Guidelines for Graphing Data Erin E. Barton

Rationale Visual inspection of graphed data is the primary means by which data analysis occurs in SCR Graphs assist in communicating information quickly and without extensive transformation

Rationale Graphical displays of single-case data are very well-suited for online monitoring of the participant’s progress, by altering them every time new data become available, and for communicating results. Patterns are easily and quickly identified Makes raw data transparent with minimal transformation

Rationale Requires little training in mathematics and statistics –Simplicity often (but not always) is desirable Allows easy communication with others Guards against accepting small effects (theoretically)

Components Origin Abscissa—x axis Abscissa label—almost always a time unit Ordinate—y axis Ordinate label—the value of the dependent measure Scale break Condition label—should be descriptive Condition change lines Phase change lines Datum point, data points, data series, data path

Graphing Guidelines 1.Fair 2.Objective 3.Clear 4.Without deception

Graphing Guidelines 1.Well-designed presentation 2.Complex ideas communicated with clarity, precision, and efficiency 3.More ideas in less time 4.Usually multiple variables displayed 5.Extreme clarity: the truth about the data (Tufte, 2001)

JABA Graphing Guidelines 1.Data points must be constructed of thin lines and be of sufficient size so that reduction will neither obscure their differentiation nor fill in such symbols as unfilled circles, triangles, and squares. 2.“Percentage of” should be used instead of “Percent of” when labeling the ordinate axis (“percent of” is grammatically incorrect).

JABA Graphing Guidelines 3.Avoid heavy lines for axes 4. Provide scale marks along both axes at sufficiently frequent intervals to permit x and y values of data points to be read accurately. 5.Be sure that axes meet at a right angle and that labels parallel their axes. 6.Align scale marks with labels and data points.

JABA Graphing Guidelines 7.Legends identify the data points within the figure. 8.Identify data paths with arrows and labels when possible. 9.Use text boxes only when space is not available for arrows and labels. 10.It is best to use all capital letters, but do not hesitate to use upper and lower cases when needed to fit in the area available.

BaselineInterventionBaselineIntervention Components Sessions Verbal Targets Time Series: Abscissa or x-axis Target Behaviors: Ordinate or y-axis Conditions Condition change lines

BaselineInterventionBaselineIntervention Components Sessions Verbal Targets Time Series: Abscissa or x-axis Target Behaviors: Ordinate or y-axis Conditions Condition change lines

BaselineIntervention Participant 1 Participant 2 Participant 3 Time Series: Abscissa or x-axis Target Behaviors: Ordinate or y-axis Conditions Condition change lines Social Interactions Days

BaselineIntervention Participant 1 Participant 2 Participant 3 Social Interactions Days

BaselineIntervention Participant 1 Participant 2 Participant 3 Social Interactions Days

BaselineIntervention Participant 1 Participant 2 Participant 3 Social Interactions Days

BaselineIntervention Participant 1 Participant 2 Participant 3 Pretend Play Days

BaselineIntervention Participant 1 Participant 2 Participant 3 Pretend Play Days (Kennedy, 1989)

Spoken Words Sessions BaselineIntervention BaselineIntervention

Spoken Words Sessions BaselineIntervention BaselineIntervention

Frequency of Child Behaviors Sessions BaselineIntervention BaselineIntervention

Sessions BaselineIntervention BaselineIntervention Frequency of Child Behaviors

Days Frequency of Social Interactions Creating Alternating Treatment Design Graphs

Days Frequency of Social Interactions The default will be to have gaps….

Days Frequency of Social Interactions ….or to plot the days without data as zero.

Days Frequency of Social Interactions Resulting Alternating Treatment Design Graphs

Practice ABAB Baseline 1: B1: (0, 0, 0, 0, 0) B2: (10, 13, 15, 10, 11) Intervention 1: B1: (4, 7, 2, 8, 10, 12) B2: (1, 3, 5, 1, 1, 0) Baseline 2: B1: (4, 1, 2, 3, 0) B2: (5, 13, 10, 9, 15) Intervention 1: B1: (8, 6, 9, 10, 12) B2: (0, 1, 0, 1, 1)

Frequency Sessions BaselineIntervention BaselineIntervention

Review Ensure all components are clearly identified Ordinates must be the same Scales should be appropriate Use distinct markers Separate conditions

References Barton, E. E. & Reichow, B. (2012). Guidelines for graphing data with Microsoft PowerPoint for Office Journal of Early Intervention, 34, Dixon, M. R., Jackson, J. W., Small, S. L., Horner-King, M. J., Mui Ker Lik, N., Garcia, Y., & Rosales, R. (2007). Creating single-subject design graphs in Microsoft Excel. Journal of Applied Behavior Analysis, 42, Wolery, M., Dunlap, G., & Ledford, J. R. (2011). Single- case experimental methods: Suggestions for reporting. Journal of Early Intervention, 33,