Defining and Measuring Behavior

Measurement
A-01 Prepare for data collection

A-02 Implement continuous measurement procedures

A-03 Implement discontinuous measurement procedures

A-04 Implement permanent product recording procedures

A-05 Enter data and update graphs

Assessment
B-01 Describe behavior and environment in observable and measureable terms
 Behavior Technicians most often work with families of children diagnosed with ASD.

They take data on many different behaviors of children they are working with. These behaviors

can include behaviors we want to decrease (aggression, screaming, tantrums, pinching, self-

injurious behavior, etc.) or behaviors we want to increase (requesting for preferred items,

learning to read, counting, etc.). With data collection and analysis, it becomes easier for

behavior analysts, behavior technicians, educators and other professionals to understand

behavior patterns and to measure the progress of the child. Keeping accurate data that

highlights behaviors, responses, and progress enables everyone involved to see what is working

and to assess which techniques, procedures or teaching methods work best for the individual

child.

This module describes behavior and identifies the dimensions by which behavior can be

measured and describes the methods behavior analysts and behavior technicians commonly

use to measure them.

Defining and Measuring Behavior
Part I (2 hours)
Measurement A- 01, A- 02, A-03, A-04, A-05
Assessment B-01

BEHAVIOR AND THE ENVIRONMENT

(RBT Task List B-01)

Outline:
Behavior and Response Classes
The Environment
Determinants of Behavior

Objective:
1) Define observable behavior.
2) Describe behavior in measureable terms.
3) Describe environment.
4) Identify determinants of behavior.

Behavior and Response Classes

Behavior is everything that an organism does

Behavior is the movement of an organism or its parts in a frame of reference provided by the organism or by
various external objects or fields (Skinner, 1938)

The interaction of the muscles and glands of a live organism and the environment.

The Dead Person’s Test

If the dead person can do it, it is NOT behavior.

Examples of Behavior:
Making a sandwich Thinking about your FB status
Shooting a ball Refusing an offer
Asking for directions Torturing animals
Tying one’s shoelace Killing another person
Eating “turon” Cutting one’s own wrist
Making eye contact while asking Slapping one’s own face
someone to dance Cursing drivers while you drive on
Doing one’s laundry the street
Carrying a crying baby

Non-Examples of Behavior
Aggression Lazy Non-compliance
Depression Positive attitude Anorexia
Repressed feeling Poor impulse control Stubborn
 Observable/Measurable Definition Non-observable/measurable Definition

Talks when teacher is lecturing, calling out in a loud voice, singing Disruptive behaviors

Draws pictures during group work time Off-task behaviors

Throwing objects, Kicking over chairs Angry, Hostile Behaviors

Calls peers names Inappropriate language

Tapping/ drumming on desk, looking around the classroom Attention problems

Refusal to do work, failure to follow directions Non-compliance

Yells “No” or “You can’t make me” when given direction Defiance

ASR 1-5
 Is this an example of a behavior? A)Yes B) No
1. Closing a door.
2. Telling someone what you ate for lunch.
3. Failing to respond to the teacher’s request to get up from the floor.
4. Following manual instructions to assemble an equipment.
5. Low self-esteem
ASR 6-10
 Is this an example of a behavior? A)Yes B) No
1. Social skills
2. Asking follow-up questions
3. Non-compliance
4. Failing to respond from a verbal / vocal question.
5. Schizophrenia

Response is a specific instance of behavior.

Response cycle refers to the beginning, middle, and end of a response.

Examples: Holding one’s breath under water

Exiting a computer game

Topography refers to the physical nature of responses.

 That is, the exact form, configuration or shape of the response, the appearance of the response, the
force involved, and the actual movements involved.

Topographical response class is a group of two or more responses which share a common form.
Example:
Moving a finger up and down: to switch on light, to press a letter on a keyboard.
Pointing: point to ask for something, point to identify something, point to give something
 Function refers to the effect of a response on the environment

Functional response class a group of two or more topographically different responses that all have the same
effect on the environment, usually producing a specific class of reinforcers.

Example:
Attention getting is the functional response class
Bell ringing, shouting, knocking is the behavior

ASR 11
 Is this an example of topographic or functional response class?
A. TRC
B. FRC

I say “water” and I get water.

