BEH 5043 Unit 2 Slides

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 1 BEH 5043 Unit 2 Measures of Behavior William Carlucci, M.S., BCBA 1 Outline A. Natural Science of Behavior B. Introduction to Measurement C.Fundamental Properties and Dimensional Quantities D.Observation and Measurement of Behavior E. Measuring the Dimensional Quantities of Behavior 2 Outline A.Natural Science of Behavior B. Introduction to Measurement C.Fundamental Properties and Dimensional Quantities D.Observation and Measurement of Behavior E. Measuring the Dimensional Quantities of Behavior 3 Science q “A systematic approach to the understanding of natural phenomena” (Cooper, Heron, & Heward, 2020, p. 799) 4 Natural Sciences q Subject matter § Empirically observable (natural) phenomena q Empirical process § Direct observation and measurement q Experimental action § Manipulate independent variables (IVs) § Control extraneous (outside) factors § Measure effect on dependent variable (DV) § Often-repeated measurement 5 Behavior Analysis as a Natural Science q Subject matter § Behavior q Empirical process § Direct observation and measurement q Experimental action § Manipulate environment (IV) § Control extraneous (outside) factors § Measure effect on behavior (DV) § Use repeated measurement 6

Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 2 ASR q Behavior analysis is a _____ science. a. Social b. Natural c. Pseudo 7 ASR q The phenomenon of interest in behavior analysis is _____. 8 Goals of the Natural Science of Behavior Analysis 1. Description 2. Prediction 3. Control 9 Philosophical Assumptions q Selectionism q Determinism q Empiricism q Parsimony q Pragmatism 10 Philosophical Assumptions of ABA q Attitudes and assumptions q Our expectations of our science q Our values that guide our science q The strategies put forth to explain a phenomenon in measurable and objective terms 11 Selectionism q Variation and selection of traits q The philosophical assumption that attributes genetic and behavioral variation to selection 12

Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 3 q The universe is lawful, as is behavior q Behavior occurs as a result of environmental events, in a systematic way Determinism 13 ASR q Select all that are philosophical assumptions: q Selectionism q Determinism q Fatalism q Empiricism q Mentalism q Parsimony q Purism q Pragmatism q Realism 14 ASR q Behavior is lawful in that all phenomena occur as a result of other events. This describes which assumption? a. Determinism b. Selectionism 15 Objective q Empiricism a. Define b. Identify the two elements 16 Empiricism q Objective observation with thorough description and quantification of the behavior q The two elements § Experimentation § Replication 17 Empiricism (continued) q Involves clear and concise definitions of the phenomena of interest q Allows for observation of the phenomena q Allows for measurement of the phenomena 18

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 4 Experimentation in Behavior Analysis q Systematic manipulation of environmental events q Observation and measurement of behavior q Control extraneous, environmental factors 19 Replication in Behavior Analysis q An experiment q A part of an experiment q Altering some piece of an experiment 20 ASR q List the two elements of empiricism: 21 Experimentation and Replication 0 50 100 150 200 250 300 1 2 3 4 5 6 7 8 SECONDS TO PROBLEM BEHAVIORS SESSIONS Math Worksheet Reading questions 22 Experimentation and Replication 0 50 100 150 200 250 300 1 2 3 4 5 6 7 8 SECONDS TO PROBLEM BEHAVIORS SESSIONS Math Worksheet Reading questions 23 Experimentation and Replication 0 50 100 150 200 250 300 1 2 3 4 5 6 7 8 SECONDS TO PROBLEM BEHAVIORS SESSIONS Math Worksheet Reading questions 24

Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 5 Pragmatism q Assessing the truth of our theories q Assessing the value of our theories, and how they benefit society 25 ASR q Systematic manipulations of environmental events = _______ q Repeated measurement of an experiment, part of an experiment, or some variation of an experiment = _______ 26 ASR q Behavior can be studied scientifically by objectively observing with thorough description and quantification of the phenomena of interest. Which assumption? a. Determinism b. Empiricism c. Selectionism d. Pragmatism 27 ASR q The truth of theories and beliefs is assessed based on their success in practical applications. Which assumption? a. Determinism b. Empiricism c. Selectionism d. Pragmatism 28 Outline A. Natural Science of Behavior B.Introduction to Measurement C.Fundamental Properties and Dimensional Quantities D.Observation and Measurement of Behavior E. Measuring the Dimensional Quantities of Behavior 29 Objective q Define measurement 30

Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 6 Measurement q Quantifying objects or events 31 Characteristics of Dimensional Measures 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 32 ASR q The unit of measure never changes = _______ q The unit of measure can be applied to every instance where that type of measure is important = _______ q The unit of measure is widely used by the community = _______ 33 Units of Measure Example 1 q Cooking chicken in the oven 34 q Child screaming for long periods of time Units of Measure Example 2 35 Measurement by Practitioners q Measurement allows practitioners to: § Determine if behavior change is needed § Track behavior change § Maximize services § Evaluate interventions 36

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 7 ASR q Behavior-analytic practitioners use measurement to: q Evaluate interventions q Make diagnoses q Monitor behavior change q Alter services or interventions q Determine behavioral indicators q Identify the need for behavior change 37 Outline A. Natural Science of Behavior B. Introduction to Measurement C.Fundamental Properties and Dimensional Quantities D.Observation and Measurement of Behavior E. Measuring the Dimensional Quantities of Behavior 38 Objective q Fundamental properties of behavior a. Define b. Identify each 39 Fundamental Property of Behavior q Fundamental characteristic or quality of behavior § Allows for behavior to be measured § Exists independent of its measurement 40 Examples of Properties of Other Natural Phenomena q Property of liquids: Fixed volume § Allows for measurement of the amount of some liquid q Property of metals: Conduction § Allows for the measurement of the conduction of heat or electricity 41 Fundamental Properties of Behavior q A single response: § Can reoccur (repeatability) § Occurs at a point in time (temporal locus) § Occupies an amount of time (temporal extent) 42

Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 8 Objective q Repeatability a. Define b. Identify examples and non- examples 43 q A single response that occurs once can reoccur ( repeat ) Repeatability TIME RESPONSE 1 RESPONSE 2 STIMULUS 44 q The rat presses the lever one time and then can press the lever again Example of Repeatability 1 TIME Rat presses lever Rat presses lever Light turns on 45 q I turn on a flashlight one time and I can turn on a flashlight again Example of Repeatability 2 TIME Turn on flashlight Turn on flashlight (again) Lights go out 46 q The child screams one time and then can scream again Example of Repeatability 3 TIME Child screams Child screams Parent says, “No!” 47 More Examples of Repeatability q Face slapping q Reading q Turning pages 48

Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 9 ASR q Which of the following is an example of repeatability? a. It takes Kiara a specific amount of time to complete a math problem. b. Kiara completes a math problem, sets her pencil down, cracks her knuckles, picks up the pencil again, and completes another math problem. c. Kiara completes her first math problem at a point in time after her teacher gives her a math worksheet. 49 ASR q Tony hands Amara a cup of coffee, and Amara takes a sip of the coffee 7 seconds later. She sips the coffee for 2 seconds, sets her cup on the table, and starts typing. Amara picks up her cup and takes another sip 2 minutes later. Which part of this scenario exemplifies the fundamental property of repeatability ? a. Amara sips her coffee at a point in time after Tony hands it to her. b. Amara sips her coffee for an amount of time. c. Amara sips her coffee, sets her cup down, picks it up again, and then takes another sip. 50 ASR q Chris starts to wash dishes about 30 minutes after she completes work meetings for the day. She completes the dishes after washing for 15 minutes. She does the dishes every day. Which part of this scenario exemplifies the fundamental property of repeatability? a. Chris does the dishes 30 minutes after finishing work b. Chris does the dishes every day c. Chris does the dishes for 15 minutes 51 ASR q Which of the following is an example of the fundamental property of repeatability? a. Alison looks at her phone for a few minutes, puts it down, then picks it back up again a few seconds later b. Ruby laughs, laughs, and laughs again at a funny movie she is watching c. Susan waves at someone who says, “Hello” to her on the street d. Tommy watches a movie on his couch with his brother 52 Objective q Temporal locus a. Define b. Identify examples and non- examples 53 q A single response occurs at a point ( location ) in time in relation to other events Temporal Locus TIME RESPONSE 1 RESPONSE 2 STIMULUS 54

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 10 q The rat presses the lever at a point in time in relation to when the light turned on Example of Temporal Locus 1 TIME Rat presses lever Rat presses lever Light turns on 55 q A child screams at a point in time in relation to when the parent says, “No!” Example of Temporal Locus 2 TIME Child screams Child screams Parent says, “No!” 56 q The rat presses the lever at a point in time in relation to another time the rat pressed the lever Example of Temporal Locus 3 TIME Rat presses lever Rat presses lever Light turns on 57 q A child screams at a point in time in relation to when the child screamed before Example of Temporal Locus 4 TIME Child screams Child screams Parent says, “No!” 58 More Examples of Temporal Locus q Turning on a flashlight § In relation to the lights going out § In relation to the last time I turned it on 59 ASR q Which of the following is an example of temporal locus ? a. Camile engages in a tantrum that lasts for a period of time. b. Camile engages in a tantrum at a point in time after her sister takes away her toy. c. Camile engages in a tantrum, stops the tantrum and wipes her eyes, and then begins to tantrum again. 60

Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 11 ASR q Greta sees her friend Hugo across the street, and within 5 seconds, Greta says, “Hey Hugo!” Then, Greta waves her hand three times, and smiles at Hugo for 20 seconds when he turns around and walks in her direction. Which part of this scenario exemplifies the fundamental property of temporal locus ? a. Greta waving her hand multiple times b. Greta smiling for an amount of time c. Greta saying, “Hey Hugo!” at a point in time after seeing her friend across the street 61 ASR q Amaro loves to read on the weekends. After his son’s Saturday soccer game, he reads for 30 minutes. Then, on Sunday he reads for 45 minutes. Which part of this scenario exemplifies the fundamental property of temporal locus? a. Amaro reads because it is the weekend, and he has time b. Amaro reads for 75 minutes this weekend c. Amaro reads after he gets home from his son’s soccer game d. Amaro reads on Saturday then again on Sunday 62 ASR q Which of the following is an example of the fundamental property of temporal locus? a. Amanda’s mom gives her a snack after she asks for one b. It takes Jason 30 minutes to complete a drawing c. Lisa makes dinner for her family every evening d. Natalie does her homework every day 63 Objective q Temporal extent a. Define b. Identify examples and non- examples 64 q A single response occupies time ( extends through time ) Temporal Extent TIME RESPONSE 1 RESPONSE 2 STIMULUS 65 q Each time the rat presses the lever, it takes up an amount of time Example of Temporal Extent 1 TIME Rat presses lever Rat presses lever Light turns on 66

Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 12 q Each time the child screams, it lasts an amount of time Example of Temporal Extent 2 TIME Child screams Child screams Parent says, “No!” 67 Another Example of Temporal Extent q Reading 68 ASR q Which of the following is an example of temporal extent ? a. Chiyo begins to run down the track at a point in time after the whistle blows. b. Chiyo runs, stops to catch his breath, starts running again, and continues this until the race is over. c. Chiyo runs for a short amount of time. 69 ASR q A staff member hands Max materials to build a birdhouse, and he starts working within 2 seconds. Max works on the birdhouse for 30 minutes, and during the half hour, asks the staff member, “Do you like my birdhouse?” 15 times. Which part of this scenario exemplifies the fundamental property of temporal extent ? a. Max starts working on his birdhouse at a point in time after he is handed materials. b. Max works on his birdhouse for an amount of time. c. Max asks, “Do you like my birdhouse?” over and over again. 70 ASR q A single response occurs at a point in time = ______ q A single response occupies time = ______ q A single response can reoccur = ______ 71 ASR q List the fundamental properties of behavior: 72

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 13 ASR q Every day after riding her bike to the beach, Jenn jumps in the ocean and swims for 20 minutes. After she swims, she gets back on her bike and rides home. Which part of this scenario exemplifies the fundamental property of temporal extent? a. Jenn rides her bike home after her swim b. Jenn rides her bike to the beach everyday c. Jenn swims after riding her bike d. Jenn swims for 30 minutes 73 ASR q Which of the following is an example of the fundamental property of temporal extent? a. Anderson takes 35 minutes to eat his lunch b. Craig takes out the trash after his mom asks him to c. Josef jumps into the leaves in his backyard five times d. Lana picks a flower in the field then picks another flower 5 minutes later 74 Objective q Dimensional quantity of behavior a. Define b. Identify each c. Identify the related fundamental properties for each 75 Dimensional Quantity of Behavior q A measurable aspect of a fundamental property of behavior § Dimensional quantities measure fundamental properties 76 Examples of Dimensional Quantities q The volume of a liquid within a container (e.g., the number of liters or gallons) q The amount of electricity a metal is conducting (e.g., the number of amps) 77 Examples of Dimensional Quantities of Behavior q How many times? § Repeatability q How much time between? § Temporal locus q How long does it last? § Temporal extent 78

Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 14 Dimensional Quantities in Behavior Analysis q Count q Rate q Celeration q Inter-response time (IRT) q Latency q Duration 79 Fundamental Properties and Dimensional Quantities Repeatability Temporal Locus Temporal Extent Count Rate Celeration Inter-response time (IRT) Latency Duration 80 ASR q Select all that are dimensional quantities: q Count q Repeatability q Rate q Celeration q Temporal locus q IRT q Temporal extent q Latency q Duration 81 Objective q Count a. Define b. Identify examples and non- examples c. Given a scenario, calculate 82 Count (Countability) q The number of times a response occurs § Does not include any measure of time q Measure of the fundamental property of repeatability 83 q The rat pressed the lever two times Example of Count (Countability) 1 TIME Rat presses lever Rat presses lever Light turns on 84

Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 15 q The child screamed two times Example of Count (Countability) 2 TIME Child screams Child screams Parent says, “No!” 85 More Examples of Count q Octavia spat 30 times q Beatrice completed 12 place settings q Joel filled six trash bags with leaves 86 Issues with Count q Count is missing time! § How bad is it? q Numbers are not comparable from one observation to the next! 87 Count Issues Example q Session 1: 60 q Session 2: 120 q Session 3: 180 q Session 4: 240 88 ASR q Count is derived from/measures which fundamental property? a. Repeatability b. Temporal locus c. Temporal extent 89 ASR q Which of the following is an example of count? a. Katarina completes 6 math problems. b. Katarina completes 6 math problems per minute. c. Katarina worked on math problems for 10 minutes. d. Katarina completes a math problem about every minute. 90

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 16 ASR q Which of the following is an example of count? a. Asia reads three books in January, five books in February, and eight books in March b. Jenny hangs three pictures c. Jessica can run one mile in 12 minutes d. Tallie stands every hour to stretch 91 Objective q Rate a. Define b. Identify examples and non- examples c. Given a scenario, calculate 92 Rate q Ratio of responses over time 93 Rate (continued) q Measure of the properties of repeatability and temporal locus q Fundamental datum in behavior analysis (Skinner, 1938) q Often expressed as count per minute q Inclusion of time makes count meaningful 94 q The rat pressed the lever two times per minute Example of Rate 1 TIME = 1 minute Rat presses lever Rat presses lever Light turns on 95 q The child screamed two times per hour Example of Rate 2 TIME = 1 hour Child screams Child screams Parent says, “No!” 96

Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 17 More Examples of Rate q Octavia spat 30 times in 1 minute q Beatrice completed 12 place settings in 5 minutes q Joel filled six trash bags with leaves in 1 hour 97 ASR q Rate is derived from/measures a combination of which fundamental properties? q Repeatability q Temporal locus q Temporal extent 98 ASR q Which of the following is an example of rate? a. Dev pinches his brother’s arm about every 15 seconds. b. Dev pinches his brother’s arm 25 times in 5 minutes. c. Dev pinches his brother’s arm for 10 seconds. d. Dev pinches his brother’s arm 5 times. 99 Count Issues Example Revisited q Session 1: 60 q Session 2: 120 q Session 3: 180 q Session 4: 240 100 0 50 100 150 200 250 1 2 3 4 Count Sessions Count Issues Example Revisited (continued) 101 Rate to the Rescue q Session 1: 60/1 min q Session 2: 120/2 min q Session 3: 180/3 min q Session 4: 240/4 min 102

Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 18 Rate to the Rescue q Session 1: 60/1 min = 60 per min q Session 2: 120/2 min = 60 per min q Session 3: 180/3 min = 60 per min q Session 4: 240/4 min = 60 per min 103 Rate Graph 0 20 40 60 80 100 120 1 2 3 4 Rate per minute Sessions 104 Objective q Identify two dimensional quantities associated with frequency 105 Dimensional Quantities Related to Frequency q BACB ® BCBA/BCaBA Task List (5th ed.) § Frequency = count q Other sources § Frequency = rate (Carr, Nosik, & Luke, 2018; Merbitz, Merbitz, & Pennypacker, 2016) 106 ASR q Which is a more preferred dimensional quantity to use in measurement? a. Count b. Rate 107 ASR q When the term “frequency” is used, explain how to know whether the data presented are measures of count or rate: 108

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 19 ASR q Which of the following is an example of rate? a. Anja completes five sprints in 20 minutes b. Holli goes biking for 12 minutes c. Hope increases the number of cupcakes she makes each day over a period of two weeks d. Olivia kicks the stop sign at the end of the road then kicks the yield sign at the end of the next road 109 Objective q Celeration a. Define b. Identify examples and non- examples c. Given a scenario, calculate 110 Celeration q Change in rate of response over time § (Count/time) time 111 Celeration (continued) q Measure of the properties of repeatability and temporal locus q Skinner’s work and cumulative records q Precision teaching 112 Example of Celeration 1 q The rat pressed the lever two times per minute during the first session q The rat pressed the lever five times per minute during the second session q The rat’s lever pressing is accelerating across sessions 113 Example of Celeration 2 q The child screamed two times per hour on the first day q The child screamed one time per hour on the second day q The child’s screaming is decelerating across days 114

Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 20 More Examples of Celeration q Jimmy gives three haircuts on Monday, six haircuts on Tuesday, 12 haircuts on Wednesday q Becky skin picks 50 times per hour from 8–9 a.m., skin picks 25 times per hour from 9–10 a.m. 115 ASR q Celeration is derived from/measures a combination of which fundamental properties? q Repeatability q Temporal locus q Temporal extent 116 ASR q Which of the following is an example of celeration? a. Nina smokes 30 cigarettes per day, on average. b. Nina spends 120 minutes per day smoking. c. Nina typically smokes a cigarette within 25 minutes of the last time she smoked one. d. Nina smoked 30 cigarettes per day last week and smoked 15 cigarettes per day this week. 117 ASR q Which of the following is an example of celeration? a. Jenny made three trips to the car b. John sells five paintings on Monday, 12 paintings on Tuesday, and 17 paintings on Wednesday c. Joslyn eats a cookie, then eats another cookie 10 minutes later d. Kristin watches TV for 30 minutes 118 Objective q Inter-response time (IRT) a. Define b. Identify examples and non- examples c. Given a scenario, calculate 119 Inter-Response Time (IRT) q The time between two successive responses q Measure of the properties of repeatability and temporal locus 120

Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 21 q The rat pressed the lever and then, 3 seconds later, pressed the lever again Example of Inter-Response Time 1 TIME Rat presses lever Rat presses lever Light turns on 121 q The child screamed 2 minutes after the last time she screamed Example of Inter-Response Time 2 TIME Child screams Child screams Parent says, “No!” 122 More Examples of IRT q Bryce hits his sister and then, 15 seconds later, hits her again q Lulu the slow eater § Bite of food, 5 minutes later second bite of food, … 123 IRT and Rate q The inverse relationship between rate and IRT q As the rate increases (accelerates), the IRTs decrease (get shorter) q As the rate decreases (decelerates), the IRTs increase (get longer) 124 ASR q Inter-response time (IRT) is derived from/measures a combination of which fundamental properties? q Repeatability q Temporal locus q Temporal extent 125 ASR q Which of the following is an example of inter-response time (IRT)? a. Maurice reads 6 articles per day. b. Maurice reads an article for 30 minutes straight. c. Maurice reads an article and then reads another article 1 hour later. d. Maurice reads 6 articles. 126

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 22 ASR q Which of the following is an example of IRT? a. Alena helps her brother with his homework for 45 minutes b. Callan picks up his plate from dinner 10 minutes after his mom asks him to c. Lawrence takes a bite of his lunch; 5 minutes later he takes another bite d. Susan can complete 12 SAFMEDS per minute 127 Objective q Latency a. Define b. Identify examples and non- examples c. Given a scenario, calculate 128 Latency q The amount of time between an antecedent stimulus and a response q Measure of the property of temporal locus 129 q The rat pressed the lever 10 seconds after the light turned on Example of Latency 1 TIME Rat presses lever Rat presses lever Light turns on 10 s 130 q The child started screaming 2 seconds after her parent said, “No!” Example of Latency 2 TIME Child screams Child screams Parent says, “No!” 2 s 131 More Examples of Latency q Light turns green— 3 seconds later —press gas q Fire alarm sounds— 10 minutes later —exit building q Practitioner holds up an apple and says, “What is this?”— 5 seconds later —student says, “Apple” 132

