Sheets
Create data sheets that will give you the information you need.
Collection of Data
Determine when, by whom, how, and where the data will be collected.
Target Behavior Definition
Select a target behavior and operationally define the behaviors.
Formulate Questions
Formulate the question you want to be answered.
Data Collection Training
Train everyone who will be involved in collecting the data.
Baseline Data
Take baseline data so that you can compare.
Operationally Define the Behavior
Operationally defining the behavior involves clearly and specifically defining the target behavior in observable and measurable terms. This ensures that everyone involved in data collection understands exactly what behavior they should be observing and recording.
Formulate the Question You Want Answered
Formulating the question involves clearly defining the purpose of the behavior observation. This helps in determining what specific information is needed and how the data will be utilized.
Training for Data Collection
Training everyone involved in data collection ensures that they understand the data collection methods, the defined behavior, and the purpose of the observation. This helps in obtaining accurate and consistent data.
Baseline Data Collection
Collecting baseline data allows for comparison between the pre-treatment (baseline) phase and the treatment phase. It provides a reference point for evaluating the effectiveness of the treatment.
Use of Visuals (Graphs)
Using visuals such as graphs helps in summarizing raw data, identifying trends, and comparing baseline data to intervention data. This visual representation makes it easier to analyze and communicate the data effectively.
Method: Continuous Data Collection
The data collection process is continuous, meaning that data is collected consistently over time to capture patterns and changes in the behavior. This allows for a thorough understanding of the behavior.
Observer Method
In close proximity to the person using the behavior or via video observation, the observer records each instance of the behavior on a data sheet. This method is objective and is the preferred method in ABA.
Interviews, Rating Scales, Anecdotal Reports
These methods involve subjective data collection and rely on people's memory and observations. They may not be as accurate as the observer method and could result in incomplete information.
Behavior Technician, Child's Parents
The behavior technician may observe the child's behavior, and the parents may also be involved in the data collection process. It's important for all involved parties to be trained and aligned in the behavior recording methods.
Week 2
Study
Baseline data
The initial quantifiable information gathered about a student's academic and/or behavioral performance. Baseline data are gathered so that comparisons can be made after interventions are implemented.
Generalization
The movement of a specific skill learned in one environment to a more broadly-based, naturally occurring environment.
Neutral observer
A person who observes a student but has no preconceived opinions that would slant the observation.
Observation
A time period when the behavior of a student is watched in order to gather information about his or her performance.
Operationally defined
A skill or behavior is stated in terms that can be observed so that everyone involved understands what to look for during an observation.
Progress monitoring
A data-based objective approach to examining the effectiveness of interventions. It is an ongoing system of measuring student progress.
Replacement behavior
A desired behavior that is more appropriate than the behavior the student is currently exhibiting but serves the same function for the student.
Importance of operationalizing behaviors
It is important to make sure that everyone is measuring the same behavior; otherwise, the data is not very useful or accurate.
Dead Man Test (DMT)
If a dead man can do it, it ain't behavior, and if a dead man can't do it, it is behavior. (Ogden R. Lindsley, 1991)
Example of behavior: Myra will select from a variety of foods that are high in nutrients and low in sugars (operational definition)
Yes, this definition passes the Dead Man Test as it describes an observable action that a person can do.
Example of behavior: Myra will not eat ice cream or candy for breakfast (operational definition)
No, this definition does not pass the Dead Man Test as it describes an absence of action which cannot be observed.
Myra's Breakfast Food Restrictions
Myra and her support staff do not allow ice cream or candy for breakfast.
Dead Man Test
If the behavior described in the definition includes the word 'NOT,' it would not likely pass the Dead Man Test.
Self-Injurious Behavior
Any instance in which Liam engages in hitting self, pinching self, banging head on surface, slapping self, or biting self with sufficient force to make a sound and/or leave a mark.
Self-Injurious Behavior - Examples
Banging the front or back of his head on a hard surface; Hitting his head with his hands; Pinching his legs, arms, or cheeks between his thumb and forefinger; Biting his hand, arm, or leg by placing teeth on skin and compressing with sufficient force to leave a mark.
Self-Injurious Behavior - Non-Examples
Bumping his head on the ground when flopping to the floor; Banging his open hand on a table or hard surface.
Operational Definitions: 3 Key Components
1. Identification of the behavior to be observed; 2. Description of how the behavior will be measured; 3. The criteria that will be used to evaluate the behavior.
