Deck 21: Direct Behavioral Assessment: What to Record and How

Question 1

Describe the details of the stimulus control assessed by ABLA-R Level 4, visual identity match-to-sample discrimination.

Answer 1

When assessing Level 4 of the ABLA-R, a client is allowed to view a yellow can and a red box in randomized left-right positions, and is presented sequentially with either a yellow cylinder or red cube.Stimulus control is demonstrated when the client consistently places the yellow cylinder in the yellow can and the red cube in the red box.

Question 2

Describe the details of the stimulus control that the ABLA-R test assesses with Level 6, auditory-visual combined discrimination.

Answer 2

To assess ABLA-R Level 6, a client is presented with a yellow can and a red box in randomly- alternated left-right positions, and is given a non-matching object.Stimulus control is demonstrated if the client puts the object in the appropriate container when the tester randomly says "red box" or "yellow can."

Question 3

Describe at least four ways in which a cumulative graph of a set of data differs from a frequency graph of the same data.

Answer 3

Differences that might be mentioned: (a)Each point on a cumulative graph indicates the sum of all the data obtained up to and including that point, whereas each point on a frequency graph indicates only the data obtained at that point; (b)Each point on a cumulative graph can never be lower than the corresponding point on a frequency graph; (c)A cumulative graph can never decrease, whereas a frequency graph can; (d)Changes in rate of behavior are indicated by changes in the slope of the line connecting data points on a frequency graph; (e)The vertical scale on a cumulative graph must necessarily be smaller than that for the corresponding frequency graph.

Question 4

What do we mean by the relative duration of a behavior? Give and explain an example in which relative duration might be more appropriate than frequency.

Question 5

What does the topography of a behavior mean? Give an example that is not in this chapter.

Question 6

Define interval recording. Distinguish between the partial-interval recording system and the whole-interval recording system.

Question 7

Make a frequency graph and a cumulative graph of the following instances of a behavior that were observed during successive sessions: 3, 7, 19, 0, 0, 0, 27, 12, 12, 6.

Question 8

What is another word for the intensity of a response? Give an example in which it would be important to measure the intensity of a behavior.

Question 9

On a cumulative graph, what can you infer from the following?
a.a high or steep slope; b.a low slope; c.a flat line

Question 10

Using an example, explain how the quality of a behavior is a refinement of one or more of the other dimensions of behavior.

Question 11

Define continuous recording. Give an example that is not in this chapter.

Question 12

When would one likely select an interval-recording system over a continuous recording system?

Question 13

When would one likely select a continuous recording system?

Question 14

Describe three ways to keep track of the number of times a certain response occurs during a day.

Question 15

Name two common measures of the overall amount of a given behavior.

Question 16

Name the six levels that the ABLA-R assesses.

Question 17

Define stimulus control, and give an example.

Question 18

What does the frequency of a behavior mean? Give an example that is not in this chapter.

Question 19

What do we mean by the latency of a response? Give an example that is not in this chapter.

Question 20

What two characteristics do behaviors recorded in terms of frequency usually show?

Question 21

Briefly describe momentary time-sampling recording.

Question 22

Describe five categories of error that can affect the accuracy of observations.

Question 23

According to convention, what is an acceptable IOR in a behavior modification program? What does convention mean?

Question 24

Using the procedure described in the text for computing IORs with interval data, compute an IOR for the data of vocalizing as recorded by observers 1 and 2 .Show all of your computations.

Question 25

Define time-sampling recording. Give an example that is not in this chapter.

Question 26

What is the difference between obtrusive and unobtrusive observations?

Question 27

When might it be acceptable to include agreement on blank intervals in your computation of an IOR? Why would this be acceptable?

Question 28

List and briefly describe five sources of bias and artifact that can influence an observer.

Question 29

In a sentence or two, explain what we mean by interobserver reliability.(Describe the process, but don't give the procedures for calculating IORs.)

Question 30

When is it especially misleading to include agreement on blank intervals in computing the IOR? Give an example.