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A transcript from a webinar series hosted by Tri-State Autism Spectrum Disorder in 2014-2015. The session focuses on the second step of behavior change, which is obtaining a baseline measurement. The presenters, Kim Meyer and Helen Miller, discuss measurable dimensions of behavior, techniques for measurement, advantages and disadvantages of continuous and discontinuous measurement procedures, and how to determine the appropriate measurement procedure. They also provide examples of how to apply these concepts to specific problem behaviors.
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THE SECOND STEP TO
BEHAVIOR CHANGE: OBTAIN
A BASELINE MEASURE
KIM MEYER, ED.S. HELEN MILLER, M.A., CCC-SLP
Feb 26, 2014
KIM MEYER, ED.S. SCHOOL PSYCHOLOGIST AND REGIONAL AUTISM CONSULTANT
LEARNER OBJECTIVES
1. Participant will be able to explain the measurable dimensions of behavior (e.g., rate, duration, latency, or inter- response times).
**2. Participant will know how and when to use measures such as percent of occurrence and sampling techniques (e.g., partial- and whole-interval recording, momentary time sampling).
WHY COLLECT BASELINE DATA?
● May prevent us from starting an intervention that isn’t necessary.
● May prevent us from continuing an intervention that isn’t effective. ● May prevent us from stopping an intervention that really is helping.
LET’S GET REAL….
● Time is limited!
● We often don’t have the staff resources.
But the REALITY is that you will waste time and resources in the long run if you don’t collect
baseline data!
TWO TYPES OF MEASUREMENT
● Continuous measurement (measuring every instance) over time yields a complete record of behavior but many times this is not practical and so discontinuous measurement is used. ● Tally every time the student bites another person, or each time a bell rings record the response latency between the bell ringing and the student arriving at the next class period, every time the child responds with a greeting when he is greeted. ● Discontinuous measurement involves observing and recording behavior during intervals or specific moments in time.
DIMENSIONS OF BEHAVIOR
When we measure the dimensions of behavior, we are using a continuous measurement.
WHICH DIMENSION?
Jessica finishes an addition problem. Her teacher measures the time it takes her to start the next addition problem.
1. count 2. rate/frequency 3. duration 4. latency 5. inter-response time
(www.montrealmom.com)
HOW TO RECORD
DIFFERENT DIMENSIONS?
Count: Tally instances of behavior Frequency/Rate: Tally instances of behavior within a set period of time Duration: Use stop watch, clock or timer to determine how long behavior lasts Response Latency: Use stop watch, clock or timer to determine the time between the stimulus and the start of the behavior Inter-response time: Use stop watch, clock or timer to determine the time between consecutive responses
A PRACTICAL APPROACH TO COLLECTING BASELINE DATA
● Collect data for a limited sample of the total length of time (e.g. 15 to 30 mins.) ○ Rate (dividing count/time unit) can be measured and compared across observation periods as long as the unit of time (e.g., seconds, minute, hour) is standard across those observation periods. ○ Measure total duration per session during the sample period (report total duration of problem behavior as a percentage of total time observed).
● Allows for flexibility
BASELINE DATA USING RATE
WHOLE-INTERVAL RECORDING
LET’S PRACTICE
You will need a paper and pen for this activity.
Positive Behavior Definition: Sitting-both buttocks making contact with the seat
10-second intervals
WHOLE INTERVAL RECORDING
PARTIAL-INTERVAL RECORDING
● Record whether the behavior occurred at any time during the interval
● Don't worry how often it occurred, or how long it was present, simply did it occur - "yes" or "no"
● Tends to overestimate behavior
● Good for behavior you want to reduce
● Tends to underestimate rate of high-frequency behavior
● Allows you to measure a number of behaviors at same time
MOMENTARY TIME-SAMPLING RECORDING
TIME SAMPLING PROCEDURES
● Clear, observable and measureable problem definition
● Record the Setting and/or Ongoing Activity
● Record the time observation starts and stops
● Determine length of intervals
● Always record something, so you don’t lose your place. Use a Y or N or + or -
● Use a timer or audio recording of beeps or vibration to keep track of time (e.g., sports timers, MotivAider)
behavior was present
observation time the behavior was present
percentage
produced on the environment
record on data sheet later
completed, homework assignments turned in, test questions answered, folding laundry
more accurate and continuous.