I point to water and I get water.
I sign water and I get water.
I give someone a picture of a glass of water and I get water

ASR 12
 Is this an example of topographic or functional response class?
A. TRC
B. FRC

I see a glass of water, I say “water”. Teacher says, “Good labeling”

I say “water” and a waiter gives me water
Teacher asks, “what’s H2O?, I say “water”, teacher say, “that’s right.”
I see the written word “water”; I say “water”, teacher say, “good reading”

ASR 13
 Is this an example of topographic or functional response class?
A. TRC
B. FRC

Juan slaps his head and you give him a break from his workshop task.
Juan puts screws in boxes for 10’ and you give him a break.
Juan says, “I want break, please.” and you give him a break

Public Behavior is behavior that can be observed by others, even though special instrumentation may be required at
times.

Private behavior, also known as private events, is behavior that cannot be observed by others; it is only accessible to the
organism that is engaging in the private event.

Private events are behavior, NOT Explanations of behavior.

Public or Private behavior (bx)?

Turning on a computer
Telling someone your Skype name
Perspiring
Thinking about lechon
 Imagining you are scuba diving

 Public or Private Event?

Turning on a computer
 Public bx
Telling someone your Skype name
 Public bx
Perspiring
 Public bx
Thinking about lechon
 Private bx
Imagining you are scuba diving
 Private bx

ASR 14-20
 A. Public Bx B. Private Bx C. Either
1. Heart beating fast
2. Salivating
3. Reading silently
4. Blushing
5. Thinking about what to post in your Facebook status
6. Eating bananaque
7. Throwing a ball

Fundamental Properties and Dimensional Quantities of Behavior

A property is a fundamental quality of a phenomenon.

A dimensional quantity is a quantifiable aspect of a property.

Fundamental Property Dimensional Quantity

Temporal Locus - A response occurs at a certain point in Latency - The amount of time between a stimulus and a
time in relation to a preceding environmental event, response.

Example: Teacher say, “Everybody get a piece of paper.”

Sarah sitting in front of the teacher immediately took a piece of paper from her desk.
A young man say, “Will you marry me?” as he hands a ring to his long time girlfriend. His girlfriend burst
to tears and after 20 seconds she said, “Yes”.

Fundamental Property Dimensional Quantity

Temporal Extent - a single response is derived from the Duration - the amount of time between the beginning and
fact that a response occupies time the end of the response cycle

Example:
The baby who’s sleeping on her mother’s arms was placed in the crib then she begun to cry. After 5 seconds the
mother picked her child back to her arms.

Maria attended Nursery class from 9AM to 12NN

 Fundamental Property Dimensional Quantity

Repeatability - it refers to the fact that a response can Countability - measures the number of responses or
reoccur number of cycles of the response class. (Frequency)

Example
Juan sends Maria a SMS once he wakes up in the morning, before leaving the house, when he reached the
office, during lunch time, coffee break, before leaving the office, and when he reached home. Then Juan calls
Maria before going to sleep.

Fundamental Property Dimensional Quantity

combination of repeatability and temporal locus Inter-response time (IRT) - refers to the time between
two successive responses; usually, the time elapsed
between the end of a response cycle and the beginning of
the next response cycle

Rate - the number of responses over some period of time

Celeration - refers to change in behavior over time, usually

increase (acceleration) or decrease (deceleration) in the
rate over time
Example:
Maria sends his mother a SMS before leaving the dormitory and when she comes back from school.

Antonio clicks notification icon on his FB account 10 times for an hour of break time.

Dom started to attend cross fit training Tuesday from 8AM to 8:30AM, and on Wednesday from 8AM-9AM, on
Thursday 8AM-10AM

