Understanding Behavior Change: Obtaining Baseline Measurements, Study Guides, Projects, Research of Abnormal Psychology

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2014-2015 Webinar Series

THE SECOND STEP TO

BEHAVIOR CHANGE: OBTAIN

A BASELINE MEASURE

KIM MEYER, ED.S. HELEN MILLER, M.A., CCC-SLP

Feb 26, 2014

2014-2015 Webinar Series

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).

4. Participant will be able to state some of the advantages and disadvantages of using continuous measurement procedures and sampling methods.
5. Participant will be able to determine the appropriate measurement procedure to use.**

2014-2015 Webinar Series

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!

2014-2015 Webinar Series

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

• Count is the number of occurrences of behavior.
• Rate/frequency is the number of instances of behavior per unit of time. Unit of time: seconds, minute, hour, day, week, month, year
• Duration is the amount of time in which the behavior occurs.
• Response latency is the measure of elapsed time between the onset of a stimulus and the initiation of the response.
• Inter-response time is the amount of time that occurs between two consecutive instances of a response class.

When we measure the dimensions of behavior, we are using a continuous measurement.

2014-2015 Webinar Series

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

2014-2015 Webinar Series

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

2014-2015 Webinar Series

WHOLE-INTERVAL RECORDING

• Divide the observation period into small intervals of time (5 to 15 seconds) and at the end of the interval record if the behavior was or was not present for the entire interval
• Usually underestimates behavior
• Good to use for behavior you want to increase

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

2014-2015 Webinar Series

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

2014-2015 Webinar Series

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)

2014-2015 Webinar Series

HOW TO REPORT TIME SAMPLING

DATA

• Report as percentage of total intervals in which

behavior was present

• This is used to estimate what proportion of the

observation time the behavior was present

• Report the length of observation along with the

percentage

PERMANENT PRODUCTS AS DATA

• Some behaviors can be measured by the effect

produced on the environment

• Record audio or video of behavior to view and

record on data sheet later

• Ex: spelling words, drawings, worksheets

completed, homework assignments turned in, test questions answered, folding laundry

• Allows teachers to do other things, may be

more accurate and continuous.