1. Applied Behavior Analysis for Teachers
Chapter 4:
Graphing Data

2. Chapter Overview Simple Line Graph Additional Graphing Conventions
Basic Elements of the Line Graph
Transferring Data to a Graph
Additional Graphing Conventions
Cumulative Graphs
Bar Graphs

3. Purposes of Graphs
Provide a means for organizing data during the data collection process
Provide an ongoing picture which makes possible formative evaluation
Serve as a vehicle for communication between teacher, parent, student, and related service provides

4. Components of a Line Graph
Axes
Abscissa (x-axis) – shows how frequently data were collected during the period reported on the graph
Ordinate (y-axis) – identifies the target behavior and the kind of data that is being reported
Ordinate Scale:
Always begins at zero and goes as high as need to accommodate the largest number
Scale Break:
If all data points fall toward the highest number of behavior occurrences a scale break may be used to increase the readability level of the graph (see graph)

5. Components of a Line Graph
Data
Data Point: Small geometric figures (circles, squares, triangles) are used to represent the target behaviors.
Data Path: Solid line that connects the data points
Continuity Break – placed on the data path when there is a break in the data (e.g., student is sick or special event occurs)
Student Identification: Student’s name is placed in a box on the lower right hand side of the graph.

6. Basic Components of a Line GraphD F G A B C
Ordinate Label e. Continuity Break
Ordinate f. Data Point
Abscissa Label g. Abscissa
Data Path

7. Summary of Data Conversion Process
Type of Recording Data Conversion
If both time and opportunities to respond are constant
If time is constant (or not of concern) and opportunities vary.
If both time (which is of concern) and opportunities vary, OR if time varies and opportunities are constant
If constant
During or at the end of which behavior occurred
For which the behavior occurred
Between antecedent stimulus and onset of behavior
Permanent Product
Event
Interval
Time Sampling
Duration
Latency
Report number of occurrences
Report percentage
Report rate
Report number of intervals
Report percentage of intervals
Report number of seconds/min./hours

8. Permanent Product Graphing
Student: Catherine
Behavior: Writing paragraphs of 20 words given title and topic sentence
Date
Number of Words
Date
Number of Words
3/16 6
3/27 8
3/18 14
3/30 14
3/20 10
4/2 10
3/23 10
4/4 14
3/25 12
4/7 15

9. Permanent Product Graph
Catherine

10. Graphing Event Data Student: Michael
Behavior: Calling out without raising hand
Observation Period: 10:20 – 11:00 (whole class activity)
Days
Instances
Total
Monday
l l l 3
Tuesday l 1
Wednesday
l l l l l l 7
Thursday
l l l 3
Friday
l l 2
Monday
l l l l 4 4
Tuesday
l l l l
Wednesday
l l l l l l 7

11. 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

12. Graphing Rate Data Student: Steven Behavior: Packet Assembly
Observation Period: Vocational Training at Red Cross
Day
Number Completed
Amount of Time
Rate per Minute
Monday 45
30’
1.5
Wednesday 40
25’
1.6
Friday 45
25’
1.8
Tuesday 40
20’
2.0
Thursday 50
25’
2.0
Monday 48
20’
2.4
Wednesday 54
20’
2.7

13. Graphing Interval Data
Student: Oliver
Behavior: Out-of-Seat (S-Self)
Observation Period: 5 minutes (first 5 minutes of center time)
20’ 40’ ’ 20’ ’ ’ ’ ’ ’ ’ 40’ 60’ 20’ 40’ 60’
S S S S S S S
S S S S S S
S S S S S
S S S S S S S S
S S S S S S

14. Graphing Duration Data
Student: Casey
Behavior: Time Spent Toileting
Mon
12 min
8 min
7 min
AVG = 9 min
Thurs
14 min
10 min
12 min
AVG = 12 min
Tues
11 min
16 min
9 min
AVG = 12 min
Fri
9 min
11 min
10 min
AVG = 10 min
Wed
15 min
10 min
8 min
AVG = 11 min

15. Graphing Latency Data Student: Deanne
Behavior: Delay beginning morning writing assignment
Observation Period: Each morning at 8:45 am
Day
Number of Minutes
Comments
Monday 6
pencil sharpening
Tuesday 5
roaming
Wednesday 6
pencil sharpening
Thursday 2
chatting
Friday 4
chatting

16. Additional Graphing Conditions
Conditions: Phases of an intervention during which different approaches, techniques, or materials are used
Baseline Data: Current level of behavior prior to implement intervention
Intervention: The strategies or program implemented to alter the target behavior

17. Cumulative Graphs
Number of occurrences observed in a session are graphed after being added to the number of occurrences plotted for the previous session
Always demonstrates an upward curve (Ferster, Culbertson, & Boren, 1974)
Provides a continuous line with slope that indicates rate of responding
Steep slope = rapid responding
Gradual slope = slow responding
Straight line = no responding

18. Cumulative Graph 9 + 3 =12 12 + 1 = 13 6 + 3 = 9 5 + 1 = 6 5 + 0 = 5
3 + 2 = 5
2 + 1 = 3
5 + 0 = 5
1 + 1 = 2

19. Bar Graphs
Histogram
Each vertical bar represents one observation period
Useful when
reporting several students data which may overlap
summarizing students’ performance data (e.g., mean number of correct responses across multiple students)
summarizing single student’s performance across multiple tasks

20. Key Terms abscissa baseline data ordinate intervention
conditions cumulative graph
bar graph