Writing and connecting objectives to data collection

When presented with a motor action with an object and asked to “do this,” J will imitate 5 motor actions using objects/materials What is the target behavior? …imitate 5 motor actions using objects/materials What behavioral dimensions should we consider?

What data collection system should be used? When presented with a motor action with an object and asked to “do this,” J will imitate 5 motor actions using objects/materials with 40% accuracy on 3 out of 4 data sessions Move car ++ Put in ++ Shake __ ++ Pound ___ -- Roll ____ +-

Joseph has difficulty in reading. He is very slow. We are interested in increasing his fluency (how fast he reads). What is the target behavior? What is the behavioral dimension?

Given a 5 th grade reading passage, Joseph will read 97 words per minute across three one minute reading passages. Reading passage 1 40 Trial 242 Trial 348 Reading passage 2 39 Trial 243 Trial 348 Reading passage 3 46 Trial 245 Trial 350

J will independently follow all the steps in washing hands routine What behavioral dimension? how often it happens (frequency) What data system? “all the steps” indicates a Task Analysis or event recording

J will independently follow all the steps in washing hands routine 4 out of 5 opportunities with 100% accuracy Date Turn on water - Get hands wet X Get soap - Wash X Rinse hands X Get towel - Turn off water - Dry hands - Throw towel away -

J had difficulty staying on task even with leisure activities. Mother has requested that we work on getting him to stay engaged for at least 3 minutes so she can have a moment alone when in the house. What behavioral dimensions should we consider? Duration – how long he stays with the activity Frequency - how many times he stays with the activity for 3 minutes

After choosing a leisure activity, J will engage in that structured activity from for 3 minutes 4 out of 5 opportunities.

Given three different reading materials (e.g, flashcards, books, signs in the community), Gitit will read 50 functional sight words (see list) with 100% accuracy.

When given a task that is new and difficult, Neil will request assistance/help at least once during the activity without engaging in challenging behavior.

Graphing Summary of raw data into a readable format A picture says a thousand words Clear, easy to interpret and everyone on same page

Conversion of Data Need to convert raw data into a more representative number Frequency data that is collected with different number of opportunities -- percentage Frequency data when varying amounts of time were available – rate

Interval or Time Sampling is reported in terms of number of intervals the behavior occurred or percent intervals the behavior occurred Duration or Latency is reported in terms of number of seconds, minutes, etc…

Calculate the percentage Divide the number of correct responses by the total number of responses and multiply the result by 100 Number of correct responses X 100= % Total number of responses

Computing Rate A rate of correct responding is computed by dividing the correct responses by the time taken for responding: # correct Correct Time = Time Computing a rate of error may be done by dividing the number of errors by the time: Errors Rate of Error = Time Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Line graphs Data are graphed at the appropriate intersections

Basic Components of a Line Graph a. Ordinate label e. Continuity break b. Ordinate f. Data point c. Abscissa label g. Abscissa d. Data path Sessions LABELLABEL A B C D E F G Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Cumulative graphs The number of occurrences are added to the previous session This approach provides the total number of responses Graphs must always trend upward

Bar graphs or Histograms Data is plotted using a bar to represent the occurrences of the behavior

Permanent Product- Data to Graph Graphed as a number of items  If the number of opportunities is constant or percentage of items  If the number of opportunities varies

Summary of Data Conversion Process Type of Recording Data Conversion Permanent Product* Report number of occurrences if both time and opportunities to respond are constant Event* Report percentageif time is constant (or not of concern) and opportunities vary. * Report rateif both time (which is of concern) and opportunities vary, OR if time varies and opportunities are constant. Interval* Report number of intervalsif constant Time Sampling* Report percentage of intervals during or at the end of which behavior occurred. Duration* Report number of seconds/minutes/hours for which the behavior occurred. Latency* Report number of seconds/minutes/hours between antecedent stimulus and onset of behavior. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Provide a critical analysis of the objectives below: J will imitate 8 motor actions with gestural/ visual/verbal cues upon request using objects/materials with 40% accuracy on 3 out of 4 opportunities Given the need to wash his hands, J will independently perform all the steps in washing hands routine 4 out of 5 opportunities with 100% accuracy J will increase engagement from 30 seconds to 3 minutes 4 out of 5 opportunities

Given a 5 th grade reading passage, Joseph will read 30 words per minute across three reading passages. Given three different reading materials (e.g, flashcards, books, signs in the community), Gitit will read 50 functional sight words with 100% accuracy. When given a task that is new and difficult, Neil will request assistance/help at least once during the activity without engaging in challenging behavior.

When participating in structured game with peers, J will take turns for 5 minutes. When at recess, J will engage in social interactions 80% of the time. J will use self-management strategies to calm himself when agitated 100% of the time.

Answers J will imitate 8 motor actions with gestural/ visual/verbal cues upon request using objects/materials with 40% accuracy on 3 out of 4 opportunities J will perform all the steps in washing hands routine 4 out of 5 opportunities with 100% accuracy. J will increase engagement when given structured leisure activities from 30 seconds to 3 minutes 4 out of 5 opportunities

Given a 5 th grade reading passage, Joseph will read 97 words per minute across three reading passages. Given three different reading materials (e.g, flashcards, books, signs in the community), Gitit will read 50 functional sight words (see list) with 100% accuracy. When given a task that is new and difficult, Neil will request assistance/help at least once during the activity without engaging in challenging behavior.

Answers cont. When participating in structured game with peers, J will at least 5 turn takes across 3 game sessions. When at recess, J will engage in social interactions 80% of the sampled intervals of the time. J will use self-management strategies to stop yelling when agitated 100% of the time. J will ask for a break, instead of yelling, when completing a difficult task and agitated 8 of 10 times of sampled opportunities