RBT Definitions

Measurement

The process of applying quantitative labels to describe and differentiate objects and natural events

1. Identify behavior to be measured

2. Define the behavior in observable terms

3. Select an appropriate observation and data recording measure

Data Collection

The process of recording information regarding behaviors. These behaviors can include behaviors we want to decrease or behaviors we want to increase

Prepare for data collection

1. Prepare materials

2. Prepare data collection method with date and time

Cumulative Records

A type of graph which the cumulative number of responses emitted is represented on the vertical axis; the steeper the slope of the data path, the greater the response rate

Mass Trials

Asking the target multiple times in a repetitive manner

Continuous Measurement

Measurement conducted in a manner such that all instances of the response class(es) of interest are detected during the observation period

Repeatability

Measurement is conducted in a manner such that all instances of the response class (es) of interest are detected during the observation period. Also referred to as Count

• Frequency

• Rate

Frequency

Measurement is conducted in a manner such that all instances of the response class(es) of interest are detected during the observation period.

Rate

The number of times something occurs within a specified time period. Rates of behavior are often reported in "responses per minute," "responses per hour," or "responses per day."

Temporal Locus

Every instance of behavior occurs at a certain point in time with respect to other events of interest

• Response Latency

• Inter-Response Time

Latency

The elapsed time from the onset of a stimulus to the time that the response started

Inter Response Time (IRT)

The elapsed time between two successive responses

Temporal Extent

Every instance of behavior occurs during some amount of time

• Duration

Duration

The total time that behavior occurs; measured by elapsed time from the onset of a response to its end point

Discontinuous Measurement

Measurement is conducted in a manner such that some instances of the response class(es) of interest may not be detected.

• Dividing an observation into intervals and recording whether a behavior occurred during some or all of each interval (i.e., interval recording) or at the exact time of observation (i.e., momentary time sampling; MTS)

Partial Interval Recording

A time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals (typically from 5 to 10 seconds). The observer records whether the target behavior occurred at any time during the interval. 

Partial-interval recording is not concerned with how many times the behavior occurred during the interval or how long the behavior was present, just that it occurred at some point during the interval; tends to overestimate the proportion of the observation period that the behavior actually occurred

Whole Interval Recording

A time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals (typically from 5 to 15 seconds). At the end of each interval, the observer records whether the target behavior occurred throughout the entire interval; tends to underestimate the overall percentage of the observation period in which the target behavior actually occurred.

• Pros- measures continuous behaviors and high rates of behavior

• Cons- it underestimates the overall percentage of the observation period

Momentary Time Sampling

A measurement method in which the presence or absence of behaviors is recorded at precisely specified time intervals. 

Mainly used for continuous  behaviors (engagement in a task or activity).

• Advantage- the observer does not have to look constantly to measure

• Disadvantage- lots of behavior is missed

Planned Activity Check

A variation of momentary time sampling in which the observer records whether each person in a group is engaged in the target behavior at specific points in time; provides a measure of “group behavior.”

Permanent Product

A method of measuring behavior after it has occurred by recording the effects that the behavior produced on the environment.

• Visual or audio recording

Celeration

The change (acceleration or deceleration) in rate of responding over time; based on count per unit of time (rate); expressed as a factor by which responding is accelerating or decelerating (multiplying or dividing); displayed with a trend line on a Standard Celeration Chart.

Accelerating Trend

Overall increase in responding, which will be reflected by an increased value being recorded on the Y axis (dependent variable) on the most recent data points

Decelerating Trend

Overall reduction in response is reflected by a decreased value on the Y axis

Validity

The extent to which data obtained from measurement are directly relevant to the target behavior of interest and to the reason(s) for measuring it.

Reliability

Refers to the consistency of measurement, specifically, the extent to which repeated measurement of the same event yields the same values.

Purpose of Graphs

A visual format for displaying data; reveals relations among and between a series of measurements and relevant variables.

Graphs are used: 

1. To track client progress. 

2. To engage in data-based decision making. 

x-axis = time 

y-axis = what you're measuring (the data)

Behavior Definitions

Definitions should be objective, observable, and measurable

Response

A single instance or occurrence of a specific class or type of behavior.

Topography

Physical form or shape of a behavior

Antecedent

An environmental condition or stimulus change existing or occurring prior to a behavior of interest.

Behavior

That portion of an organism’s interaction with its environment that involves movement of some part of the organism. 

-  Anything a Dead Person can NOT do

Consequence

A stimulus change that follows a behavior of interest. Some consequences, especially those that are immediate and relevant to current motivational states, have significant influence on future behavior; others have little effect.

Preference Assessments

A structured method to identify highly preferred items or actions that can be used as reinforcers to keep motivation levels high

Single Stimulus (SS) Preference Assessment

Across a series of trials, stimuli are presented one at a time. Approach responses (e.g., moving hand or body toward the item) are recorded. Preference hierarchies are established by calculating the percentage of approach responses per stimulus.

Paired Stimulus (PS) Preference Assessment

Across a series of trials, stimuli are presented two at a time; individuals can approach (i.e., select) only one item on a trial. Approach responses are recorded. Preference hierarchies are established by calculating the percentage of approach responses per stimulus.

Multiple Stimulus Without Replacement (MSWO) Preference Assessment

At the start of each session, multiple stimuli are placed in front of the individual, who can select one. Approach responses are recorded. The selected item is not replaced, and the positions of the remaining stimuli are changed. Then, the individual selects from the remaining items. Continue in this manner until all items have been selected or the individual stops selecting items. Typically, several sessions are conducted. Preference hierarchies are established by calculating the percentage of approach responses per stimulus across all sessions.

Free Operant (FO) Preference Assessment- (Natural)

A brief assessment involving free access to a variety of stimuli. Naturalistic observations of free operant responding are conducted in the learner’s everyday environment (e.g., playground, classroom, home). As unobtrusively as possible, the observer notes how the learner allocates his time and records the number of minutes the learner devotes to each activity.

Social Skills Assessment

Identify skills that will be the direct target of the intervention and to monitor the outcomes of the social skills program. The evaluation details both the strengths and needs of the individual related to social functioning.

Curriculum Based Assessment

An evaluation process that makes use of academic content selected directly from the material taught. This is a form of criterion-referenced assessment that connects evaluation with instructional programs by informing teachers of both student progress and learning challenges.

Developmental Assessment

For children under age 3 is an attempt to assess various aspects of the child's functioning, including areas such as cognition, communication, behavior, social interaction, motor and sensory abilities, and adaptive skills.

Functional Analysis

Designed to identify and systematically manipulate antecedents and/or consequences that may control the occurrence of the problem behavior(s).

• Similar to a descriptive analysis, functional analyses evaluate the antecedents and consequences that maintain problem behavior