BEH 5043 Unit 5 Slides
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BEH 5043 Unit 5 Slides p. 1
BEH 5043
Unit 5
Alternate Formats for Data Analysis and Display
Emily Meyer, M.S., BCBA
Kimberly Nix Berens, Ph.D.
1
Outline
A. Measurement in the Natural Science of Behavior and the Cumulative Record
B. Features and Uses of the Standard Celeration Chart
C.Using Bar Graphs as Data for Analysis and Display
2
Outline
A.Measurement in the Natural Science of Behavior and the Cumulative Record
B. Features and Uses of the Standard Celeration Chart
C.Using Bar Graphs as Data for Analysis and Display
3
Natural Sciences
q
Inductive (not deductive)
q
Contact with phenomenon through observation and measurement
q
Examples:
§
Behavior analysis
§
Biology
§
Chemistry
§
Physics
4
Natural Science of Behavior
q
Focus on observable behavior and objective, operational definitions q
Use of standard, absolute units of measurement
q
Experimental analysis to identify functional relations
5
ASR
q
Natural science is a(n) _____ science.
a. Deductive
b. Inductive
6
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BEH 5043 Unit 5 Slides p. 2
ASR
q
Select all that are characteristics of a natural science of behavior:
q
Observable behavior
q
Objective definitions of behavior
q
Hypothesis testing
q
Standard and absolute measurement
q
Experimental analysis
q
Statistical analysis
7
Units of Measurement
q
Standard §
Widely used by the community
q
Absolute
§
The measure never changes
q
Universal
§
Can be applied to every instance where that type of measure is important
8
Dimensional Quantities
q
Entailed in the behavior itself
q
Not an abstraction
q
Sensitive to changes in the independent variable
q
Visible to the naked eye
9
Fundamental Properties of Behavior
q
Count
§
Repeatability (behavior can reoccur) q
Time
§
Temporal locus (behavior occurs at a point in time)
§
Temporal extent (behavior takes time to occur)
10
ASR
q
Unit of measurement that never changes = _____
q
Unit of measurement that can be applied to every instance where the measurement is important = _____
q
Unit of measurement widely used by the community = _____
11
ASR
q
Write an example of a measure that is standard, absolute, and universal:
12
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BEH 5043 Unit 5 Slides p. 3
Review: Dimensional Quantities of Behavior
q
Count (BACB Task List refers to this as “frequency”)
q
Rate (also known as “frequency”)
q
Celeration
q
Inter-response time (IRT)
q
Latency
q
Duration
13
Review: Fundamental Properties and Dimensional Quantities
Repeatability
Temporal Locus
Temporal Extent
Count
Rate
Celeration
Inter-response time (IRT)
Latency
Duration
14
ASR
q
Label the terms listed below as either a fundamental property or dimensional quantity:
q
Repeatability = _____
q
Rate = _____
q
Celeration = _____
q
IRT = _____
q
Temporal extent = _____
q
Latency = _____
q
Duration = _____
q
Temporal locus = _____
15
ASR
q
Duration measures which fundamental property or properties?
q
Repeatability
q
Temporal locus
q
Temporal extent
16
ASR
q
Latency measures which fundamental property or properties?
q
Repeatability
q
Temporal locus
q
Temporal extent
17
ASR
q
Rate measures which fundamental property or properties?
q
Repeatability
q
Temporal locus
q
Temporal extent
18
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BEH 5043 Unit 5 Slides p. 4
ASR
q
How are rate and celeration related?
19
ASR
q
The term ___ can sometimes refer to a count
or a rate
of response.
20
Dimensionless Quantities of Behavior
q
Abstractions from the behavior of interest
§
Therefore less sensitive to environmental variables
q
Examples:
§
Percent correct
§
Likert scales
21
ASR
q
Abstractions of the behavior of interest are ______ quantities of behavior. 22
ASR
q
Percent correct is extremely insensitive to environmental variables.
a. True
b. False
23
Objectives
q
Free operant behavior
a. Define
b.
Identify examples and non-examples
q
Restricted (discriminated) operant behavior
a. Define
b.
Identify examples and non-examples
24
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BEH 5043 Unit 5 Slides p. 5
q
Behavior that is free to occur at any time
q
Example: Lever-press in an operant chamber
Free Operants
25
q
Restricted operant: Behavior that requires an opportunity to respond
§
AKA discriminated operant
q
Example: Discrete trials
Restricted Operants
26
E. L. Thorndike’s Experiments
q
Restricted operant responding within a discrete trial
§
Start of trial: Cat locked in “puzzle box”
§
End of trial: Cat escapes the box (can only occur one time per trial)
q
Measure: Latency to engage in target behavior
27
B. F. Skinner’s Experiments
q
Free operant responding
§
Organism can engage in target behavior any number of times while in the operant chamber
q
Measure: Changes in rate of response across a period of time (celeration)
28
ASR
q
Behavior that requires an opportunity to respond = _____
q
Behavior that is able to occur at any point in time = _____ 29
ASR
q
Jugo selects an answer to a poll that appears on his computer screen while he is filling out an online survey.
q
This is an example of a:
a. Free operant response
b. Restricted operant response
30
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BEH 5043 Unit 5 Slides p. 6
ASR
q
Juliette reads several chapters in her book each night. q
This is an example of a:
a. Free operant response
b. Restricted operant response
31
ASR
q
Marleen recites the lines of her character in the school play throughout the day.
q
This is an example of a:
a. Free operant response
b. Restricted operant response
32
ASR
q
When the spelling bee judge says, “Spell the word strength
” and gives her the signal, Diahann spelled “S-T-
R-E-N-G-T-H.” q
This is an example of a:
a. Free operant response
b. Restricted operant response
33
ASR
q
Which of the following is an example of a free operant response?
a.
Georgia played with the doll house at her friend’s house when she was invited over
b.
Melanie played with Barbie dolls every day this week
c.
The student chose a corn dog when presented with two lunch options
d.
Ginger blinked when the bug flew in her eye
34
ASR
q
Which of the following is an example of a restricted (discriminated) operant response?
a.
The dog drank water every time he passed his bowl
b.
Amir studied his vocabulary words one hour every day
c.
Sebastian’s heart rate increased when he ran a mile
d.
Reggie said, “Thank you” after receiving a gift
35
BACB Tasks
5
th
ed TL
C-10 Graph data to communicate relevant quantitative relations (e.g., equal-interval graphs, bar graphs, cumulative records).
6
th
ed TCO BCBA
C.10. Graph data to communicate relevant quantitative relations (e.g., equal-interval graphs, bar graphs, cumulative records).
6
th
ed TCO BCaBA
C.8. Graph data to communicate relevant quantitative relations (e.g., equal-interval graphs, bar graphs, cumulative records).
(BACB
®
, 2017, 2022a, 2022b)
36
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BEH 5043 Unit 5 Slides p. 7
Objective
q
Cumulative record
a. Define
b. Identify examples and non-
examples
c. Given a cumulative record, interpret data
d. Identify when to use
37
Review: Cumulative Recorder
Courtesy of the B. F. Skinner Foundation
The rat presses the lever then food falls into hopper and the stylus pen clicks up
38
ASR
q
Who developed the cumulative recorder? a. E. L. Thorndike
b. B. F. Skinner
39
ASR
q
The cumulative recorder was designed to collect data on _____ operant responding. a. Free
b. Restricted
40
ASR
q
How did the cumulative recorder automatically collect data on rate of responding in an operant chamber?
41
Cumulative Record Produced by the Cumulative Recorder
Stylus pen reset
(Skinner, 1999, p. 151) 42
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BEH 5043 Unit 5 Slides p. 8
Cumulative Record Produced by the Cumulative Recorder
Low rate responding
(Skinner, 1999, p. 151) 43
Cumulative Record Produced by the Cumulative Recorder
High rate responding
(Skinner, 1999, p. 151) 44
Cumulative Record Produced by the Cumulative Recorder
(Skinner, 1999, p. 151) 45
Cumulative Record Produced by the Cumulative Recorder
(Skinner, 1999, p. 151) 46
ASR
q
When analyzing a cumulative record created by a cumulative recorder, the ___ indicates the rate of responding.
a. Data point
b. Slope of the line
c. Stylus pen reset
47
ASR
q
The steeper the slope on the cumulative record, the ____ the rate of responding. 48
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BEH 5043 Unit 5 Slides p. 9
ASR
q
How were standard slopes produced on different cumulative records?
