Chapter 6 – Making and Interpreting Graphs in Single-Subject Research What is Applied Behavior Analysis Presentation for COSAC Parent Support Group -Essex County Chapter 6 – Making and Interpreting Graphs in Single-Subject Research Ps534 Dr. Ken Reeve Caldwell College Post-Bac Program in ABA Scientifically validated emthod Sharon A. Reeve, Ph.D., BCBA Caldwell College & Home-Based Intervention Services

Review… EXPERIMENTAL CONTROL = demonstration of functional relationship between IV and DV EXPERIMENTAL CONTROL = is the evidence for inferring we have high INTERNAL VALIDITY EXPERIMENTAL CONTROL = is the evidence for inferring we have low or no threats from confounds

Review… DATA = collection of observations (measurement) of TARGET BEHAVIOR (DEPENDENT VARIABLE) And.. DATA = collection of observations (measurement) of METHODS TO CHANGE BEHAVIOR (INTERVENTION or INDEPENDENT VARIABLE DATA = needed to infer that you have a FUNCTIONAL RELATIONSHIP

GRAPHS Visual format for depicting data In S-S research, allows us to see ONGOING progress of data Allows us to immediately see changes as a result of interventions (sometimes as happy accidents!) Simpler than stats for inferring differences! Relies on CLINICAL (EDUCATIONAL) SIGNIFICANCE before findings are accepted as valid

LINE GRAPHS: nuts and bolts LINE GRAPH (FREQUENCY POLYGON) = most frequently used graph in ABA

LINE GRAPHS: nuts and bolts LINE GRAPH (FREQUENCY POLYGON) = Shows quantifiable change in DV (target behavior) as a function of time passage OR condition/treatment change (IV) Measurement scale of DV is on Y axis (ordinate) Measurement of time or condition change is on X axis (abscissa)

LINE GRAPHS: nuts and bolts PHASE CHANGE (CONDITION CHANGE) LINES Used to indicate that IV is being manipulated In other words, treatment is being presented, or withdrawn

LINE GRAPHS: nuts and bolts DATA POINTS Used to indicate quantity of measurement and WHEN measurement was taken

LINE GRAPHS: nuts and bolts DATA PATH Is the line connecting data points A/k/a RESPONSE CURVE A/k/a the graph’s FUNCTION

LINE GRAPHS: nuts and bolts FIGURE LEGEND (not shown here but it is a summary of what the graph shows) Ex. “Percentage of training and probe trials in which each child produced a correct helping response, plotted as a function of condition across consecutive sessions. Training trials are represented by the closed circles and probe trials by the open circles.”

LINE GRAPHS: nuts and bolts FIGURE KEY = Identifies type of data point LABELS = identifies participants, conditions, and any historical variables

BAR GRAPHS: nuts and bolts BAR GRAPH (HISTOGRAM) = usually used to summarize data Always presented AFTER line graphs! Points are not connected because each label on X axis is a discrete category and not a continuous dimension

CUMULATIVE RECORD GRAPHS: nuts and bolts Shows accumulation of occurrences of DV over time Cannot ever decrease in value! Note that “no behavior occurring” would be shown as a flat line!

CAUTION! The next type of graph we’ll discuss is often VERY CONFUSING to most folks What we’ve seen so far is measures of ACTUAL change in target behavior (ex. 2/10 questions answered correctly vs. 4/10 questions answered correctly) The difference from one tick mark to another on the Y axis is always the same amount (see next)

CAUTION! BUT if the scale on the Y axis used by different researchers is different as seen below, then it is confusing as to whether progress is occurring

CAUTION! And…sometimes we don’t want to measure the actual amount of change in DV Instead we want to measure a RELATIVE or PROPORTIONAL CHANGE Anyone lost yet? (see next)

CAUTION! What is RELATIVE or PROPORTIONAL CHANGE? ACTUAL change in target behavior (ex. 2/10 questions answered correctly vs. 4/10 questions answered correctly) is an increase of 2 questions correct RELATIVE or PROPORTIONAL CHANGE in this case is an increase of DOUBLE (TWICE AS GOOD AS BEFORE) Still lost? (see next)

CAUTION! Why would we ever measure RELATIVE or PROPORTIONAL CHANGE instead of actual change? Sometimes we want to see the DV increase by some proportional measure each time we apply treatment. For example, we may want behavior to increase by 10x after every training session Still lost? (see next)

STANDARD BEHAVIOR CHART (aka STANDARD CELERATION) Used in sub-area of behavior analysis called Precision Teaching (PT not gym class!) PT uses FLUENCY as important dimension of behavior FLUENCY = high accuracy + HIGH SPEED STANDARD = everyone uses the same basic graph (see next) CELERATION = measure of acceleration or deceleration of behavior

STANDARD BEHAVIOR CHART (aka STANDARD CELERATION) ACCELERATION = rate of behavior keeps increasing as time passes Note the Y axis on each graph Left one is arithmetic scale; right one is a logarithmic (ratio) scale

STANDARD CELERATION CHART Each major tick mark is 10x the rate from previous tick mark; Allows us to see how long it takes for a behavior to increase by 10 times (PT has identified certain minimal levels of fluency that predict later success in school)

STANDARD CELERATION See this link for background information about fluency training

End of chapter 6-Cooper