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 23 ASR q Latency is derived from/measures which fundamental property? a. Repeatability b. Temporal locus c. Temporal extent 133 ASR q Which of the following is an example of latency? a. Tao is asked to put away the toy and begins screaming 3 seconds later. b. Tao screams for 30 seconds after being asked to put away the toy. c. Tao screams, stops for 5 seconds, then starts screaming again after being asked to put away the toy. d. Tao screams 10 times after being asked to put away the toy. 134 ASR q Which of the following is an example of latency? a. A team of workers takes one hour to make 15 baby dolls b. Amy bakes her son a birthday cake in 35 minutes c. An employee at a retail store asks a customer, “Can I help you with anything?” The customer answers the employee after 45 seconds d. Rose sneezes and then sneezes again 5 minutes later 135 Objective q Duration a. Define b. Identify examples and non- examples c. Given a scenario, calculate 136 Duration q Amount of time from the start of a response until the end of the response q Measure of the property of temporal extent 137 q The rat pressed the lever for 1 second Example of Duration 1 TIME Rat presses lever Rat presses lever Light turns on (1 s) 138

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 24 q The child screamed for 90 seconds Example of Duration 2 TIME Child screams Child screams Parent says, “No!” (90 s) 139 More Examples of Duration q Jane opens the door, talks to the salesperson for 2 minutes q Ivan drops to the ground and flails his arms and legs for 10 minutes q Betty runs out the door and staff chase her for 12 minutes 140 ASR q Which of the following is an example of duration? a. Barbara does a 30-minute workout b. Denise does 40 jumping jacks per minute c. Ron has a cup of coffee; an hour later, he has another cup d. Zach doubles his clients every two months 141 ASR q Duration is derived from/measures which fundamental property? a. Repeatability b. Temporal locus c. Temporal extent 142 ASR q Which of the following is an example of duration? a. Salma starts combing her hair 2 minutes after she dries her hair with a hair dryer. b. Salma spends 3 minutes combing her hair in the morning before school. c. Salma combs her hair 20 times in 2 minutes in the morning before school. d. Salma runs the comb through her hair, stops for 3 seconds, and then runs the comb through her hair again. 143 ASR q Change in rate of responding over a period of time = ______ q Number of times a response occurs = ______ q Amount of time between an antecedent stimulus and a response = ______ q Amount of time in between successive responses = ______ q Number of times a response occurs in a period of time = ______ q Amount of time the response occurs from start to finish = ______ 144

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 25 ASR q Lucy loves listening to music. The number of minutes that she listens to music has tripled each day over the last three weeks. This is an example of: a. Celeration b. Count c. Duration d. Rate 145 ASR q Marcello collected ten flowers from the sunflower field. This is an example of: a. Count b. IRT c. Latency d. Rate 146 ASR q Olive is preparing to go out to dinner. It takes her 30 minutes to shower, dry her hair, and get dressed. This is an example of: a. Celeration b. Duration c. IRT d. Latency 147 ASR q Jessica sends a text to her mom, and then sends another text one hour later. This is an example of: a. Count b. IRT c. Latency d. Rate 148 ASR q Tara asks her son to fold his laundry. Two minutes later, he starts the chore. This is an example of: a. Duration b. IRT c. Latency d. Rate 149 ASR q Denise does six burpees per minute. This is an example of: a. Celeration b. Duration c. Latency d. Rate 150

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 26 Outline A. Natural Science of Behavior B. Introduction to Measurement C.Fundamental Properties and Dimensional Quantities D.Observation and Measurement of Behavior E. Measuring the Dimensional Quantities of Behavior 151 Objective q Define data 152 Data q Information collected as a result of measurement 153 Importance of Data q Enable clinical decision-making q Allow for ongoing assessment and evaluation 154 Data Are, Datum Is q Data: Plural form § Refers to multiple pieces of information or observations q Datum: Singular form § Refers to a single piece of information or observation (McAlister, 2016) 155 Components of Behavioral Measurement q Identify responses meeting target definition q Determine the amount of behavior q Record the amount using the appropriate unit of measure (Johnston, Pennypacker, & Green, 2020) 156

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 27 Activity 157 ASR q Explain the importance of data in behavior analysis: 158 ASR q Select all that are correctly phrased: q The data is showing an increasing trend. q The data are showing an increasing trend. q The datum are showing an increasing trend. q The datum is showing a very long tantrum. 159 Objective q Complete observation a. Define b. Identify examples and non- examples 160 Objective q Incomplete observation a. Define b. Identify examples and non- examples 161 Two Observation Types q Complete observation q Incomplete observation 162

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 28 Complete Observation q Observation method that allows for all occurrences of the target behavior to be observed and measured 163 Complete Observation (continued) q When measuring a phenomenon of interest, will the data collected be: § Accurate § Representative 164 Complete Observation Example 8–9am 9–10am 10–11am 11am–12pm 12–1pm 1–2pm 2–3pm 3–4pm 4–5pm I I II IIII I IIIIII III III II IIII I III II I 165 Incomplete Observation q Schedule of observation that may fail to capture some instances of the target response due to observing only a sample of possible opportunities 166 Incomplete Observation Example 1 q Teenager with classroom problem behavior § Observe for first 15 minutes of 50- minute class period 167 Incomplete Observation Example 2 8–9am 9–10am 10–11am 11am–12pm 12–1pm 1–2pm 2–3pm 3–4pm 4–5pm I I II IIII I IIIIII III III II IIII I III II I 168

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 29 Incomplete Observation and Recording Examples q Blood glucose levels q Heart rate tracking 169 Complete vs. Incomplete Observation Examples q The number of minutes goggles were worn during chemistry class q Air-water temperature of buoys 170 ASR q Emily is measuring how long it takes Brendan to print a shirt. Brendan is at work printing shirts from 9 a.m.–5 p.m. Emily goes to the printing shop at 10 a.m. and observes him for 1 hour. While she is there, Emily watches and records how long it takes Brendan to print each of the shirts he completes during that time. This is an example of a(n): a. Complete observation b. Incomplete observation 171 ASR q Antonio is measuring the head position of a high-school football player as they tackle opponents during practice. Antonio starts watching as soon as practice starts and continues to watch until practice is over. Antonio counts the total number of correct and incorrect tackles he recorded during the entire practice. This is an example of a(n): a. Complete observation b. Incomplete observation 172 ASR q A BCBA is working on increasing a child’s initiations to peers that are not members of her family. The child’s typical day involves her waking up and having breakfast with her family. She goes to school for 4 hours, and then gets picked up by her mother. In the late afternoons, the child’s big sister takes her to the park to meet with some friends. The family has dinner together once the girls return home. The child takes a bath and then goes to bed. When should the BCBA observe if they wanted to conduct a complete observation? 173 BACB Tasks 5 th ed TL C-2 Distinguish among direct, indirect, and product measures of behavior. 6 th ed TCO BCBA C.2. Distinguish among direct, indirect, and product measures of behavior. 6 th ed TCO BCaBA C.3. Distinguish among direct, indirect, and product measures of behavior. (BACB, 2017, 2022a, 2022b) 174

