Measurement, Data Display, and Data-Based Decisions
This assignment is the second component of your Assessment, Intervention Support, and Related Systems project. Before proceeding with the assignment, please review the activities in the Unit 1 studies to refresh your memory on the functions, dimensions, and procedures of measurement and graphic display of behavioral data in applied behavior analysis.
For this assignment, you will be assessed on your understanding of the following course competencies:
- Apply measurement, data display, and data-based decisions to effectively change human behavior.
- Communicate in a manner that is scholarly and consistent with expectations for professionals in the field of psychology.
In your second project component, complete the following:
- Measurement: Explain the process of measurement you will use to analyze your case study. In your explanation, take into consideration environmental variables, available resources, and behavior of interest relevant to your case study. Remember, applied behavior analysts measure behavior to answer questions about the existence and nature of functional relations between socially significant behavior and environmental variables.
- Data Display: Select an appropriate form of visual display of behavioral data (choose from line graphs, bar graphs, cumulative records, semi-logarithmic charts, or scatterplots) from which valid and reliable decisions are best analyzed in your case study. Remember, the visual format you select should depend on the type of raw data you collect from your case study and the primary purpose of its evaluation.
- Data-Based Decisions: Justify how the selected form of data display will best allow you to make data-based decisions for your case study. Remember, the primary function of graphic displays of behavioral data is to communicate quantitative relations. Take into consideration validity, accuracy, and reliability of data.
How to Organize Your Paper
Use the following subheadings in your paper and format your subheadings in APA style.
- Measurement.
- Data Display.
- Data-Based Decisions.
Additional Requirements
Resources
: At least 3–5 scholarly resources.
Refer to the Measurement, Data Display, and Data-Based Decisions Scoring Guide to ensure you understand the grading criteria for this assignment. You should also review the course project information to ensure you have paid attention to all the project requirements.
Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.
Resources
- Measurement, Data Display, and Data-Based Decisions Scoring Guide.
- APA Style and Format.
- Capella University Library.
- SafeAssign.
- Writing Feedback Tool.
Measurementof
Tantrum-like Behavior
Tantrum-like behavior is defined as crying that can be paired with one or more of the following; screaming, flopping to the floor, and Kyle throwing his body into another person (typically his instructor). Crying includes loud whining with and without tears. Screaming includes high-pitched, loud vocalizations. Flopping to the floor includes Kyle dropping his entire body to the floor either from a sitting position (in a chair) or a standing position. Kyle throwing his body into another person includes him forcefully moving his entire body into his instructor and this typically occurs when Kyle is sitting in a chair and the instructor is right next to him. Tantrum-like behavior typically occurs in demand situations and should not include when Kyle gets hurt.
Measurement Process
Baseline data has been collected on Kyle’s tantrum-like behavior across 7 consecutive in home ABA sessions. Each session is two and a half hours in length. Frequency of episodes per session has been collected, as well as duration of each episode. Total duration will then be used to determine the percentage of the sessions that Kyle is engaging in tantrum-like behavior. Thirty seconds free of any tantrum-like behavior needs to lapse before a new instance of the behavior will be recorded. Data is being collected through the DataFinch program on an Ipad. Inter-observer agreement was collected for 30 minutes on two separate days during baseline with agreement being 99% for the first observation and 97% for the second observation.
Antecedent Behavior Consequence (ABC) continuous recording has also been collected to assist in determining the function of Kyle’s tantrum-like behaviors. After the BCBA analyzed the ABC data, it was hypothesized that the functions of the behavior are to escape demands and non-preferred tasks (negative reinforcement), while also gaining access to socially mediated positive reinforcement in the form of attention. Interventions to decrease tantrum-like behavior will be created based on these functions.
Visual Display
The figures below summarize the baseline data taken on tantrum-like behavior. Figure 1 shows the frequency of tantrum-like behavior per session.
Figure 1.
Figure 2. Figure 2 shows the total duration of tantrum-like behavior per session in minutes.
Data Based Decisions
The results of the baseline data show that Kyle is engaging in an average of 6 instances of tantrum-like behavior per session for an average total duration of 28 minutes per session. The results of the ABC data show that the likely functions of the target behavior are to escape demands and non-preferred tasks, as well as to gain access to attention. Interventions will be designed based on the functions of the behaviors. McKenna, Flower, and Adamson (2016) state that teaching function based-replacement behaviors can be a promising way to decrease problem behaviors. Teaching appropriate replacement behaviors that serve the same function as the less desirable behaviors can lead to a future decrease in the less desirable behavior (Cooper, Heron, & Heward, 2007).
