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Chapter 3 – Methods for Recording Target Behaviors

Ps534

Dr. Ken Reeve

Caldwell College

Post-Bac Program in ABA

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Reminder…

We need to MEASURE changes in a behavior before we can infer that a technique or procedure was effective

Behaviors MUST be observable or they cannot be viewed as objective

If not recorded by a machine, we need at LEAST two observers to determine accuracy of behavior measurement

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Reminder… For any behavior, we can measure

– How often does it occur?– How quickly?– How intense?– How long does it last?– What is its latency?– When does it occur?– Etc.Only SOME of these may be important for any

target behavior.

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Where to start?

ANECDOTAL RECORDING (or ABC RECORDING)

Somewhat like a more rigorous CASE STUDY

Used to informally determine the antecedents, behavior, and consequences for a given client or learner

Gives the researcher a chance to identify possible variables to manipulate

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What next?

Once you’ve formalized your questions about what behavior to study and its relationship to a given intervention technique, you are now ready to record “real” data

Can use EVENT-BASED or TIME-BASED recording techniques, depending on the behavior in question…

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Recording Sheets Student’s name Date or dates of observation Observer name and role Start and end time Setting of observation Definition of behavior being observed Key to any codes used

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EVENT-BASED DATA RECORDING:

1. FREQUENCY Need to define what constitutes an

occurrence of behavior Is a simple SUM of the total times behavior

occurs in a given observation session Observation sessions must be the same

duration. Why? Generally used when behavior is free to

occur at any time (called FREE OPERANT CONDITION)

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Sample of Frequency Event RecordStart time: 8:05 End time: 9:00 Setting: Seventh-grade math class Definition of behavior: Talking out is defined as any noise that is made without first raising hand in appropriate manner and waiting for permission to speak. Observer: Carol Burke (math teacher) Student Name

Mon. 3/2/98

Tues. 3/3/98

Wed. 3/4/98

Thurs. 3/5/98

Fri. 3/6/98

Sammy llll llll lll llll ll Karen l l ll llll l Chris llll lll lll lll llll Key: Each tick mark represents one talk-out.

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SIDE ISSUE:

INTER-OBSERVER AGREEMENT (IOA) This is degree to which what one observer sees is

the same as what another observer sees It is a measure that allows us to either trust or not

trust the data collected as being accurate Calculated as

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EVENT-BASED DATA RECORDING:

2. RATE

Is frequency of the behavior as a function of a specific time period

# of responses PER minute, hour, day, week, etc.

Observation sessions can now be different durations in length. Why?

# of responses = 10 = .5/min.

Length of observation 20 mins.

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EVENT-BASED DATA RECORDING:

3. PERCENT CORRECT Need to define what constitutes correct or

incorrect response Calculated as

Number of correct responses x 100

Number of correct + incorrect

This is best used when the number of opportunities to respond varies from day to day or from child to child. Why?

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EVENT-BASED DATA RECORDING:

4. TRIALS TO CRITERION Measures number of opportunities before

skill is correctly emitted Used as indicator of speed of learning

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EVENT-BASED DATA RECORDING:

5. CUMULATIVE RECORD Measures a running total of occurrences of

behavior across sessions Used when a certain number of emitted

responses is set as the criterion

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EVENT-BASED DATA RECORDING:

6. INTERVAL RECORDING Caution: this sounds like a time-based measure

(AND SOME EXPERTS DO REFER TO IT AS ONE) but it is EVENT-based!

Used when target behavior occurs at very HIGH frequency (which makes rate measures difficult to do)

Interval recording is an APPROXIMATION of a rate measure (see more next…)

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EVENT-BASED DATA RECORDING:

6. INTERVAL RECORDING 6a) WHOLE INTERVAL RECORDING Generally used when a learner engages in a long and

rapid “run” of a behavior that interferes with other activities

Researcher divides observation session into many equal length intervals (ex. 10 min. session may be divided into 60 10-sec. intervals)

Researcher records: did behavior “fill” the interval (marks a “+”) or not fill the interval or not occur at all (marks a “”)

Data presented as “% of intervals in which target behavior occurred”

Whole interval recording tends to underestimate frequency so keep this in mind!

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EVENT-BASED DATA RECORDING:

6. INTERVAL RECORDING 6b) PARTIAL INTERVAL RECORDING Only difference from whole interval recording

is that observer notes: did behavior occur at ANY time during the interval (marks a “+”) or not at all (marks a “”)

Data presented as “% of intervals in which target behavior occurred”

Usually used if behavior occurs for shorter less intrusive durations of time

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Sample of Partial Interval RecordingStudent: Bugs Bunny Start time: 8:05 End time: 8:15 Setting: seventh-grade English class Definition of behavior: On-task behavior is defined as appropriately writing, reading, talking about the assignment, or waiting to ask the teacher a question regarding the assignment. Observer: Daffy Duck (recess monitor) minute 10” 20” 30” 40” 50” 60”

1 O O X X X O 2 X O O O X O 3 X O O X O X 4 X X X O O X 5 O O X O X O 6 O X X X X X 7 X O O O O O 8 O X X X X O 9 X O O O X X

10 O X X O X O

Key: O = Behavior was not observed at all during the 10-second interval. X = Behavior was observed at least once during the 10-second interval. 10” = 10 seconds.

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EVENT-BASED DATA RECORDING:

6. INTERVAL RECORDING 6c) MOMENTARY TIME SAMPLING Here, observer only observes at the END

of an interval (“for just a moment”) and looks to see: Is behavior occurring right now (marks a “+”) or not right now (marks a “”)

Data presented as “% of intervals in which target behavior occurred”

Usually used if behavior occurs for longer durations of time

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EVENT-BASED DATA RECORDING:

7. MAGNITUDE RECORDING

Measures the INTENSITY of a behavior Usually difficult to be very objective

unless a mechanical system of some sort is used

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EVENT-BASED DATA RECORDING:

8. TOPOGRAPHY RECORDING Measures the way the response LOOKS

or is moved through space Why an issue? Sometimes we don’t care

so much about OUTCOME of a response (like effectively pressing a button with no regard as to how) as we do correctly performing the response (using the finger to press the button as opposed to smashing the button with a fist)

Is it appropriate to drop-kick the light switch to turn it off?

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TIME-BASED DATA RECORDING:

1. DURATION RECORDING

Records how long the behavior lasts Used when we are more concerned about

duration than frequency or rate Ex. Exercise time, eye gaze or attending,

in-seat, studying duration, etc.

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Sample Duration Recording

Student: Spongebob Squarepants Setting: Third-grade class Definition of behavior: Student has tantrums showing inappropriate signs of anger (e.g.: clenched fists, yelling, cursing, kicking, refusal to follow directions, punching, or using obscene gestures). Observer: Patrick Starr (teacher)

Date Start Time End Time Duration 3/2/98 8:45:07 8:59:09 :14:02

2:39:49 2:49:59 :10:10 3/3/98 9:05:03 9:14:03 :09:00

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TIME-BASED DATA RECORDING:

2. LATENCY RECORDING

Records how much time it takes to BEGIN a behavior since an antecedent stimulus was presented

Ex. Responding to a request, making an initiation to a person entering a room, etc.

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Sample Latency RecordingStudent: Tommy Pickles Setting: Third-grade class Definition of behavior: Student initiates, following teacher’s verbal directions. Observer: Angelica Pickles (counselor)

Date Teacher Request

Student Initiates

Following Directions

Latency

3/2/98 8:45:07 8:59:09 :14:02 2:39:49 2:49:59 :10:10

3/3/98 9:05:03 9:14:03 :09:00