49
Cumulative Record
q
Graphic display of the number of responses recorded during an observation period added to the total number of responses recorded across an amount of time
50
Cumulative Records Used in Behavior Analysis
q
Within-session cumulative record
§
Example: Display produced by cumulative recorder q
Between-session or across-session cumulative record
§
Sometimes called “cumulative graph”
51
Within-Session Cumulative Record
q
Graphic display of the number of responses recorded within an observation period added to the total number of responses recorded
§
Display produced by cumulative recorder
52
Across-Session Cumulative Record
q
Graphic display of the number of responses recorded added to the total number of responses recorded across an amount of time
§
Sometimes called “cumulative graph”
53
Cumulative Graph: Example
0
2
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10
12
14
1
2
3
4
5
6
7
8
9
10
Cumulative responses
Days
54
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BEH 5043 Unit 5 Slides p. 10
Interpreting Cumulative Records
q
Each data point indicates the total number of responses up to that point in time
q
The steeper the slope, the higher the rate of response
§
Flat, horizontal line indicates no responding during that time period
55
0
2
4
6
8
10
12
14
1
2
3
4
5
6
7
8
9
10
Cumulative responses
Days
Interpreting Cumulative Graphs: Example
56
ASR
q
What does each data point indicate on a cumulative record?
57
ASR
q
A flat, horizontal line on a cumulative record indicates ____ during that time period.
a. A high rate of responding
b. No responding
c. Consistent responding
d. Variable responding
58
ASR
59
ASR (continued)
q
Analyze the data on the cumulative record for day 10. Which of the following is true?
a. Rate of responding increased
b. Rate of responding decreased
c. 0 responses occurred
d. 6 responses occurred
60
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BEH 5043 Unit 5 Slides p. 11
ASR
61
ASR (continued)
q
Compare the data on the cumulative record between days 16 and 17. Which of the following is true?
a. Rate of responding increased
b. Rate of responding decreased
c. 8 responses occurred
d. No change in the rate of responding
62
ASR
63
ASR (continued)
q
Analyze the data on the cumulative record for day 13. Which of the following is true?
a. 10 responses occurred
b. 1 response occurred
c. Rate of responding decreased
d. No change in the rate of responding
64
ASR
65
ASR (continued)
q
Analyze the data on day 11. Which of the following is true?
a. Four responses occurred
b. No response occurred
c. No change in the rate of responding
d. One response occurred
66
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BEH 5043 Unit 5 Slides p. 12
ASR
67
ASR (continued)
q
Compare the data between days 7 and 8. Which of the following is true?
a. Rate of responding increased
b. Rate of responding decreased
c. No change in the rate of responding
d. Seven responses occurred
68
Overall Response Rate on Cumulative Records
q
Average rate of response during a specific period
§
Calculate: Divide total number of responses by the number of recorded observations
69
Overall Response Rate: Example
0
2
4
6
8
10
12
14
1
2
3
4
5
6
7
8
9
10
Cumulative number of responses
Days
Overall response rate of 10 responses accumulated across 10 days is 1 response per day
70
Local Response Rate on Cumulative Records
q
Rate of response during shorter periods of time than the period for which the overall response rate has been calculated
71
0
2
4
6
8
10
12
14
1
2
3
4
5
6
7
8
9
10
Cumulative responses
Days
Local Response Rates: Example
Local response rate is 0 per day
Local response rate is 2 per day
72
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BEH 5043 Unit 5 Slides p. 13
ASR
q
Rate of response during shorter periods of time than the time for which the average response rate was calculated = ____ response rate
q
Average rate of response during a specific period = ____ response rate
73
Use of Cumulative Records
q
Cumulative record may be preferable to an equal-interval line graph when:
§
Progress towards a goal can be measured in cumulative units
§
Delivering feedback §
Behavior occurs or doesn’t occur just once per session
§
Comparing environmental variables
74
Progress Towards a Goal
q
Target behavior of interest is the total number of responses emitted overall or within a specific time period
q
Examples: §
Number of dollars saved
§
Number of new words read
75
Delivering Feedback
q
Since behavior continues to add to the total, the cumulative graph will never show a decelerating trend
§
May be less likely to evoke negative effects (avoidance, embarrassment, etc.) than line graph with deceleration
76
One Opportunity per Session
q
When behavior can only happen or not happen one time, a cumulative graph can allow for easier interpretation of results (trend is more obvious)
(Cooper et al., 2020, p. 137)
77
ASR
q
List four situations in which a cumulative record may be preferable to use over other noncumulative graphic displays:
78
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BEH 5043 Unit 5 Slides p. 14
ASR
q
Becky is consulting with a large company to improve employee wellness. The initiative is the total number of miles that each individual employee walks a day, for several months. If individual employees are to report their total number of miles walked each day, which graphic display would be best for measuring progress towards this specific goal?
a.
Equal-interval line graph
b.
Cumulative record
c.
Semilogarithmic graph
d.
Bar graph
79
ASR
q
Why would a cumulative record be used as a preferred graphic display when delivering feedback?
80
ASR
q
Yolanda is working with an adolescent named Ben who is having trouble making friends at school. His peers often tease him during the school day for smelling bad. Yolanda designs a program to teach Ben to shower each morning before going to school. Given this information, which graphic display would be the best for Yolanda to use when analyzing these data?
a.
Semilogarithmic graph
b.
Bar graph
c.
Equal-interval line graph
d.
Cumulative record
81
ASR
q
Sandy is working to win the exercise contest in her class for the year. She is focused on running every day and wants to collect data on her progress, including being able to see how many miles she has run over the course of her training. Given this information, which graphic display would be the best to measure progress towards this specific goal?
a.
Cumulative record
b.
Equal-interval line graph
c.
Bar graph
d.
Standard celeration chart
82
ASR
q
Bob, a BCBA, developed a plan to help his client, Grant, lose weight. Grant has a history of being overweight, trying out a plan, and becoming discouraged at any setback or perceived setback. Bob wants to graph Grant’s progress weekly. Which graphic display would be best for providing feedback to Grant?
a.
Equal-interval line graph
b.
Bar graph
c.
Cumulative record
d.
Standard celeration chart
83
ASR
q
Keisha is working with Sal to increase his independence in caring for his dog. Sal is expected to walk his dog every day upon returning home from school. Keisha trains Sal to record whether he has walked his dog each night and present the results to his parents. Given this information, which graphic display would be best for analyzing these data?
a.
Equal-interval line graph
b.
Bar graph
c.
Standard celeration chart
d.
Cumulative record
84
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BEH 5043 Unit 5 Slides p. 15
Comparing Environmental Variables
q
Cumulative records can demonstrate differences in multiple interventions:
§
Relative client preference for one intervention over another
§
Relative efficacy and/or efficiency of one intervention over another
85
Comparing Environmental Variables: Relative Preference
Equivalent preference
Exclusive preference
(Geiger et al., 2010, p. 282)
86
Comparing Environmental Variables: Relative Efficacy
More words mastered more quickly
(Cooper et al., 2020, p. 135)
87
ASR
q
Graphs A and B both compare the same data for Tx 1 and Tx 2 on a behavior targeted for increase. Looking at these graphs, which intervention is most effective?
a.
Tx 1
b.
Tx 2
c.
No clear effective intervention
0
1
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5
1
2
3
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5
6
18
19
20
Responses per day
0
2
4
6
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10
12
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16
18
20
1
2
3
4
5
6
10 11 12 13 14 15 16 17 18 19 20
Cumulative number of responses
A
B
Tx 1 Tx 2
Tx 1 Tx 2
88
ASR
q
Graphs A and B both compare the same data for Tx 1 and Tx 2. Which data display makes it easier to identify the effective intervention?
a.
Graph A
b.