Functional Communication Training (FCT) will be used to teach Kyle how to appropriately escape a non-preferred task or activity, as well as to teach him how to appropriately request for attention. As an antecedent strategy, lots of choices will also be given to Kyle throughout the sessions. Peterson, Caniglia, Royster, MacFarlane, Plowman, Baird, and Wu (2005) showed that an intervention using FCT to teach an individual to request breaks in order to escape tasks was successful in decreasing problem behavior, but the individual began requesting breaks continuously. A choice making component was then introduced where the individual could choose between a short break or doing work and then getting a longer, higher quality break. This intervention was successful at increasing amount of work completed, as well as decreasing problem behavior (Peterson, et. al., 2005).
References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Columbus, OH: Merrill Prentice Hall.
McKenna, J. W., Flower, A., & Adamson, R. (2016). A systematic review of function-based replacement behavior interventions for students with and at risk for emotional and behavioral disorders. Behavior Modification, 40(5). 678-712. doi:10.1177/0145445515621489
Peterson, S.)., Caniglia, C., Royster, A. J., Macfarlane, E., Plowman, K., Baird, S. J., & Wu, N. (2005). Blending Functional Communication Training and Choice Making to Improve Task Engagement and Decrease Problem Behaviour. Educational Psychology. 5(2-3). 257-274. doi:10.1080/0144341042000301193
Tantrum-like Behavior
Frequency 7 5 4 8 6 9 5
Frequency of Tantrum-like Behavior
22 15 33 36 28 45 14
Days
Duration of Tantrum-like Behavior
in Minutes
PSY7706
Measurement, Data Display, and Data-Based Decisions Scoring Guide
Due Date: End of Unit 4
Percentage of Course Grade: 10%.
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Explain the process
of measurement
chosen to analyze a
particular case
study.
27%
Does not
explain the
process of
measurement
chosen to
analyze a
particular case
study.
Attempts to explain the
process of
measurement chosen
to analyze a particular
case study, but the
process chosen is not
appropriate to the
situation.
Explains the
process of
measurement
chosen to
analyze a
particular case
study.
Explains the process of
measurement chosen to analyze a
particular case study; relates
measurement methods to the
environmental variables, available
resources, and behavior of interest.
Explain why a
particular data
display is most
appropriate for the
given set of
behavioral data.
27%
Does not
explain why a
particular data
display is most
appropriate for
the given set of
behavioral data.
Attempts to explain
why a particular data
display is most
appropriate for the
given set of behavioral
data, but the
explanation is
inaccurate or
incomplete.
Explains why
a particular
data display is
most
appropriate for
the given set
of behavioral
data.
Explains why a particular data
display is most appropriate for the
given set of behavioral data and
provides an example of the chosen
visual display with all of the
necessary components.
Analyze how the
selected form of
data display best
allows data-based
decision making for
a particular case.
26%
Does not
analyze how
the selected
form of data
display best
allows data-
based decision
making for a
particular case.
Analyzes at a basic
level how the selected
form of data display
best allows data-based
decision making for a
particular case, but the
analysis is missing key
details.
Analyzes how
the selected
form of data
display best
allows data-
based
decision
making for a
particular
case.
Analyzes how the selected form of
data display best allows data-based
decision-making skills for a
particular case; draws a conclusion
based on the data collection and
the analysis of the data display, and
articulates the information in a
narrative.
Demonstrate an
academic writing
style through well-
organized prose that
follows assignment
guidelines.
10%
Does not
demonstrate an
academic
writing style.
Demonstrates
minimally acceptable
writing style, with
instances of
disorganization,
grammatical or
mechanical errors, or
does not follow all
assignment guidelines.
Demonstrates
an academic
writing style
through well-
organized
prose that
follows
assignment
guidelines.
Demonstrates an academic writing
style through well-organized prose
that contains no significant
grammatical or mechanical errors
and follows assignment guidelines.
Demonstrate
compliance with
APA style, citation,
and referencing
guidelines.
10%
Does not
demonstrate
compliance with
APA style,
citation, and
referencing
guidelines.
Demonstrates
minimally acceptable
compliance with APA
style, citation, and
referencing guidelines.
Demonstrates
compliance
with APA style,
citation, and
referencing
guidelines.
Develops a paper that is fully
compliant with APA style, citation,
and referencing guidelines.