Week 3
Study
Measurement Dimensions of behavior: 7
Frequency, Rate, Ratio of time, Duration, Interval, Opportunities, Latency
Decide which system to choose
1. Dimensions of behavior analysis: Anecdotal (after the fact), Permanent product (during the behavior), Observational recording 2. Ease of recording: The more complex the data collection method, the less accurate it tends to be
Anecdotal Reports
Complete description used for analysis, include who, what, where, and when; record FACTS not interpretations
Permanent Product
Easiest after behavior occurs; do not have to witness outcome; durable including audio/video; not all behavior is tangible
Observational Recording Systems
Event recording, Interval Recording, Time sampling, Duration Recording, Latency Recording, Frequency recording
Event Recording
Most frequently used; number of times behavior occurs; discrete behaviors; not good for continuous/rapid choice; desire to increase or decrease; controlled trial presentations
Interval Recording
Behavior occurs in intervals; proportion of time; count intervals method; define intervals; good for continuous/high frequency; partial vs whole; shorter interval = greater accuracy; miss behavior when mark
Duration Recording
Length of time behavior lasts; discrete behavior; average duration; average length; total duration; discontinuous total
Latency
Length of time from request to behavior
Week 4
Study
Causal link
A link that is found to exist between the antecedent and the behavior (Cooper, Heron, Heward, 2007)
Control group
A group or variable that remains constant and is not intervened with so it can be used for comparison purposes
Correlation
A connection or relationship
Dependent variable
The variable that changes due to implementation of an intervention (e.g., reading scores are dependent variables because they will possibly change with the implementation of a different teaching method)
Independent variable
The variable that is manipulated or tested in a study (e.g., a teaching method or intervention is an independent variable because it is being tested for its success in changing reading scores)
Raw data
Data that have been collected but not yet put into a graphical format and analyzed
Trendline
Line within a graphical depiction of data that indicates the course of the data. It can be increasing (moving up), decreasing (moving down), or zero (flat)
Variability
The spread of the data from data point to data point
Research Methods in Applied Behaviour Analysis
Primary method is the SINGLE SUBJECT DESIGN. Uses QUANTITATIVE measures rather than QUALITATIVE measures. ABA relies primarily on visual inspection of data, which may be supplemented with statistical analysis. Single subject designs are sensitive to individual organisms' differences, where group studies are sensitive to the averages of the groups. There is a strong emphasis on replicating studies, where other researchers will conduct the research again with different participants but using the same methods. This strengthens the body of research in a particular area (Aryal, S. 2021, March 15)
Quantitative vs Qualitative Data
Definition: 13 Differences & Examples. Microbe Notes. Quantitative data is numerical and can be measured and compared on a scale, while qualitative data is descriptive and conceptual. ABA relies on quantitative measures rather than qualitative measures.
ABA Journals
What is a Journal published periodically through the year, features academic articles related to the study and work of ABA. Includes research reports, commentaries, and research papers. Peer Review: research papers are peer reviewed, meaning that they have been validated, that they haven't been made, are going to cause harm, and have not been plagiarized. Experts in the field decide as a group whether to publish or reject the commentary or research paper.
A B A B Design
Percentage of trials containing vocal approximations during no positive reinforcement of vocalization (baseline, see Panel A) and positive reinforcement of vocalization (see Panel B) using an ABAB design. Voc: vocal, PR: positive reinforcement
What is the research design used in this study?
ABAB design (A-B-A-B)
What does each panel represent in the study?
Panel A represents the baseline and Panel B represents the positive reinforcement of vocalization treatment.
What is the purpose of the ABAB design in this study?
The purpose is to analyze changes in the dependent variable (vocal approximations) during both baseline and treatment conditions.
What is the independent variable in this study?
Telehealth mask training procedure.
What is the dependent variable in this study?
Minutes of mask wearing.
How many children were involved in the study?
3 children.
What type of training was provided to the children in the study?
Telehealth mask wearing training.
What journal published this research paper?
Education and Training in Developmental Disabilities.
What is the source of the research paper?
Tincani, Crozier, and Alazetta, 2006.
What is the purpose of the study?
To investigate the effects of the Picture Exchange Communication System on manding and speech development for school-aged children with autism.
Week 9
Study
What is Interval Recording or Time Sampling?
Involves observing whether a behavior occurs or does not occur during specified time periods. The time is broken down into smaller intervals, and a watch, stopwatch, or other device is used to keep track of intervals. The observer calculates the percentage of intervals in which the behavior occurred.
Advantages of Interval Recording or Time Sampling
Useful for high rate behaviors that are difficult to count. Useful for behaviors with no clear beginning or end. Observations can be brief (e.g., 10 mins) or extend for longer periods of time. Translates to a percentage that can be easily plotted on a graph to visually inspect changes in the behaviors.
Disadvantages of Interval Recording or Time Sampling
Only provides an estimate of the behaviors. Provides a sample that may not be representative. Usually requires an outside observer's undivided attention. Requires a time-keeping device.
What are the 3 Types of Interval Recording?
1. Momentary Time Sampling 2. Whole Interval Recording 3. Partial Interval Recording
Momentary Time Sampling Instructions
Mark if the behavior is exhibited at the precise moment that the interval ends. Easiest to collect data on multiple behaviors. May take peer data at the same time for comparison.
Advantages of Momentary Time Sampling
Easiest to collect data on multiple behaviors. May take peer data at the same time for comparison.
Disadvantages of Momentary Time Sampling
May underestimate behaviors.
When to Use Momentary Time Sampling
When behaviors are very frequent and last for longer periods of time.