Graph B
0
1
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5
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19
20
Responses per day
0
2
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20
1
2
3
4
5
6
10 11 12 13 14 15 16 17 18 19 20
Cumulative number of responses
A
B
Tx 1 Tx 2
Tx 1 Tx 2
89
Cumulative Record Considerations
q
Response rate per session may not be obvious
q
Gradual changes in slope may be difficult to detect
90
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BEH 5043 Unit 5 Slides p. 16
Cumulative Records Used in Behavior Analysis
q
Within-session cumulative record
§
Example: Display produced by cumulative recorder q
Between-session or across-session cumulative record
§
Sometimes called “cumulative graph”
91
ASR
q
The response rate per session and changes in slope from one rate to another can often be difficult to detect on a cumulative record. a. True
b. False
92
Essential Features of Skinner’s Basic Operant Lab
q
Free operant responding
§
Operant chamber
q
Rate of response
q
Standard graphic display
§
Cumulative record produced by the cumulative recorder
93
Free Operant Responding
q
Can be emitted at any time
q
Discrete: Does not require much time for completion
§
Examples: Key pecks, lever presses
q
Can produce a wide range of response rates §
Allows for analysis of the effects of the environmental manipulation
94
ASR
q
The Standard Celeration Chart is an exact descendant of which graphic display?
a. Cumulative record
b. Equal-interval line graph
c. Bar graph
95
ASR
q
The Standard Celeration Chart is a variation on the cumulative record that is designed to be used in which setting?
a. Laboratory
b. Applied
96
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BEH 5043 Unit 5 Slides p. 17
Rate of Response
q
Dimensional quantity of behavior
§
Count per unit of time
q
Sensitive to subtle manipulations of independent variable
§
Examples of environmental manipulations: Various schedules of reinforcement, stimulus control procedures, extinction
97
Standard Graphic Display
q
Within-session cumulative record
§
A ratio of count/time
q
Ongoing, continuous recording
§
Produced standard slopes that represented rate of responding q
Allowed ease of interpretation and comparison 98
Ogden Lindsley
q
Student of B. F. Skinner
q
Creator of the Standard Celeration
Chart (SCC)
§
Put the same analytic tools into hands of teachers/practitioners
99
100
ASR
q
The cumulative record produces standard slopes across organisms, which allows for ease of interpretation and comparison.
a. True
b. False
101
ASR
q
What was Ogden Lindsley’s commitment to Skinner’s laboratory findings?
102
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BEH 5043 Unit 5 Slides p. 18
Ogden Lindsley (continued)
q
Pioneer of precision teaching
§
Instructional design system defined by the use of the Standard Celeration Chart
q
“The learner knows best” (Lindsley et al., 1992, p. 4)
103
ASR
q
Ogden Lindsley is known for which of the following?
q
Pioneer of precision teaching
q
Student of B. F. Skinner q
Creator of the cumulative recorder
q
Designer of the Standard Celeration
Chart
q
Developing tools for use in laboratory settings
104
Outline
A. Measurement in the Natural Science of Behavior and the Cumulative Record
B.Features and Uses of the Standard Celeration Chart
C.Using Bar Graphs as Data for Analysis and Display
105
BACB Tasks
5
th
ed TL
C-9 Select a measurement system to obtain representative data given the dimensions of behavior and the logistics of observing and recording.
6
th
ed TCO BCBA
C.9. Select a measurement procedure to obtain representative data that accounts for the critical dimension of the behavior and environmental constraints.
6
th
ed TCO BCaBA
C.7. Select a measurement system to obtain representative data given the dimensions of behavior and the logistics of observing and recording.
(BACB, 2017, 2022a, 2022b)
106
Objective
q
Define semilogarithmic graph
107
Review: Equal-Interval Line Graph
q
Both axes use linear scale
§
Move via addition and subtraction
q
Equal distances correspond to equal amounts of change
(Cooper et al., 2020, p. 138)
108
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BEH 5043 Unit 5 Slides p. 19
Review: Equal-Interval Line Graph
q
Both axes use linear scale
§
Move via addition and subtraction
q
Equal distances correspond to equal amounts of change
Same amounts
(Cooper et al., 2020, p. 138)
109
Review: Equal-Interval Line Graph
q
Both axes use linear scale
§
Move via addition and subtraction
q
Equal distances correspond to equal amounts of change
Same amounts
(Cooper et al., 2020, p. 138)
110
Equal-Interval Line Graph: Scaling the Y-Axis
q
Range for y-axis will depend on features of the behavior: §
Direction for change (increase or decrease)
§
Baseline levels of responding (rate, duration, etc.)
111
ASR
q
An equal-interval line graph uses a _____ scale on both axes. 112
ASR
q
What factors influence the range of the y-axis scale on an equal-interval line graph?
113
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2
4
6
8
10
1
2
3
4
5
6
7
8
9
10
Responses per minute
Days
Equal-Interval Line Graph: Scaling the Y-Axis Example 1a
Baseline
Treatment
114
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BEH 5043 Unit 5 Slides p. 20
0
10
20
30
40
50
60
1
2
3
4
5
6
7
8
9
10
Responses per minute
Days
Equal-Interval Line Graph: Scaling the Y-Axis Example 1b
Baseline
Treatment
115
0
10
20
30
40
50
60
1
2
3
4
5
6
7
8
9
10
Responses per minute
Days
Equal-Interval Line Graph: Scaling the Y-Axis Example 2a
Baseline
Treatment
116
Equal-Interval Line Graph: Scaling the Y-Axis Example 2b
0
5
10
15
20
25
30
1
2
3
4
5
6
7
8
9
10
Responses per minute
Days
Baseline
Treatment
117
Equal-Interval Line Graph: Scaling the Y-Axis
q
Range for y-axis will depend on features of the behavior: §
Direction for change (increase or decrease)
§
Baseline levels of responding (rate, duration, etc.)
q
Must orient to the scale of the axes before analyzing data
118
ASR
q
If the y-axis scale is too ____ on an equal-interval line graph, features of the data path may be lost.
q
If the y-axis scale is too ____ on an equal-interval line graph, data points may be missed. 119
ASR
q
How does the y-axis scale on an equal-interval line graph impact the analysis of data?
120
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BEH 5043 Unit 5 Slides p. 21
Semilogarithmic Graph
q
Graph that uses a logarithmic ratio scale for one axis and a linear equal-
interval scale for the other §
“Semi” because only one axis uses a logarithmic scale
q
Sometimes called “ratio graph”
q
Standard Celeration Chart is one example of a semilogarithmic graph
121
Interpreting a Semilogarithmic Graph
q
Y-axis uses ratio scale
§
Move via multiplication and division
q
Equal distances on the y-axis correspond to equal proportions of change
Same ratios
(Cooper et al., 2020, p. 138)
122
Equal-Interval vs. Semilogarithmic Graphs
(Cooper et al., 2020, p. 138)
123
Equal-Interval vs. Semilogarithmic Graphs
(Cooper et al., 2020, p. 138)
124
ASR
q
In a semilogarithmic graph, the y-axis uses a ____ scale. 125
ASR
q
The Standard Celeration Chart is an example of which type of graph?
a. Equal-interval line graph
b. Cumulative record
c. Semilogarithmic graph
d. Bar graph
126
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BEH 5043 Unit 5 Slides p. 22
Objectives
q
Define absolute change
q
Define relative change
127
q
Absolute change: The actual amount of difference between data at one point in time and another
Absolute Change
128
q
Relative change: The proportional amount of difference between data at one point in time and another
Relative Change
129
0
10
20
30
40
50
60
1
2
3
4
5
6
Responses per minute
Days
Absolute Change Example
Same lengths
130
0
10
20
30
40
50
60
1
2
3
4
5
6
Responses per minute
Days
Absolute vs. Relative Change Example
Single-digit addition facts
Student A
131
0
10
20
30
40
50
60
1
2
3
4
5
6
Responses per minute
Days
Absolute vs. Relative Change Example
Single-digit addition facts
Student B
132
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BEH 5043 Unit 5 Slides p. 23
0
10
20
30
40
50
60
1
2
3
4
5
6
Responses per minute
Days
Absolute vs. Relative Change Example
Both students: Absolute increase of four responses per minute over period of 1 day
Student A
Student B
133
0
10
20
30
40
50
60
1
2
3
4
5
6
Responses per minute
Days
Absolute vs. Relative Change Example
Both students: Proportional increase in response rate (x2); Student A over 1 day, Student B over 5 days
Student A
Student B
134
ASR
q
The actual amount of difference between data at one point in time and another = ______ change
q
The proportional amount of difference between data at one point in time and another = ______ change
135
Objectives
q
Define Standard Celeration Chart
q
Daily per Minute Standard Celeration Chart
a. Define
b.
Identify the type of graph
c.
Identify examples and non-examples
d.
Given a chart, interpret data
e.
Given a set of data, create a complete daily record
136
Objective
q
Celeration line a. Define
b. Identify examples and non-
examples
c. Identify the celeration value for a given celeration line
d. Given a set of data, draw a celeration line 137
DAILY per minute CHART™
138
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BEH 5043 Unit 5 Slides p. 24
1,000 times per minute
1 time per 1,000 minutes 139
Celeration line:
Indicates count per minute per day per week
140
Successive calendar days Successive calendar weeks Sundays (thick blue lines)
Weekdays (thin blue lines)
141
1,000 times per minute
1 time per 1,000 minutes Count per minute
142
ASR
q
Which feature of data displayed on the SCC indicates the count per minute per day per week?
a. Celeration line
b. Vertical or y-axis
c. Horizontal or x-axis
143
ASR
q
What does “0.001” refer to on the vertical axis of the SCC?