ASR 21
 A single response can reoccur, thus, the fundamental property of ___________________
A. Temporal Locus
B. Temporal Extent
C. Repeatability
ASR 22
 A single response occupies time, thus, the property of _____________________________
A. Temporal Locus
B. Temporal extent
C. Repeatability
ASR 23
 Pedro exercised for 30 minutes on Monday. This is an example of which Dimension?
A. Rate
B. Temporal Extent
C. Duration
D. Temporal Locus
ASR 24
 Johnny exercised for 30 minutes on Monday. This is an example of which Fundamental Property?
A. Rate
B. Temporal Extent
C. Duration
D. Temporal Locus
ASR 25
 I stick my hand out to shake Jordan’s hand 5 seconds later he grasps and shakes my hand. This is an example of
what Dimension?
A. Latency
B. IRT
C. Duration
D. Temporal Locus
ASR 26
 The client completed 25 jumping jacks in one hour on Tuesday, 30 jumping jacks in one hour on Wednesday, and
40 jumping jacks in one hour on Thursday. This is an example of what Dimension?
A. Latency
B. Rate
C. Duration
D. Celeration

The Environment

The environment is the total constellation of stimuli which can affect behavior. The environment is both outside the skin
of the organism and within the skin.

Stimulus is a change in the environment which can affect behavior.

Examples:
Light on; light off
Light changing from red to green
Stereo on ; volume raised; lowered; turned off

2 General Types of Stimuli

Antecedent and Consequence

Antecedent - a stimulus which precedes, that is, occurs before a response.

Example: Science teacher walks in the class and the students sit on their chairs.

Consequence - a stimulus which follows, that is, occurs after a response.

Example: Students who raised their hands were given a sticker.

ASR 27
 I ask Mario to give me a “high five” and he slaps his head repeatedly. I then go away. In this example me asking
him to give me a “high five” is a(n)?
A. Antecedent
B. Behavior
C. Consequence
ASR 28
 I ask Mario to give me a “high five” and he slaps his head repeatedly. I then go away. In this example me going
away is a(n)?
A. Antecedent
B. Behavior
C. Consequence

ASR 29
 I have a really bad headache. I reach for my aspirin bottle and took two aspirins. The headache eventually goes
away. The headache going away is an example of a(n)?
A. Antecedent
B. Behavior
C. Consequence

ASR 30
 I have a really bad headache. I reach for my aspirin bottle and took two aspirins. The headache eventually went
away. The headache is an example of a(n)?
A. Antecedent
B. Behavior
C. Consequence

Determinants of Behavior

Organic Variables:
genetics physical attributes
bio-chemical factors neurological factors

Environmental Variables:
Current environmental events - the organism’s previous experience with these or similar environmental
conditions

History of reinforcement - When changes in an antecedent or consequent stimulus class consistently alter a
dimension of a response class.

Learning is a relatively permanent change in behavior as a result of experience.

Human can learn with and without words.

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End of Part I
Defining and Measuring Behavior
(RBT Task List Assessment B-01)
Defining and Measuring Behavior
Part II (3.5 hours)
Measurement A- 01, A- 02, A-03, A-04, A-05
Assessment B-01

MEASURING BEAHVIOR (Data Collection)

(RBT Task List A-01, -02, -03, -04, -05)

Outline:
Data Collection
Continuous Measurement Procedures
Discontinuous Measurement Procedures
Permanent Product Recording Procedures
Graphs
Actual Demonstration

Objective:
1.) Identify methods in collecting data.
2.) Identify and describe types of continuous measurement procedures.
3.) Identify and describe types of discontinuous measurement procedures.
4.) Identify different types of graphs
5.) Demonstrate actual data collection procedure, encoding of data and graphing.

Data Collection

A-B-C-D Descriptive Analysis

Basically the same idea as A-B-C, but another level of analysis.
Nature of Consequence:
C-Socially Mediated Consequence
D- Direct (Automatic) Consequence

These observations are done:

In real time, in the natural environment
Are noted immediately after behavior occurs

Sequence Analysis
A systematic presentation and examination of data regarding behavior and stimulus conditions in A-B-C format
Done after narrative recording and/or ABC data collection

Example:
When Bob is asked to complete his homework, he will whine and complain. This typically results in
escape from the task.