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 30 Objective q Direct measurement a. Define b. Identify examples and non- examples 175 Direct Measurement q Measurement in which the behavior being measured is the actual behavior of interest 176 Direct Measurement Example 1 q Physical aggression q Measure hitting , kicking , biting : § How often § How long § How close in time to a demand § How close in time to the previous response 177 Direct Measurement Example 2 q Mastery of math facts q Direct measurement: § Number of correct math facts recited in X period of time 178 Direct Measurement Example 3 q Worker productivity q Direct measurement: § Number of phone calls made in a day § Duration of time spent on phone § Time between answered calls § Time to pick up each new call 179 Objective q Indirect measurement a. Define b. Identify examples and non- examples 180

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 31 Indirect Measurement q Measurement in which what is being measured is not the actual behavior of interest 181 Indirect Measurement Examples q Questionnaires q Interviews q Rating scales 182 Another Indirect Measurement Example q Errors after a self-checkout update q Indirect measurement: § Customer interview § Note: Just because someone thinks an automated checkout register was easier to use does not mean there were fewer errors! 183 Comparison of Measurement: Mastery of Math Facts q Direct measurement: § Number of correct math facts recited in X period of time q Indirect measurement: § Standardized test score 184 Comparison of Measurement: Worker Productivity q Direct measurement: § Number of phone calls made in a day § Duration of time spent on phone § Time between answered calls § Time to pick up each new call q Indirect measurement: § Supervisor report § Customer satisfaction § Employee report 185 ASR q Which of the following would be a direct measure of making inappropriate comments? q Counting the number of times an inappropriate comment was made q Sitting down with the teacher and asking her how often inappropriate comments occur q Recording the time from the teacher giving an assignment and the student making an inappropriate comment q Asking the teacher to fill out a survey on the content of inappropriate comments 186

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 32 ASR q Which of the following would be an indirect measure of handwashing? q Counting the number of times employees wash their hands q Asking the restaurant employees to fill out a rating scale on how often they wash their hands q Talking with the restaurant manager about how often employees wash their hands q Recording the time between each instance of handwashing 187 ASR q Which of the following is an example of indirect measurement of a target behavior? a. Mason asks a client caregiver to complete a survey on a target behavior using a QABF questionnaire b. Mason records that the client was crying for 25 minutes c. Mason records the number of times the client mands appropriately for a preferred item in a 3- hour session d. Mason tracks how many times the behavior therapist conducts a preference assessment 188 ASR q Which of the following is an example of direct measurement of a target behavior? a. A BCBA asks a parent how often their child engages in screaming during dinner b. A guardian is provided with a questionnaire on different antecedents and consequences that occur when their child engages in a target behavior c. A support coordinator calls a family and asks them to provide their satisfaction with the current level of services on a scale of one to five d. A trainer records how many times a trainee prompts manding from the client 189 BACB Tasks 5 th ed TL There is no 5th edition task related to this task list item. 6 th ed TCO BCBA C.5. Distinguish between continuous and discontinuous measurement procedures. 6 th ed TCO BCaBA There is no 6th edition BCaBA task related to this task list item. (BACB, 2022b) 190 Objective q Continuous recording methods a. Define b. Identify each 191 Two Recording Methods q Continuous q Discontinuous 192

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 33 Continuous Recording Methods q Methods designed to capture all instances of the target behavior during the observation period 193 q Watch and record screaming during a 1-hr session Continuous Observation and Recording Example TIME Child screams Child screams Parent says, “No!” 194 Continuous Recording Methods q Continuous methods can capture every event that occurs during the observation periods, BUT are not guaranteed to 195 Methods for Continuous Recording q Event recording § Incorporates count, rate, and celeration q IRT recording q Latency recording q Duration recording 196 ASR q ______ recording methods are designed to capture every instance of the target behavior during an observation period. 197 ASR q List each of the continuous recording methods: 198

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 34 ASR q Channing is a BCBA who wants to observe the behavior of a client during circle time at school due to a report from the client’s teacher that the client is kicking peers. She observes the full length of circle time. During her observation, she collects count data for how many times that the client kicks another student. This is an example of a(n): a. Complete observation using a continuous recording method b. Complete observation using a discontinuous recording method c. Incomplete observation using a continuous recording method d. Incomplete observation using a discontinuous method 199 ASR q Kim wants to know how many calories she is burning in a day. During her yoga class, she uses her fitness tracker to count how many calories she burns. This is an example of a(n): a. Complete observation using a continuous recording method b. Complete observation using a discontinuous recording method c. Incomplete observation using a continuous recording method d. Incomplete observation using a discontinuous method 200 Outline A. Natural Science of Behavior B. Introduction to Measurement C.Fundamental Properties and Dimensional Quantities D.Observation and Measurement of Behavior E. Measuring the Dimensional Quantities of Behavior 201 BACB Tasks 5 th ed TL C-3 Measure occurrence (e.g., count, frequency, rate, percentage). 6 th ed TCO BCBA C.3. Measure occurrence. 6 th ed TCO BCaBA C.1. Define and identify dimensions of behavior (e.g., count, duration, magnitude). C.4. Develop and implement continuous measurement procedures (e.g., duration recording, event recording). (BACB, 2017, 2022a, 2022b) 202 Objective q Event recording a. Define b. Identify examples and non- examples c. Identify when to use d. When given a scenario, use to collect data 203 Measuring Dimensional Quantities q Dimensional quantities of behavior § Count § Rate § Celeration § IRT § Latency § Duration q Directly contact the behavior q Sensitive to changes in the environment 204

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 35 Count (Countability) Review q The number of times a response occurs § Does not include any measure of time 205 Rate Review q Ratio of responses over time 206 Event Recording q Recording procedure that involves counting each instance of the behavior of interest and converting that count to a measure of rate 207 Event Recording Steps 1. Record time observation begins 2. Count the responses 3. Record time observation ends 4. Convert to rate by dividing: Count/unit of time 5. Report as count per unit of time (rate) 208 209 210

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 36 ASR q Which of the following dimensional quantities can be measured by event recording? q Count q Rate q IRT q Latency q Duration q Celeration 211 Example Target Behavior and Definition q Biting self: Defined as placing fingers in the mouth without food and biting down on the fingers or knuckles with varying degrees of force resulting in tissue damage ranging from cuts or abrasions to swelling, temporary redness. Count each act separately even if in close succession. 212 Event Recording Example Biting self: Defined as placing fingers in the mouth without food and biting down on the fingers or knuckles with varying degrees of force resulting in tissue damage ranging from cuts or abrasions to swelling, temporary redness. Count each act separately even if in close succession 213 Event Recording Practice Example Slapping self: Defined as hits to the body using an open hand after drawing the hand back 12 inches or more. Does not include light taps. Each slap will count as one response. Rapid responses will count as one episode unless 3 seconds or more separates each slap. 3116 William Carlucci Classroom A 03/06/20 2:35 p.m. 214 Event Recording Practice Example Target Behavior and Definition q Slapping self: Defined as hits to the body using an open hand after drawing the hand back 12 inches or more. Does not include light taps. Each slap will count as one response. Rapid responses will count as one episode unless 3 seconds or more separates each slap. 215 Event Recording Practice Example Data Slapping self: Defined as hits to the body using an open hand after drawing the hand back 12 inches or more. Does not include light taps. Each slap will count as one response. Rapid responses will count as one episode unless 3 seconds or more separates each slap 3116 William Carlucci Classroom A 03/06/20 | | | | | | | | | | | | | 16 16/min 2:35 p.m. 2:36 p.m. 216