144
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BEH 5043 Unit 5 Slides p. 25
ASR
q
The SCC is designed to capture and measure behavior that occurs as:
a.
Infrequently as one time a day
b.
Frequently as a thousand times a minute
c.
Both of these d.
Neither of these
145
1
10
100
1000
0.1
0.01
0.001
Same distances and same proportions (x10)
146
Standard celeration
per week
x16
x2
x1.0
/16
/2
Celeration fan:
Indicates standard slopes
147
ASR
q
Which part of the SCC reflects a measure of frequency/rate (count per minute)?
a. Celeration fan
b. Celeration line
c. Vertical or y-axis
d. Horizontal or x-axis
148
ASR
q
What does an equal distance between 1 and 10 reflect on the SCC?
a.
An increase in an addition of 10
b.
An increase in a multiplicative factor of 10
149
ASR
q
The distances on the SCC between 1 and 10, 10 and 100, and 100 and 1000 are all equal.
a. True
b. False
150
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BEH 5043 Unit 5 Slides p. 26
Standard celeration
per week
x16
x2
x1.0
/16
/2
Celeration fan:
Indicates standard slopes
151
Counting times
1 minute
Times shorter than 1 minute
Times longer than 1 minute
152
Weekly per Minute Chart
q
Display of weekly performance changes throughout a month
q
Bottom axis: Calendar weeks
§
Thin lines reflect 1 week
q
Top axis: Calendar months
§
Thick lines reflect 1 month q
Slopes equivalent to the daily chart
153
ASR
q
The “1” line running through the middle of the SCC chart indicates how much time?
a.
Less than 1 minute
b.
0 minutes
c.
1 minute
d.
10 minutes
154
ASR
q
Any amount of time that falls ____ the “1” line on the SCC reflects time periods longer than 1 minute.
q
Any amount of time that falls ____ the “1” line on the SCC reflects time periods less than 1 minute.
155
Monthly Behavior Chart
q
Display of monthly performance changes throughout a year
q
Bottom axis: Calendar months
§
Thin lines reflect 1 month
q
Top axis: Calendar years
§
Thick lines reflect 1 year q
Slopes equivalent to daily and weekly charts
156
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BEH 5043 Unit 5 Slides p. 27
Yearly Behavior Chart
q
Display of yearly performance changes throughout a decade
q
Bottom axis: Calendar years
§
Thin lines reflect 1 year
q
Top axis: Calendar decades
§
Thick lines reflect 1 decade q
Slopes equivalent to the daily, weekly, and monthly charts
157
Daily per Minute Chart
q
Display of celeration across a week
§
Thin lines reflect weekdays
§
Thick lines reflect Sundays
q
Sometimes called:
§
Six-cycle chart
§
Standard Celeration Chart
§
Standard behavior chart
158
ASR
q
What is meant by the term “standard” in reference to the SCC?
159
ASR
q
Which celeration chart is most commonly used in applied settings?
a. Daily per minute chart b. Weekly per minute chart
c. Monthly behavior chart
d. Yearly behavior chart
160
ASR
q
Which celeration chart allows for the ability to track weekly performance throughout the course of a month and is often used for assessment?
a.
Daily per minute chart b.
Weekly per minute chart
c.
Monthly behavior chart
d.
Yearly behavior chart
161
Activity:
Day Lines (Horizontal Axis)
162
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BEH 5043 Unit 5 Slides p. 28
1
10
100
1000
0.1
0.01
0.001
163
1
10
100
1000
0.1
0.01
0.001
1 in 1000 minutes
1
1000 in 1 minute
10 in 1 minute
100 in 1 minute
1 in 1 minute
1 in 10 minutes
1 in 100 minutes
164
1
10
100
1000
0.1
0.01
0.001
1 in 100 minutes
2
1 in 1000 minutes
1000 in 1 minute
10 in 1 minute
100 in 1 minute
1 in 1 minute
1 in 10 minutes
165
1
10
100
1000
0.1
0.01
0.001
1 in 1000 minutes
1 in 100 minutes
1 in 10 minutes
3
1000 in 1 minute
10 in 1 minute
100 in 1 minute
1 in 1 minute
166
1
10
100
1000
0.1
0.01
0.001
1 in 1000 minutes
1 in 100 minutes
1 in 10 minutes
1 in 1 minute
4
1000 in 1 minute
10 in 1 minute
100 in 1 minute
167
1
10
100
1000
0.1
0.01
0.001
1 in 1000 minutes
1 in 100 minutes
1 in 10 minutes
1 in 1 minute
10 in 1 minute
5
1000 in 1 minute
100 in 1 minute
168
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BEH 5043 Unit 5 Slides p. 29
1
10
100
1000
0.1
0.01
0.001
1 in 1000 minutes
1 in 100 minutes
1 in 10 minutes
1 in 1 minute
10 in 1 minute
100 in 1 minute
6
1000 in 1 minute
169
1
10
100
1000
170
ASR
q
In the SCC, there are ___ counting cycles of 10.
171
ASR
q
Within each of the counting cycles, how do we know what to count by when moving up the y-axis?
a.
The value of time displayed on the right side of the chart
b.
The number on the left that starts with 1
c.
The number on the left that starts with 5
172
Semilogarithmic Nature of the Standard Celeration Chart
173
Behavior That Occurs Only Once per Day
0.001
Behavior that occurs one time in 1000 minutes
Behavior that occurs one time in a whole day
174
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BEH 5043 Unit 5 Slides p. 30
Converting to 1 Minute
q
All rates and times graphed on the Standard Celeration Chart are converted to 1 minute
§
Count converted to rate per minute
§
Times converted to 1 minute
175
ASR
q
On the SCC, the thicker vertical lines indicate ____ and the thinner vertical lines in each column indicate ____.
176
ASR
q
What is the range of behavior frequencies on the SCC?
177
1
10
100
1000
0.1
0.01
0.001
178
0.001
0.01
0.1
1
10
100
1000
Hypothetical lines of celeration
across a week
179
0.001
0.01
0.1
1
1000
100
10
Hypothetical lines of celeration
across a week
180
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BEH 5043 Unit 5 Slides p. 31
1
1000
100
10
0.1
0.01
0.001
Hypothetical lines of celeration
across a week
181
x2
1
1000
100
10
0.1
0.01
0.001
Hypothetical lines of celeration
across a week
182
x2
1
1000
100
10
0.1
0.01
0.001
x4
Hypothetical lines of celeration
across a week
183
Hypothetical lines of celeration
across a week
x2
1
1000
100
10
0.1
0.01
0.001
x4
x10
184
ASR
q
Moving up and down on the vertical axis of the SCC is done by means of:
a. Addition and subtraction
b. Multiplication and division
185
ASR
q
The amount of behavior change between 1 and 10 and between 10 and 100 is the same x10 on the SCC. a. True
b. False 186
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BEH 5043 Unit 5 Slides p. 32
ASR
q
On every SCC, an increase in behavior of 1 on Monday to 2 on Friday and an increase in behavior of 10 on Monday to 20 on Friday both result in:
a.
+1 celeration
b.
+10 celeration
c.
x2 celeration
d.
/2 celeration
187
Activity:
Frequency Lines (Vertical Axis)
188
Activity:
Cycle Counting & What Chart Is This?
189
Activity:
Reading Frequency Lines & Big Number
190
Activity:
Reading Frequency Lines Part 2: On & Between Lines
191
Calibrate the Start Date
q
Write the day, month, and year above the first vertical line on the left side of the chart
§
Sync the start date for all charts to the same date
192
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BEH 5043 Unit 5 Slides p. 33
ASR
q
Where is the calibration date written on the SCC?
a.
The middle horizontal line on the chart
b.
The bottom horizontal line on the chart
c.
The first vertical line on the left side of the chart
d.