Whole Interval Recording Instructions
When interval ends, mark if behavior exhibited for the entire interval. Underestimates behaviors. Requires undivided attention.
Disadvantages of Whole Interval Recording
Underestimates behaviors. Requires undivided attention.
When to Use Whole Interval Recording
For ongoing behaviors that will continue across intervals.
Partial Interval Recording Instructions
Mark if behavior exhibited at any time during the interval. May overestimate behaviors. Requires undivided attention.
Disadvantages of Partial Interval Recording
May overestimate behaviors. Requires undivided attention.
When to Use Partial Interval Recording
When the behavior happens so quickly it's hard to catch.
Week 11
Study
Why take data?
To quantify progress, establish a baseline for progress monitoring, document progress, document challenges, determine mastery of specific goals, assess the appropriateness of an intervention, determine the most appropriate materials or teaching techniques designed to meet specific needs of the learner.
Measurement materials align with school curriculum
Measurement is frequent, assessment is used to make decisions about teaching strategies and goals. The Ontario Curriculum example: Ontario Math Curriculum Grades 1 to 8.
Curriculum-Based Assessment and Students with Special Needs
Direct observation and recording of a student's performance in the local curriculum as a basis for gathering information to make instructional decisions.
Response to Intervention (RTI)
A structured multi-tiered approach and multi-tiered system of supports. Learning for All: A Guide to Effective Assessment and Instruction for All Students Kindergarten to Grade 12 (2013).
Rubric Data
Rubrics use both quantitative and qualitative data. Quantitative data are based on a numerical format, easily quantifiable, easy to graph. Qualitative data are narrative evaluations or descriptions of a product or end result, not easily quantifiable, and don't usually use numbers or graphs.
Task Analysis Data
Used for multi-step problems or tasks and functional skills. Analyze the main skill and break it down into discrete steps. Data is collected on the progress made on each discrete step.
Task Analysis Data
Data obtained from breaking a complex skill into smaller steps for teaching and assessment purposes.
First Trial Data
Also known as Cold Probe Data, it is a single trial of a skill that has not been directly taught to determine if the person has generalized the skill.
Probe Data
Data obtained by presenting a stimulus cue without any instruction to determine mastery of a skill.
Prompt Level Data
Data obtained based on the level of prompts provided by the teacher, ranging from most to least intrusive, such as Verbal, Gestural, Model, Partial Physical, and Full Physical prompts.
Stimulus Prompts
Cues embedded in the material to help the learner make correct responses, used in a hierarchy from least to most intrusive.
CBA
Curriculum-Based Assessment: The observation and collection of data on a student's academic abilities using everyday curriculum content to make instructional decisions.
DTT
Discrete Trial Training: The procedure of breaking down a skill into smaller steps and teaching each step to mastery based on data before moving to the next step.
Prompt
A cue used to encourage a response, such as a gestural prompt or a modeling prompt.
Rubric
A structured set of guidelines used for consistent evaluation of student behavior.
Qualitative Data
Data presented as a narrative description of a behavior.
Quantitative Data
Data presented as a number or count, providing measurable information.
Instructional Decision
Decisions made based on collected data from assessments and observations to guide the teaching and learning process.
Generalization
The application of a learned skill to different settings, materials, or situations beyond those in which the skill was initially taught.
Mastery
The level of proficiency and skill acquisition demonstrating complete understanding and capability in a given task or skill.
Intrusiveness
The level of interference or assistance provided in a prompt, ranging from least to most intrusive prompts.
Errorless Learning
A prompt hierarchy technique using most-to-least prompts to support learners in making correct responses without practicing errors.
Rubric
A structured set of guidelines to ensure the consistent evaluation of student behavior
Qualitative data
Data that are typically presented as a narrative description of a behavior
Quantitative data
Data that are typically presented as a number or count
Task analysis
A method that breaks a complex task down into consecutive steps and allows for more discrete data collection
Week 13
Study
ISP
Individualized Service Plan
IEP
Individualized Education Plan
BSP
Behavior Support Plan
GOALS
INDIVIDUALIZED usually annual or biannual statements developed by the team Describes what the person will learn with supports can be academic behavioral or functional measurable include benchmarks for mastery and specifies time frame for monitoring progress ie 1 year
OBJECTIVES
Specific discrete steps to achieving the goal element
Example
Non example Target behaviour: Sharing a toy with peer Example: Operational definition - Sharing a toy with a peer includes picking up the toy and moving one's body close to the peer and placing the toy into the other peer's hands or placing it on the floor or table within twelve inches of the peer Non example: Wanting to share a toy with a peer includes seeing that a peer would like to play with the toy, wanting to share, and giving the toy to the peer
Behavioural measures
Frequency count will be used to record how many times Jack shares a toy with a peer. The number of times that the toy is shared will be recorded.
Behavioural objectives
During free play at daycare in the block area, condition: Jack (learner) will share three toys (target behavior) with at least one peer four out of five days.
Criterion for Acceptable Performance
Whenever the opportunity arises, condition: Jack (learner) will share all his toys (target behavior) on most days (CAP)