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 37 Event Recording Advantages q Sensitive measure of repeatability 217 Event Recording: When to Use q Free operants q Response has a clear beginning and end 218 Event Recording Considerations q Not appropriate for: § High rate of behavior § Non-discrete behavior § Behavior that occurs for long periods of time § Discrete trials § Behavior where accuracy is important 219 Count and Rate q Count = simple tally q Rate = count/time 220 ASR q For which of the following would event recording be an appropriate measure to use? q During discrete trial training q Free operant behavior q High rate behavior q Behavior with a long duration q Response has a clear beginning and end q Accuracy of the response is important 221 Observation Math Problems Completed 1 4 2 15 3 8 4 26 5 18 6 20 7 21 8 24 9 28 222

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 38 0 5 10 15 20 25 30 35 40 45 1 2 3 4 5 6 7 8 9 COUNT OBSERVATIONS MATH PROBLEMS COMPLETED 223 Observation Duration of Observation Math Problems Completed 1 1 min 4 2 5 min 15 3 8 min 8 4 13 min 26 5 9 min 18 6 10 min 20 7 21 min 21 8 12 min 24 9 14 min 28 224 Observation Duration of Observation Math Problems Completed Count per Minute 1 1 min 4 4 2 5 min 15 3 3 8 min 8 1 4 13 min 26 2 5 9 min 18 2 6 10 min 20 2 7 21 min 21 1 8 12 min 24 2 9 14 min 28 2 225 0 1 2 3 4 5 6 1 2 3 4 5 6 7 8 9 COUNT PER MINUTE OBSERVATIONS MATH PROBLEMS COMPLETED 226 0 1 2 3 4 5 0 5 10 15 20 25 30 1 2 3 4 5 6 7 8 9 COUNT PER MINUTE COUNT OBSERVATIONS MATH PROBLEMS COMPLETED Count Count per minute 227 0 1 2 3 4 5 0 5 10 15 20 25 30 1 2 3 4 5 6 7 8 9 COUNT PER MINUTE COUNT OBSERVATIONS MATH PROBLEMS COMPLETED Count Count per minute Linear (Count) Linear (Count per minute) 228

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 39 0 1 2 3 4 5 0 5 10 15 20 25 30 1 2 3 4 5 6 7 8 9 COUNT PER MINUTE COUNT OBSERVATIONS MATH PROBLEMS COMPLETED Count Count per minute Linear (Count) Linear (Count per minute) 229 ASR q When the “count” data for the number of math problems completed were graphed, it appeared the student’s behavior was: a. Increasing b. Decreasing c. No change 230 ASR q What did the data of the student’s behavior show once the data were converted from count to rate? 231 Another Example of Count vs. Rate q “His behavior is ‘off the hook’” q Data are collected during non-school hours = approximately 60 hr per week q During Spring Break week, non- school hours = approximately 120 hr per week 232 0 20 40 60 80 100 120 3/1-3/7 3/8-3/14 3/15-3/21 3/22-3/28 3/29-4/4 4/5-4/11 4/12-4/18 4/19-4/25 COUNT PER WEEK WEEKS Physical Aggression 35 41 38 78 75 37 42 39 233 The Magic of Spring Break 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 3/1-3/7 3/8-3/14 3/15-3/21 3/22-3/28 3/29-4/4 4/5-4/11 4/12-4/18 4/19-4/25 COUNT PER HOUR Physical Aggression .58 .68 .63 .65 .63 .62 .7 .65 WEEKS 234

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 40 The Magic of Spring Break (continued) WEEKS 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 0 10 20 30 40 50 60 70 80 90 3 /1 -3 /7 3 /8 -3 /1 4 3 /1 5 -3 /2 1 3 /2 2 -3 /2 8 3 /2 9 -4 /4 4 /5 - 4 /11 4 /1 2 -4 /1 8 4 /1 9 -4 /2 5 COUNT PER HOUR COUNT PER WEEK PA per week PA per hour 235 ASR q Jamie often makes disruptive noises with her mouth during class. The teacher observes for the 60-minute class period and records 120 instances of disruptive mouth noises. q What is the count of disruptive mouth noises? 236 ASR q Jamie often makes disruptive noises with her mouth during class. The teacher observes for the 60-minute class period and records 120 instances of disruptive mouth noises. q What is the rate of disruptive mouth noises? 237 BACB Tasks 5 th ed TL C-4 Measure temporal dimensions of behavior (e.g., duration, latency, interresponse time). 6 th ed TCO BCBA C.4. Measure temporal dimensions of behavior (e.g., duration, latency, interresponse time). 6 th ed TCO BCaBA C.1. Define and identify dimensions of behavior (e.g., count, duration, magnitude). C.4. Develop and implement continuous measurement procedures (e.g., duration recording, event recording). (BACB, 2017, 2022a, 2022b) 238 Objective q Inter-response time (IRT) recording a. Define b. Identify examples and non-examples c. Identify when to use d. When given a scenario, use to collect data e. When given a situation where appropriate, estimate IRT 239 Inter-Response Time (IRT) Recording q Recording procedure that involves measuring the amount of time between two successive instances of the behavior of interest 240

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 41 IRT Recording Steps 1. Identify the response cycle 2. Start timing at the end of the response cycle 3. Stop timing at the beginning of the next response cycle 4. Record time 5. Optional: Calculate average IRT § IRT total / # of IRTs 241 242 243 244 IRT Recording Example Biting self: Defined as placing fingers in the mouth without food and biting down on the fingers or knuckles with varying degrees of force resulting in tissue damage ranging from cuts or abrasions to swelling, temporary redness. Count each act separately even if in close succession 245 ASR q What does IRT recording measure? a. The amount of time a response lasts b. The time between an antecedent stimulus and a response c. The number of responses in a period of time d. The time between responses 246

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 42 IRT Recording Practice Example 3116 William Carlucci Classroom A Slapping self: Defined as hits to the body using an open hand after drawing the hand back 12 inches or more. Does not include light taps. Each slap will count as one response. Rapid responses will count as one episode unless 3 seconds or more separates each slap. 03/06/20 3:10 p.m. 247 IRT Recording Practice Example Data 00:07 00:06 00:06 00:05 00:06 00:06 00:06 3:10 p.m. 3:11 p.m. 248 When to Use IRT Recording q When the time between responses is of concern q When implementing certain decelerative procedures (e.g., differential reinforcement of low rates of responding) 249 IRT Recording Considerations q IRT and rate are inversely related q Will not provide information concerning accuracy of responses 250 ASR q IRT recording would be an appropriate measure to use when: q The time between responses is important q The accuracy of the response is important q Implementing decelerative procedures such as differential reinforcement of low rates of responding 251 Steps for Estimating IRT q Mean IRT may be estimated given the rate, provided that the variability is not too great, or that there are no outliers q Formula: § Recording interval / count q Report as amount of time (minutes, seconds, hours) 252