The first vertical line on the right side of the chart
193
ASR
q
What should be included when calibrating the start date on the SCC?
q
Day
q
Month q
Year q
Time
q
Location 194
Creating a Complete Daily Record
q
Find the day line
§
First: Calibrate the start date
q
Mark the counting time floor
q
Plot the dimension of behavior
§
Correct response or replacement behavior
§
Incorrect response or problem behavior
195
Complete Daily Record Example
q
Dot indicates frequency correct
§
10 per minute
q
X indicates frequency incorrect
§
2 per minute
q
Dash indicates counting time floor
§
1-minute observation
196
Objective
q
Counting time floor a. Define
b. Identify the symbol used
197
Counting Time Floor on the Daily per Minute Chart
q
The amount of time spent observing and recording
q
Symbol: Dash line (called the “time bar”) q
Calculation: 1 minute divided by the amount of time spent recording 198
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BEH 5043 Unit 5 Slides p. 34
1
1000
100
10
0.1
0.01
0.001
1-min observation
1-minute observation
Counting time floor:
1 / 1 minute = 1 line
199
1
1000
100
10
0.1
0.01
0.001
1-min observation
2-min observation
2-minute observation
Counting time floor:
1 / 2 minutes = 0.5 line
200
ASR
q
It is essential to include which of the following on a complete daily record?
q
Counting time floor
q
Celeration lines q
Frequency/rate of correct responses or replacement behavior
q
Frequency/rate of incorrect responses or problem behavior
201
ASR
q
The amount of time spent observing and recording (the recording period) on the SCC refers to the:
a. Counting time floor
b. Celeration line
c. Celeration fan 202
ASR
q
Explain how to chart a counting time floor on the SCC:
203
1
1000
100
10
0.1
0.01
0.001
1-min observation
2-min observation
10-min observation
10-minute observation
Counting time floor:
1 / 10 minutes = 0.1 line
204
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BEH 5043 Unit 5 Slides p. 35
1
1000
100
10
0.1
0.01
0.001
20-minute observation
Counting time floor:
1 / 20 minutes = 0.05 line
1-min observation
2-min observation
10-min observation
20-min observation
205
1
1000
100
10
0.1
0.01
0.001
100-minute observation
Counting time floor:
1 / 100 minutes = 0.01 line
1-min observation
2-min observation
10-min observation
20-min observation
100-min observation
206
Counting Time Floor on the Daily per Minute Chart
q
The amount of time spent observing and recording
q
Symbol: Dash line (called the “time bar”) q
Calculation: 1 minute divided by the amount of time spent recording
§
1 minute = 60 seconds 207
1
1000
100
10
0.1
0.01
0.001
30-s observation
30-second observation
Counting time floor:
1 / (1/2) minute = 2 line OR
60 / 30 seconds = 2 line
208
ASR
q
Dropping counting time floors on the SCC indicate ____ observation times.
209
ASR
q
A timing floor on the bottom of the daily per minute SCC reflects an observation period of one whole:
a. Minute
b. Hour
c. Day d. Week
210
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BEH 5043 Unit 5 Slides p. 36
1
1000
100
10
0.1
0.01
0.001
30-s observation
15-second observation
Counting time floor:
1 / (1/4) minute = 4 line OR
60 / 15 seconds = 4 line
15-s observation
211
1
1000
100
10
0.1
0.01
0.001
30-s observation
10-second observation
Counting time floor:
1 / (1/6) minute = 6 line OR
60 / 10 seconds = 6 line
15-s observation
10-s observation
212
Objective
q
Rate of behavior on the Daily per Minute Chart
a. Define
b. Identify the symbols used
c. Identify examples and non-
examples
213
Frequency/Rate of Behavior on the Daily per Minute Chart
q
The count per minute of responses
q
Symbol for correct/replacement Bx: ●
q
Symbol for incorrect/problem Bx: X
q
Calculation: Count divided by number of minutes spent recording OR count multiplied by the counting time floor
214
1
1000
100
10
0.1
0.01
0.001
10 in 1 min
10 responses in 1 minute
Frequency:
10 / 1 minute = 10 line OR
10 x 1 (counting time floor) = 10 line
215
1
1000
100
10
0.1
0.01
0.001
10 in 1 min
10 responses in 20 minutes
Frequency:
10 / 20 minutes = 0.5 line OR
10 x 0.05 (counting time floor) = 0.5 line
10 in 20 min
216
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BEH 5043 Unit 5 Slides p. 37
ASR
q
Explain how to chart the frequency/rate of behavior on the SCC:
217
ASR
q
What is the standard absolute unit of measurement used on the daily per minute SCC?
a. Rate per day
b. Rate per hour
c. Rate per minute
d. Rate per session
218
1
1000
100
10
0.1
0.01
0.001
10 in 1 min
10 responses in 2 minutes
Frequency:
10 / 2 minutes = 5 line OR
10 x 0.5 (counting time floor) = 5 line
10 in 20 min
10 in 2 min
219
Frequency/Rate of Behavior on the Daily per Minute Chart
q
The count per minute of responses
q
Symbol for correct/replacement Bx: ●
q
Symbol for incorrect/problem Bx: X
q
Calculation: Count divided by number of minutes (
or fraction of a minute
) spent recording OR count multiplied by the counting time floor
220
1
1000
100
10
0.1
0.01
0.001
25 in 30 s
25 responses in 30 seconds
Frequency:
25 / (1/2) minute = 50 line OR
25 x 2 (counting time floor) = 50 line
221
1
1000
100
10
0.1
0.01
0.001
25 in 30 s
25 responses in 15 seconds
Frequency:
25 / (1/4) minute = 100 line OR
25 x 4 (counting time floor) = 100 line
25 in 15 s
222
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BEH 5043 Unit 5 Slides p. 38
1
1000
100
10
0.1
0.01
0.001
25 in 30 s
25 responses in 10 seconds
Frequency:
25 / (1/6) minute = 150 line OR
25 x 6 (counting time floor) = 150 line
25 in 15 s
25 in 10 s
223
ASR
q
There is not a specific line for which a frequency dot of 150 can be charted on the SCC. a. True
b. False
224
Activity:
Counting Time Floors — Common
225
Activity:
Counting Time Floors —
Calculations
226
Objective
q
Zero count of behavior a. Define
b. Identify the symbols used
c. Identify examples and non-
examples
227
Zero Count of Behavior on the Daily per Minute Chart
q
No responses observed during the observation period
q
Symbol: Either ● (for correct/ replacement behavior) or X (for incorrect/problem behavior) or ? (question mark)
§
Draw symbol just below the counting time floor
228
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BEH 5043 Unit 5 Slides p. 39
ASR
q
Where should zero (no) responses be charted on the SCC?
a.
Above the counting time floor
b.
On the counting time floor
c.
Below the counting time floor
d.
Zero responses should not be charted on the SCC
229
ASR
q
What symbol can be used to mark zero responses on the SCC?
230
Objective
q
Latency of behavior on the Standard Celeration Chart
a. Identify the symbol used
b. Identify examples and non-
examples
231
Latency of Behavior on the Daily per Minute Chart
q
Time between an antecedent stimulus and a response
q
Symbol: Forward slash (/)
q
Calculation: 1 minute divided by the latency recorded
§
1 minute = 60 seconds 232
1
1000
100
10
0.1
0.01
0.001
30-s latency (2 line)
10-s latency (6 line)
1-min latency (1 line)
2-min latency (0.5 line)
Charting latency
(use forward slash):
1 / # minutes = line OR
60 / # seconds = line
233
Objective
q
Duration of behavior on the Standard Celeration Chart
a. Identify the symbol used
b. Identify examples and non-
examples 234
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BEH 5043 Unit 5 Slides p. 40
Duration of Behavior on the Daily per Minute Chart
q
Amount of time the behavior lasts
q
Symbol: Backward slash (\)
q
Calculation: 1 minute divided by the duration of the behavior
§
1 minute = 60 seconds 235
1
1000
100
10
0.1
0.01
0.001
30-s duration (2 line)
10-s duration (6 line)
1-min duration (1 line)
2-min duration (0.5 line)
Charting duration
(use backward slash):
1 / # minutes = line OR
60 / # seconds = line
236
ASR
q
Explain how to calculate and chart the latency of behavior on the SCC:
237
ASR
q
Explain how to chart the duration of behavior on the SCC:
238
ASR
q
Behavior that is taking longer to occur and lasting longer is indicated on the SCC by latency and duration slashes that are increasing on the chart. a. True
b. False 239
ASR
240
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BEH 5043 Unit 5 Slides p. 41
ASR (continued)
q
Which of the following is true about these data? a.
Durations are decreasing (getting shorter)
b.
Latencies are increasing (getting longer)
c.
Latencies are decreasing (getting shorter)
d.
Durations are increasing (getting longer)
241
ASR
242
ASR (continued)
q
Which of the following is true about these data?
a.
Durations are decreasing (getting shorter)
b.
Durations are increasing (getting longer)
c.
Latencies are decreasing (getting shorter)
d.