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 43 When to Estimate IRT q Appropriate when: § Responses are distributed across the observation period § No significant outliers § You know the rate 253 Estimating IRT Example q Recording aggression in classroom from 1:00 p.m.–1:59 p.m. (60 min) q Client 1: 1:00, 1:15, 1:31, 1:34, 1:56 q Mean IRT § (15 + 16 + 3 + 22)/4 = 14 minutes q Estimated mean IRT § 60/5 = 12 minutes 254 Considerations for Estimating IRT q NOT appropriate when: § Responses are grouped at one point of the observation interval (e.g., beginning or end) § Significant outliers exist 255 Estimating IRT Gone Wrong: Example q Recording aggression in classroom from 1:00 p.m.–1:59 p.m. (60 min) q Client 2: 1:01, 1:07, 1:09, 1:11 q Mean IRT § (6 + 2 + 2)/ 3 = 3.33 minutes q Estimated mean IRT § 60/4 = 15 minutes 256 ASR q IRT can be estimated because it is the inverse of: a. Celeration b. Duration c. Rate d. Latency 257 ASR q It is appropriate to estimate IRT when: q Significant outliers exist within the data set q Responses are grouped at beginning or end of observation period q Responses are distributed across the observation period q Rate of behavior is known 258

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 44 ASR q Kilo’s teacher is recording instances of “asking for help” in a 60-minute class period from 9–10 a.m. q Kilo asks for help at 9:08, 9:20, 9:24, 9:39, 9:47, and 9:58. q List each IRT for this data set: 259 ASR q Kilo’s teacher is recording instances of “asking for help” in a 60-minute class period from 9–10 a.m. q Kilo asks for help at 9:08, 9:20, 9:24, 9:39, 9:47, and 9:58. q Calculate the mean (average) IRT : 260 ASR q Kilo’s teacher is recording instances of “asking for help” in a 60-minute class period from 9–10 a.m. q Kilo asks for help at 9:08, 9:20, 9:24, 9:39, 9:47, and 9:58. q Calculate the rate : 261 ASR q Kilo’s teacher is recording instances of “asking for help” in a 60-minute class period from 9–10 a.m. q Kilo asks for help at 9:08, 9:20, 9:24, 9:39, 9:47, and 9:58. q Calculate the estimated average IRT : 262 Objective q Latency recording a. Define b. Identify examples and non- examples c. Identify when to use d. When given a scenario, use to collect data 263 Latency Recording q Recording procedure that involves measuring the amount of time between an antecedent stimulus and the behavior of interest 264

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 45 Latency Recording Steps 1. Start the timer when the relevant antecedent occurs 2. Stop the timer when the response occurs 3. Record time 265 266 267 268 Latency Recording Example Biting self: Defined as placing fingers in the mouth without food and biting down on the fingers or knuckles with varying degrees of force resulting in tissue damage ranging from cuts or abrasions to swelling, temporary redness. Count each act separately even if in close succession 269 ASR q What does latency recording measure? a. The amount of time a response lasts b. The time between an antecedent stimulus and a response c. The number of responses in a period of time d. The time between responses 270

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 46 Latency Recording Practice Example Slapping self: Defined as hits to the body using an open hand after drawing the hand back 12 inches or more. Does not include light taps. Each slap will count as one response. Rapid responses will count as one episode unless 3 seconds or more separates each slap. 3116 William Carlucci Classroom A 03/06/20 Click (from clicker) 271 Latency Recording Practice Example Data 00:06 00:01 00:06 00:06 00:04 00:06 00:10 00:06 272 When to Use Latency Recording q When the time between the opportunity to respond and the actual response is the primary concern 273 Examples of Appropriate Use q Time between the horn and the runner getting out of the blocks q Time to fall asleep after getting into bed q Time to begin a task once asked to do it 274 Latency Recording Considerations q Determine when to start and stop the timer: § Start: At the onset or at the offset of the antecedent stimulus § Stop: At beginning or end of the response cycle • If the latter, then you may be confounding latency and duration q Will not provide information concerning accuracy of response 275 ASR q Latency recording would be an appropriate measure to use when: q The accuracy of the response is important q The time between the opportunity to respond and the response is of concern q The length of the response is important 276

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 47 Objective q Duration recording a. Define b. Identify examples and non- examples c. Identify when to use d. When given a scenario, use to collect data 277 Duration Recording q Recording procedure that involves measuring the amount of time from the beginning to the end of the behavior of interest 278 Types of Duration Measures q Total duration § AKA duration per session q Duration per occurrence 279 Duration Per Occurrence Steps 1. Record the time at the start of the observation 2. Start timer when individual begins engaging in the response 3. Stop the timer at response end 4. Record duration and reset timer 5. Repeat steps 2, 3, and 4 until the end of the observation 6. Record time at end of the observation 280 Total Duration Steps 1. Record the time at the start of the observation 2. Start timer when individual begins engaging in the response 3. Stop the timer at response end 4. Record duration and reset timer 5. Repeat steps 2, 3, and 4 until the end of the observation 6. Record time at end of the observation 7. Add all durations from the session together for a total time 8. Record total duration 281 282

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 48 283 284 Duration Recording Example Defined as placing fingers in the mouth without food and biting down on the fingers or knuckles with varying degrees of force resulting in tissue damage ranging from cuts or abrasions to swelling, temporary redness. Record the time spent engaging in biting. Biting self 285 ASR q What does duration recording measure? a. The amount of time a response lasts b. The time between an antecedent stimulus and a response c. The number of responses in a period of time d. The time between responses 286 Duration Recording Practice Example Slapping self Defined as hits to the body using an open hand after drawing the hand back 12 inches or more. Does not include light taps. Record the time engaging in slapping for each episode. An episode begins with a single instance and ends when more than 2 seconds has elapsed without a slap. 3116 William Carlucci Classroom A 03/06/20 4:15 p.m. 287 Duration Recording Practice Example Data 00:06 00:04 00:09 00:04 00:12 00:05 00:09 4:15 p.m. 4:16 p.m. 288

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 49 Duration Recording Practice Example Data (continued) 00:06 00:04 00:09 00:04 00:12 00:05 00:09 4:15 p.m. 4:16 p.m. 01:29 00:49 00:07 55% 289 When to Use Duration Recording q Behavior that occurs for long periods of time q When length of response is primary concern 290 Examples of When to Use q Length of tantrum q Time spent walking (per day or per week) q Time spent on electronic device q Time to complete a task 291 Duration Recording Considerations q Sometimes difficult to define a clear start and stop 292 ASR q Duration recording would be an appropriate measure to use when: q Behavior occurs for longer periods of time q The response does not have a clear start and stop q The length of the response is of concern 293 ASR q Martina records how much time passes between the instruction “clean up” and when the client begins to pick up toys. Martina is using which recording method? a. Event recording b. Latency recording c. IRT recording d. Duration recording 294