Latencies are increasing (getting longer)
243
Data Record and Graphic Display q
Standard Celeration Chart mimics features of the cumulative record produced by the cumulative recorder:
§
Standard graphs and slopes
§
Combined data recording and visual display
q
Allows for ongoing contact with natural phenomena
244
Converting to 1 Minute
q
Daily record includes:
§
Dimension of behavior (rate, duration, latency) §
Counting time floor (amount of time spent observing and recording)
q
All data must first be converted to 1 minute before adding to chart
245
Converting Count to Rate per Minute
q
Calculation: Count divided by number of minutes spent recording
q
Observation and recording times:
§
1 minute or more = count divided by number of minutes
§
Less than 1 minute = count divided by the fraction of the minute OR multiplied by counting time floor
246
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BEH 5043 Unit 5 Slides p. 42
ASR
q
The features of the SCC mimic features of which graphic display?
a. Equal-interval line graph
b. Cumulative record
c. Bar graph
247
Converting Count to Rate per Minute Examples
q
Count of 15 responses in 1 minute §
15 / 1 = 15 per minute
q
Count of 15 responses in 5 minutes §
15 / 5 = 3 per minute
q
Count of 15 response in 20 seconds (20 seconds = 1/3 minute) §
15 / (1/3) = 45 per minute
248
Converting Rate for Recording Times of Less Than 1 Minute
15 responses
in 20 seconds
??? responses
in 1 minute (60 seconds)
249
Converting Rate for Recording Times of Less Than 1 Minute
15 responses
15 responses
15 responses
in 20 seconds
in 20 seconds
in 20 seconds
15+15+15 = 45 responses
in 1 minute (60 seconds)
250
45 responses per minute
1
100
10
0.1
0.01
251
ASR
Observation
Recording time
Number of responses
Convert to rate
1
2 minutes
24
?
252
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BEH 5043 Unit 5 Slides p. 43
ASR
Observation
Recording time
Number of responses
Convert to rate
1
2 minutes
24
12
2
7 minutes
35
?
253
ASR
Observation
Recording time
Number of responses
Convert to rate
1
2 minutes
24
12
2
7 minutes
35
5
3
30 seconds
15
?
254
ASR
Observation
Recording time
Number of responses
Convert to rate
1
2 minutes
24
12
2
7 minutes
35
5
3
30 seconds
15
30
4
15 seconds
5
?
255
ASR
Observation
Recording time
Number of responses
Convert to rate
1
2 minutes
24
12
2
7 minutes
35
5
3
30 seconds
15
30
4
15 seconds
5
20
5
8 minutes
56
?
256
Converting Time to 1 Minute
q
Calculation: 1 minute divided by the number of minutes (or fraction of a minute)
§
Times that are 1 minute or more = 1 divided by the number of minutes
§
Times that are less than 1 minute = 1 divided by the fraction of the minute OR 60 seconds divided by the number of seconds
257
Converting Times to 1 Minute Examples
q
Amount of time is 1 minute
§
1 / 1 = 1 line
q
Amount of time is 5 minutes
§
1 / 5 = 0.2 line
q
Amount of time is 20 seconds
§
1 / (1/3) = 3 line OR
§
60 / 20 = 3 line
258
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BEH 5043 Unit 5 Slides p. 44
5-minute observation
20 second latency
1-minute duration
1
100
10
0.1
0.01
259
ASR
q
If the amount of time is 10 seconds, what line should be marked on the SCC?
260
ASR
q
If the amount of time is 12 minutes, what line should be marked on the SCC?
261
ASR
q
If the amount of time is 2 minutes, what line should be marked on the SCC?
262
Activity: Combined SCC Practice
263
Activity: Reading Durations and Latencies
264
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BEH 5043 Unit 5 Slides p. 45
Symbols Used on the Standard Celeration Chart
q
Rate of response
§
Correct/replacement behavior: ● (dot)
§
Incorrect/problem behavior: X
q
Dimensions of time
§
Counting time floor: - (dash)
§
Latency: / (forward slash)
§
Duration: \ (backward slash)
265
Creating a Complete Daily Record
q
Find the day line
q
Mark the counting time floor
q
Plot the dimension (rate, duration, or latency) of behavior
§
Correct response or replacement behavior
§
Incorrect response or problem behavior
266
ASR
q
Correct/replacement behavior = ____
q
Incorrect/problem behavior = ____
q
Counting time floor = ____ q
Latency = ____
q
Duration = ____
267
ASR
268
q
Which part of the celeration chart is being indicated by the arrow?
a. Rate of incorrect responses
b. Zero count of responses
c. Duration of responses
d. Rate of correct responses
ASR (continued)
269
ASR
270
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BEH 5043 Unit 5 Slides p. 46
ASR (continued)
q
Which part of the celeration chart is being indicated by the arrow?
a. Counting time floor
b. Celeration fan
c. Data path
d. Celeration line
271
ASR
272
ASR (continued)
q
Which part of the celeration chart is being indicated by the arrow?
a. Rate of correct responses
b. Zero count of behavior
c. Latency of behavior
d. Rate of incorrect responses
273
Review: Counting Time Floor
q
The amount of time spent observing and recording
q
Symbol: Dash line (called the “time bar”) q
Calculation: 1 minute divided by the amount of time spent recording
§
1 minute = 60 seconds 274
Example 1: Charting Counting Time
q
Observe and record for 1 minute
q
Calculate:
1 min / 1 min = 1 line
q
Find the 1 line (no need to count or move up)
q
Draw the dash line
1
10
0.1
0.01
275
Example 2: Charting Counting Time
q
Observe and record for 50 minutes
q
Calculate:
1 min/50 min = 0.02 line
q
Start at 0.01 line and count up
q
Draw the dash line
1
10
0.1
0.01
276
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BEH 5043 Unit 5 Slides p. 47
Example 3: Charting Counting Time
q
Observe and record for 40 seconds
q
Calculate:
1 min / (2/3) min =
OR
60s / 40s = 1.5 line
q
Start at 1 line and count up
q
Draw the dash line
1
10
0.1
0.01
277
ASR Instructions q
Calculating the observation time when given the counting time floor line
1.
Find counting time floor
2.
Take that value (1.5)
3.
Divide 60 seconds if the counting time floor is above the 1 line by the counting time floor value of 1.5 4.
60/1.5 = 40 seconds
q
NOTE: If the counting time floor is below the 1 line, then divide 1 by the counting time floor value
278
ASR
279
ASR (continued)
q
How much time was spent observing and recording?
a. 1.2 seconds
b. 0.02 minutes
c. 1 minute
d. 5 minutes
e. 50 minutes
280
ASR
281
ASR (continued)
q
How much time was spent observing and recording?
a. 0 minutes
b. 0.5 minutes
c. 1 minute
d. 2 minutes
e. 6 minutes
282
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BEH 5043 Unit 5 Slides p. 48
Review: Rate of Behavior on the Daily per Minute Chart
q
The rate per minute of correct and incorrect responses
q
Symbol for correct/replacement: ●
q
Symbol for incorrect/problem: X
q
Calculation: Count divided by number of minutes spent recording OR count multiplied by the counting time floor
283
Example 1a: Charting Rate Correct
q
Count 20 correct responses in 1 minute
q
Calculate:
20 / 1 min = 20 line
q
Find the 10 line and count up
q
Draw a ●
1
10
0.1
0.01
284
Example 1b: Charting Rate Incorrect
q
Count six incorrect responses in 1 minute
q
Calculate:
6 / 1 min = 6 line
q
Find the 1 line and count up
q
Draw an X
1
10
0.1
0.01
285
Example 2a: Charting Rate Replacement Behavior
q
Count 25 instances of replacement behavior in 50 minutes
q
Calculate:
25 / 50 min = 0.5
q
Start at 0.1 line and count up
q
Draw a ●
1
10
0.1
0.01
286
Example 2b: Charting Rate Problem Behavior
q
Count 10 instances of problem behavior in 50 minutes
q
Calculate:
10 / 50 min = 0.2
q
Start at 0.1 line and count up
q
Draw an X
1
10
0.1
0.01
287
Example 3a: Charting Rate Correct
q
Count 10 correct in 40 seconds
q
Calculate:
10 / (2/3) min = 15
OR
10 x 1.5 = 15
q
Start at 10 line and count up
q
Draw a ●
1
10
0.1
0.01
288
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BEH 5043 Unit 5 Slides p. 49
Example 3b: Charting Rate Incorrect
q
Count two errors in 40 seconds
q
Calculate:
2 / (2/3) min = 3
OR
2 x 1.5 = 3
q
Start at 1 line and count up
q
Draw an X
1
10
0.1
0.01
289
ASR
290
ASR (continued)
q
What was the frequency (rate) of correct responses?
a. 0 responses per minute
b. 2 responses per minute
c. 3 responses per minute
d. 6 responses per minute
291
ASR
292
ASR (continued)
q
What was the frequency (rate) of incorrect responses?
a. 0 responses per minute
b. 1 response per minute
c. 2 responses per minute
d. 3 responses per minute
293
Review: Latency of Behavior on the Daily per Minute Chart
q
Time between an antecedent stimulus and a response
q
Symbol: Forward slash (/)
q
Calculation: 1 minute divided by the latency recorded
§
1 minute = 60 seconds 294
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BEH 5043 Unit 5 Slides p. 50
Example 1: Charting Latency
q
Record 10 minutes between antecedent and behavior
q
Calculate:
1 / 10 min = 0.1 line
q
Start at 0.1 line (no need to count up)
q
Draw a /
1
10
0.1
0.01
295
Example 2: Charting Latency
q
Record 2 minutes between antecedent and behavior
q
Calculate:
1 / 2 min = 0.5 line
q
Start at 0.1 line and count up
q
Draw a /
1
10
0.1
0.01
296
Example 3: Charting Latency
q
Record 6 seconds between antecedent and behavior
q
Calculate:
1 / (1/10) min = 10 line
OR
60 / 6 s = 10 line
q
Start at 10 line (no need to count up)
q
Draw a /
1
10
0.1
0.01
297
Example: Decreasing Latencies
1
10
0.1
0.01
Shorter times
Longer times
1 minute
10-minute latency
2-minute latency
6-second latency
298
ASR
299
ASR (continued)
q
What was the latency to respond?
a. 30 seconds
b. 1 minute
c. 2 minutes
300
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BEH 5043 Unit 5 Slides p. 51
Review: Duration of Behavior on the Daily per Minute Chart
q
Amount of time the behavior lasts
q
Symbol: Backward slash (\)
q
Calculation: 1 minute divided by the duration of the behavior
§
1 minute = 60 seconds 301
Example 1: Charting Duration
q
Record behavior lasts 12 seconds
q
Calculate
1 / (1/5) min = 5 line
OR
60 / 12 s = 5 line
q
Start at 1 line and count up
q
Draw a \
1
10
0.1
0.01
302
Example 2: Charting Duration
q
Record behavior lasts 5 minutes
q
Calculate
1 / 5 min = 0.2 line
q
Start at 0.1 line and count up
q
Draw a \
1
10
0.1
0.01
303
Example 3: Charting Duration
q
Record behavior lasts 20 minutes
q
Calculate
1 / 20 min = 0.05 line
q
Start at .01 line and count up
q
Draw a \
1
10
0.1
0.01
304
Example: Increasing Durations
1
10
0.1
0.01
1 minute
Shorter times
Longer times
12-second duration
5-minute duration
20-minute duration
305
ASR
306
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BEH 5043 Unit 5 Slides p. 52
ASR (continued)
q
What was the duration of the response?
a. 0.2 minutes
b. 1 minute
c. 5 minutes
307
Example: Complete Daily Record
q
Time bar on 0.5 line:
1 / 0.5 = 2 minutes
q
● on 7 line:
7 correct per minute
(7 x 2 = 14 count)
q
X on 2 line:
2 incorrect per minute
(2 x 2 = 4 count)
1
10
0.1
0.01
308
ASR
309
ASR (continued)
q
What was the frequency (rate) correct and incorrect?
a.
0.6 correct and 0.04 incorrect per minute
b.
0.6 correct and 2 incorrect per minute
c.
30 correct and 2 incorrect per minute
d.
30 correct and 0.04 incorrect per minute
310
ASR
311
ASR (continued)
q
Which of the following is true of this complete daily record?
a.
Data were taken on a Friday
b.
The rate correct is one every 2 minutes
c.
Behavior was observed for 10 minutes
d.
The rate correct is one every 5 minutes
312
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BEH 5043 Unit 5 Slides p. 53
Celeration Line on the Daily per Minute Chart
q
Visual display of changes in response dimension per day across time
§
Can be considered an index of learning
q
Most critical feature of the Standard Celeration Chart
§
Used because behavior changes exponentially
313
Steps for Estimating Celeration
1. Determine the slope and direction of the trend line
2. Using a straightedge, draw a best fit line through the data series
3. Ensure equal number of data points intersecting, above, and below the celeration line
314
Estimated Celeration Examples
1.
Determine slope and direction
2.
Draw best fit line
3.
Ensure equal number of data points intersecting, above, and below the celeration line
315
Estimated Celeration Examples
1.
Determine slope and direction
2.
Draw best fit line
3.
Ensure equal number of data points intersecting, above, and below the celeration line
316
Finding Celeration Values
q
Using a straightedge, draw a line parallel to the celeration line passing through a 1-line and a Sunday line
q
If the celeration is increasing, read the frequency of the next Sunday line
q
If the celeration is decreasing, read the frequency of the previous Sunday line
317
ASR
q
What is the first step in analyzing the celeration of a set of data?
a. Estimate the slope of the line
b. Identify the general direction of the line
c. Draw a best fit line through the data series
318
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BEH 5043 Unit 5 Slides p. 54
Finding Celeration Values
q
Using a straightedge, draw a line parallel to the celeration line passing through a 1-line and a Sunday line
q
If the celeration is increasing, read the frequency of the next Sunday line
q
If the celeration is decreasing, read the frequency of the previous Sunday line
319
Finding Celeration Values Examples
crosses 4 line = x4
320
Finding Celeration Values Examples
crosses 10 line = /10
crosses 4 line = x4
321
ASR
322
ASR (continued)
q
What is the value of this celeration
line?
a. x1 celeration
b. x10 celeration
c. /1 celeration
d. /10 celeration
323
ASR
324
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BEH 5043 Unit 5 Slides p. 55
ASR (continued)
q
What is the value of this celeration
line?
a. x1 celeration
b. x10 celeration
c. /1 celeration
d. /10 celeration
325
ASR
326
ASR (continued)
q
What is the celeration value?
a. x2
b. x.5
c. /2
d. /.5
327
Resource:
SCC and Precision Teaching Resources
328
Resource:
Chart Examples from Clinical Practice
329
Analyzing Charted Data
q
Some examples from Fit Learning
330
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BEH 5043 Unit 5 Slides p. 56
Single Consonants
Consonant Blend Components
Sound Out Consonant Blend Words See/Say Consonant Sounds
Dr. Kim
Fit Learning
Locust Valley
Alex
331
Single Consonants
Consonant Blend Components
Sound Out Consonant Blend Words See/Say Consonant Sounds
Dr. Kim
Fit Learning
Locust Valley
Alex
332
Single Consonants
Consonant Blend Components
Sound Out Consonant Blend Words See/Say Consonant Sounds
Dr. Kim
Fit Learning
Locust Valley
Alex
333
ASR
q
Explain how Standard Celeration
Charts allow practitioners to analyze behavior:
334
Single consonants
Consonant blend components
Aim range
Few errors
335
ASR
q
What does it mean if there is a question mark drawn below the dash line indicating the counting time floor?
a. No responses were observed
b. Several responses were observed
c. Data were not collected on those days
336
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BEH 5043 Unit 5 Slides p. 57
Leslie
Write Answers to Add/Subtract Facts
Dr. Kim
Fit Learning Locust Valley
337
224, 235, 246: Practice same
rows
Practice random
rows
257, 268, 279:
Random practice
2810, 2911, 336:
Random rows
Shorter timings
Longer timings
338
ASR
q
List some applications where the SCC can be used as a system of measurement:
339
Benefits to Standard Charting q
Standard, absolute, universal
q
Can display all the dimensional quantities of behavior
q
Standard visual display enables ease of interpretation
340
Ease of Comparison With Standard Charting
q
Across behaviors, settings, individuals
q
Allows for discoveries by the scientist-practitioner
§
Growth or decay of operants
§
Emergence of operant classes
341
Standard Slopes Produced by Celerations
q
Straight trend lines yield prediction
§
Equal-interval scales produce curvilinear lines
q
x2 or greater celeration:
§
Clinically significant
§
Statistically significant
342
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BEH 5043 Unit 5 Slides p. 58
ASR
q
The SCC can allow for ease of comparison:
a. Across behaviors and settings
b. Between deceleration and acceleration targets
c. Both of these
d. Neither of these
343
ASR
q
What allows for the SCC to be easily interpreted?