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 50 ASR q Manager Steve monitors his employees during their shift. Steve counts how many times his customer service staff look at their phones. Steve is using which recording method? a. Event recording b. Latency recording c. IRT recording d. Duration recording 295 ASR q Kelley is conducting a preference assessment and records how long her client plays with each stimulus that is presented to her. Kelley is using which recording method? a. Event recording b. Latency recording c. IRT recording d. Duration recording 296 ASR q Leo’s mother records the time between each bite of cake that Leo takes at the birthday party. Leo’s mother is using which recording method? a. Event recording b. Latency recording c. IRT recording d. Duration recording 297 ASR q Esther is working with a client to decrease the amount of time it takes for the client to respond in social situations. For greetings, Esther measures the amount of time that passes between when someone greets the client and when the client responds to the greeting. Which continuous recording method did Esther use? a. Duration recording b. Event recording c. IRT recording d. Latency recording 298 ASR q Leonardo is measuring how long it takes his son, Nico, to get dressed in the morning before school. Leonardo starts the timer as soon as he lays out his clothes and stops the timer as soon as he has finished putting on his clothes, socks, and shoes. This is an example of: a. Duration recording b. Event recording c. IRT recording d. Latency recording 299 ASR q Evelyn is a teacher working on increasing participation during math class for a student, Seth. During math class Evelyn’s teaching assistant records the number of times Seth raises his hand to answer a question and determines how many times per minute he raises his hand in class. Which recording method did Evelyn use? a. Duration recording b. Event recording c. IRT recording d. Latency recording 300

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 51 ASR q Claudette is wanting to decrease her client, Alda’s, hand flapping. Alda is playing with her iPad and begins one episode of hand flapping, then stops. Claudette starts the timer. Alda continues to watch her iPad and begins to flap her hands again. When Alda begins to flap her hands again, Claudette stops the timer. Which continuous recording method did Claudette use? a. Duration recording b. Event recording c. IRT recording d. Latency recording 301 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) 302 Selecting a Response Measure q Factors to consider: § The dimensional quantity of interest § The estimated rate of the behavior § Whether to measure responses or episodes § Where to collect data § When, how often, and how long § Who will collect the data, and resources that are available § How the data will be used 303 Multiple Measures q Is the rate or frequency enough? q Is the total duration enough? q Can we benefit from multiple measures on the same graph? 304 Multiple Measures Example q Behavior: Punching q Response rate reduction may not be enough q May also need to record: § Duration of responding § Damage produced 305 0 2 4 6 8 10 12 0 5 10 15 20 25 30 35 40 45 50 1 2 3 4 5 TOTAL MINUTES PER WEEK WEEKS WILLIE'S TANTRUMS Tantrum duration Tantrum count COUNT PER WEEK 306

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 52 5 5 8.5 6.75 3 0 2 4 6 8 10 12 1 2 3 4 5 Minutes Week Mean duration per episode Tantrum Duration Tantrum Count Mean Duration per Episode 45 9 5 15 3 5 17 2 8.5 27 4 6.75 12 4 3 307 0 1 2 3 4 5 0 5 10 15 20 25 30 35 40 45 50 1 2 3 4 5 SEVERITY INDEX COUNT PER DAY DAYS WILLIE'S HEAD BANGING Head Banging Severity Index 308 ASR q Antony is working to improve his public- speaking skills. He would like to take longer pauses between sentences. Which recording method would be the best for Antony to use? a. Duration recording b. Latency recording c. Event recording d. IRT recording 309 ASR q Marielia wants to decrease the number of face slaps at school each day. Which recording method would be the best for Marielia to use? a. Duration recording b. Latency recording c. Event recording d. IRT recording 310 ASR q Demitry wants to decrease the time that passes from when the school bell rings until Jeffory begins to pack up his books. Which recording method would be the best for Demitry to use? a. Duration recording b. Latency recording c. Event recording d. IRT recording 311 ASR q Roger is working with a client to reduce the amount of time it takes him to get ready for work in the morning. Which recording method would be the best for Roger to use? a. Duration recording b. Latency recording c. Event recording d. IRT recording 312

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 53 ASR q Janice only has allotted only 20 hours per week to work for her part-time remote position. Each day she needs to time the hours that she works to ensure that she does not go over the allotted time for the week. Which of the following continuous recording methods should Jill use? a. Duration recording b. Event recording c. IRT recording d. Latency recording 313 ASR q Emil is working with a patient with a behavior plan that includes a time-based schedule of reinforcement for his iPad every 15 minutes. Emil has instructed the behavior technician to allow the patient access to the iPad with 15 minutes in between each use. Which of the following continuous recording methods should be used? a. Duration recording b. Event recording c. IRT recording d. Latency recording 314 ASR q Alison is a BCBA who wants to increase the number of mands that a behavior technician is prompting throughout sessions. Which of the following continuous recording methods should be used? a. Duration recording b. Event recording c. IRT recording d. Latency recording 315 ASR q Paul engages in impulsive hand raising during class. Even before the teacher finishes asking the question, Paul raises his hand. His teacher believes that he is raising his hand too quickly and is not thinking about the answer to the question and will get the answer wrong most of the time when called on. The teacher would like to increase the time from when she presents the question and when Paul raises his hand. Which of the following continuous recording methods should be used? a. Duration recording b. Event recording c. IRT recording d. Latency recording 316 Summary of Terms q Direct measures vs. indirect measures q Complete vs. incomplete observations q Continuous vs. discontinuous observations and recording procedures/measures 317 Outline A. Natural Science of Behavior B. Introduction to Measurement C.Fundamental Properties and Dimensional Quantities D.Observation and Measurement of Behavior E. Measuring the Dimensional Quantities of Behavior 318

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Rev 03/22/23 CLG Copyright © ABA Technologies, Inc. 2020 BEH 5043 Unit 2 Slides p. 54 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 Carr, J. E., Nosik, M. R., & Luke, M. M. (2018). On the use of the term ‘frequency’ in applied behavior analysis. Journal of Applied Behavior Analysis, 51 (2), 436–439. https://doi.org/10.1002/jaba.449 319 References (continued) q Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson Education. q Johnston, J. M., & Pennypacker, H. S. (2009). Strategies and tactics of behavioral research (3rd ed.). Routledge. q Johnston, J. M., Pennypacker, H. S., & Green, G. (2020). Strategies and tactics of behavioral research and practice (4th ed.). Routledge. 320 References (continued) q McAlister, V. C. (2016). Datum isn’t; data are [Editorial]. Canadian Journal of Surgery, 59 (4), 220–221. https://doi.org/10.1503/cjs.009316 q Merbitz, C. T., Merbitz, N. H., & Pennypacker, H. S. (2016). On terms: Frequency and rate in applied behavior analysis. The Behavior Analyst, 39 (2), 333–338. https://doi.org/10.1007/s40614-015-0048-z q Skinner, B. F. (1938). The behavior of organisms. Appleton-Century-Crofts. 321

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