344
ASR
q
Which dimensional units of behavior can be shown on the SCC?
q
Frequency/rate
q
Duration
q
Latency
345
ASR
q
A clinical and statistically significant impact on behavior is established when a times ___ celeration is produced on the SCC. a. One
b. Two
c. Five
d. Ten
346
Precision Yields Scope
q
Broadscale impact requires profoundly effective interventions
§
Chart provides a standard for comparisons
q
Data for display vs. data for analysis 347
348
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BEH 5043 Unit 5 Slides p. 59
Emergent skills
Directly trained
349
Precision and Scope
q
Seemingly polar notions q
One informs the other
q
Bidirectional relationship q
Measurement is power
350
Take-Home Points: Standard Celeration Chart
q
Directly related to measurement in the natural science of behavior
q
Conventions are standard
q
Many applications in behavior analysis
§
Defining feature of Precision Teaching
351
ASR
q
Graph better suited for display of outcome data after treatment = _____
q
Graph better used for analysis of individual data during treatment = _____
352
Outline
A. Measurement in the Natural Science of Behavior and the Cumulative Record
B. Features and Uses of the Standard Celeration Chart
C.Using Bar Graphs as Data for Analysis and Display
353
BACB Tasks
5
th
ed TL
C-11 Interpret graphed data.
6
th
ed TCO BCBA
C.11. Interpret graphed data.
6
th
ed TCO BCaBA
C.9. Interpret graphed data.
(BACB, 2017, 2022a, 2022b)
354
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BEH 5043 Unit 5 Slides p. 60
Objective
q
Bar graph
a. Define
b. Identify examples and non-
examples
c. Identify when to use 355
Bar Graph
q
Data display that uses heights of lines (bars) to indicate the value of each variable
356
Constructing Bar Graphs
q
Abscissa (x-axis) lists categories being summarized
q
Ordinate (y-axis) measures the categories (numbers or percentages)
§
Can be scaled to include negative values
q
Width of the bars should be equivalent
357
Bar Graph: Example
(Pace et al., 1985, p. 252)
358
ASR
q
Part of bar graph that lists the categories being summarized = ____
q
Part of bar graph that measures the categories in numbers or percentages = ____
359
ASR
360
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BEH 5043 Unit 5 Slides p. 61
ASR (continued)
q
This is an example of: a. Cumulative record
b. Equal-interval line graph
c. Standard celeration chart
d. Bar graph
361
Bar Graphs: Benefits
q
Easy to interpret and analyze
§
Simple, straightforward
q
Efficient for summarizing and comparing large amounts of data
§
Adaptable, versatile
362
Bar Graph Data for Display and Analysis
q
Can simplify communication with stakeholders §
Data for display
q
Can simplify interpretation of information collected (e.g., preference assessment results, literature review)
§
Data for analysis
363
ASR
q
Select all that are benefits of a bar graph:
q
Efficient for summarizing and comparing large data sets
q
Easy to interpret and analyze data
q
Indicates variability and trends in data
q
Helps to simplify communication with stakeholders
q
Shows changes in continuous data over time
364
Using Bar Graphs in Behavior Analysis
q
Summarize (individual or group) performance during different conditions
§
Example: Average dimension of behavior in baseline vs. intervention
q
Display discrete categorical data
§
Example: Selection of stimuli during preference assessment
365
Performance During Different Conditions: Example
(Cooper et al., 2020, p. 131)
366
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BEH 5043 Unit 5 Slides p. 62
Discrete Categorical Data: Example
(Cooper et al., 2020, p. 134)
367
Bar Graphs: Considerations
q
Do not indicate any variability or trends in data
q
Not recommended for showing changes in continuous data over time
368
ASR
q
Cora is polling BCBAs to determine their preference in methods when delivering caregiver trainings. The methods being compared are group workshops, telehealth, in-
person at a clinic, or in-person at the client’s home. Given this information, which graphic display would be the best for Cora to use?
a.
Equal-interval line graph
b.
Cumulative record
c.
Standard Celeration Chart
d.
Bar graph
369
ASR
q
Tyson collected data on three students to compare their test scores after a peer group study and their test scores after individual study with SAFMEDS. Tyson plans to present these data to a group of teachers using a bar graph in a meeting about each student’s progress. Tyson most likely selected a bar graph to display these data in order to:
a.
Identify variability and trends in data
b.
Show changes in continuous data over time
c.
Simplify communication with stakeholders when displaying data
370
ASR
q
Chaz is the senior class president at his high school. He recently sent out a survey to students about upgrades they would like see at school. He asked students to vote for one of the following: 1) new vending machines, 2) new benches in the front of the school, 3) an end-of-the-semester senior picnic, or 4) no uniform Fridays. Given this information, which graphic display would be the best for Chaz to use to compare student responses?
a.
Equal-interval line graph
b.
Bar graph
c.
Cumulative record
d.
Standard celeration chart
371
ASR
q
Sheila wants to present a comparison of the average customer wait time prior to introducing the intervention, one week following the intervention, and three weeks following the intervention to the executive committee of the company she is consulting for. Given this information, which graphic display is best?
a.
Bar graph
b.
Equal-interval line graph
c.
Cumulative record
d.
Standard celeration chart
372
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BEH 5043 Unit 5 Slides p. 63
ASR
q
Henry wants to compare the effectiveness of Skittles and social praise on the completion of homework tasks. For 10 sessions, Henry alternates delivery between the two consequences and collects the data. Henry finds the rates of homework completion in both interventions are relatively equivalent. Given this information, which graphic display would be the best for analyzing these data?
a.
Equal-interval line graph
b.
Cumulative record
c.
Bar graph
d.
Standard celeration chart
373
Outline
A. Measurement in the Natural Science of Behavior and the Cumulative Record
B. Features and Uses of the Standard Celeration Chart
C.Using Bar Graphs as Data for Analysis and Display
374
References
q
Behavior Analyst Certification Board. (2017). BCBA task list (5th ed.). Author.
q
Behavior Analyst Certification Board. (2022a). BCaBA test content outline (6th ed.). Author.
q
Behavior Analyst Certification Board. (2022b). BCBA test content outline (6th ed.). Author.
q
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis
(3rd ed.). Pearson.
q
Geiger, K. B., LeBlanc, L. A., Dillon, C. M., & Bates, S. L. (2010). An evaluation of preference for video and in vivo modeling. Journal of Applied Behavior Analysis, 43
(2), 279–283.
375
References (continued)
q
Johnston, J. M., & Pennypacker, H. S. (1980). Strategies and tactics of human behavior research
. Lawrence Erlbaum Associates.
q
Johnston, J. M., Pennypacker, H. S., & Green, G. (2020). Strategies and tactics of behavioral research and practice (4th ed.). Routledge.
q
Kubina, R. M., & Yurich, K. L. (2012). The precision teaching book. Greatness Achieved Publishing.
376
References (continued)
q
Ledford, J. R., Gast, D. L. (Eds.). (2018). Single case research methodology: Applications in special education and behavioral sciences
(3rd ed.). Routledge.
q
Lindsley, O. R. (1992). Skinner on measurement
. Behavior Research Company.
q
Pace, G. M., Ivancic, M. T., Edwards, G. L., Iwata, B. A., & Page, T. J. (1985). Assessment of stimulus preference and reinforcer value with profoundly retarded individuals. Journal of Applied Behavior Analysis, 18
(3), 249–255.
377
References (continued)
q
Pennypacker, H. S., Gutierrez, A., & Lindsley, O. R. (2003). Handbook of the standard celeration chart
. Cambridge Center for Behavioral Studies.
q
Skinner, B. F. (1999). Cumulative record
(Definitive ed.). B. F. Skinner Foundation.
q
West, R. P., & Young, K. R. (1992). Precision teaching. In R. P. West and L. A. Hamerlynck
(Eds.), Designs for excellence in education: The legacy of B. F. Skinner
(pp. 113–141). Sopris
West.
378
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?
Part I: Taking Measurements & Estimating Uncertainties for a single measurement
www.stefanelli.eng.br
The mass of the object is_
0
i
Parts on a tripie peam palance
0
0
10 20 30
1
100
2 3
40
200
4
+/-
50 60 70
5
300
7
400
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8
90
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10
Micrometer
Fixed mounts
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Excitation
voltage
in
Figure 1
Primary coil
xx_w_
LVDT
E
Output
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Voltmeter
Secondary coil
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870
0.01
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1
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0.6
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0.2
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H
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