Scatter Plot
Plots occurrence of target Bx as a function of time, context, activities
A data collection form for problem behavior and the intervals of time the behavior occurs
Provides graphic display of the data (grid)
Used to identify patterns of responding in natural settings
 Using a scatter plot (PLEASE SHOW material- scatterplot sample)
Break vertical axis into time intervals (activity schedule)
Break horizontal axis into successive days
Decide to use occurrence vs. nonoccurrence OR 3 discrete categories (none, low, high)
Recording occurs at the end of the interval

ASR 1
 Juan is most likely to engage in disruptive behavior from 10-11AM, and 1-2PM.” This is most likely the result of
which assessment procedure?
A. ABC data collection
B. Scatter plot
C. Narrative recording
D. Interviews (functional interview or paper-and-pencil)
ASR 2
 When the teacher lectures to the class, Juan engages in disruptive behaviors this typically results in being placed
out of the class.
This statement represents a :
A. Functional Analysis
B. Pattern Analysis
C. Sequence Analysis
D. Reinforcer assessment
ASR 3
 When Juan engages in disruptive behaviors, it typically results in being placed out of the class.
This represents a :
A. Socially mediated consequence
B. Direct Consequence
C. Irrelevant detail
D. Functional relation
ASR 4
 Pedro lines up cars and lies on the floor so that he can see them at floor level. He does this regardless of what is
going on in his environment. Andy’s behavior is like maintained by
A. Socially mediated consequences
B. Direct Consequences
C. His diagnosis of Autism
D. Biological etiology

Continuous Measurement

Continuous/Direct measures of behavior directly contact behavior, they are measures of dimensional quantities:
Examples:
 Counting how many times someone bites another person.
 Timing from when Karen last ate a meal to the next time she eats a meal.
 Timing how long someone sucks one’s own thumb.
 Timing how long it takes Josh to turn off the TV after he is asked to do so.
Types of Continuous Recording
 Event recording
(frequency and rate)
Rate = Responses / Time
If Rate = 6 per hour
That is same as 6/60 min

 Duration recording
(per occurrence or total)
“ mins
‘ seconds
 Latency recording
(measures latency)
Start stop watch
 Inter-Response Time (IRT) recording
Start timing at END of response cycle.
Stop timing at the BEGINNING of next response cycle.

The formula is:

Recording Interval / Count
Helps to remember there are 60 min. is 1 hr. & 3600 secs. in an hour
Example:
IRT = Time Units / Responses
Solve: 60/6

In order to record continuous measures (event recording, duration recording, latency recording, IRT), you must have
which instruments? A STOPWATCH! And a frequency counter. Mobile applications available.

Discontinuous Measurement

Discontinuous/Indirect measures of behavior do NOT directly contact behavior, they are calculated and often are
samples of behavior

Example:
Checking every 5 minutes to see if child playing appropriately with baby sister. Recording “Yes” or “No”.
then, calculating a percent of times playing appropriately.

Recording whether or not child complied with request to brush teeth within 10 seconds of the request.

Types of Discontinuous Measurement

 Percent occurrence/Percent correct- # of target responses/opportunities (behavior may not be a free operant-
can only occur upon certain conditions!)
o Converted into a percent.

 Trials to criterion- # of trials it took to meet criteria

 o The number of consecutive opportunities to respond required to achieve a performance standard.
o Discrete categorization (coding) )- Categories for behavior
o A method for classifying responses into discrete categories. For example:
• Severity Codes
• Duration Codes
• Independence Codes
• Expressed as %of responses for each code:
• E.g., 50 % of “Rinsing” were “Independent”

 Partial Interval- mark if Bx occurs at all during interval, used for Bx targeted for decrease (Overestimates)
o A discontinuous response measure in which a recording session is broken into short intervals of
time(usually 10 to 20 seconds).

 Whole Interval- mark if Bx occurs throughout entire interval, used for Bx targeted for increase (tends to
underreport)
o A discontinuous response measure in which a recording session is broken into short intervals of time
(usually 10 to 20 seconds).

 Momentary Time Sampling- look up, mark whether BX is occurring at that moment (tends to underreport)
o A discontinuous response measure in which a response is recorded as occurring only if it occurs at the
point in time in which an interval ends. It is recorded as a nonoccurrence if it is not occurring at that
precise moment in time (e.g., a timer is set for 10 minutes)...

 PLACHECK- # of individuals engaged at that moment

o A group of individuals is observed at the end of an interval
o Count how many of individuals are engaging in the target behavior(s)
o Compare with the total number of individuals.
o Percent of individuals engaging in Bx’s.

 Inter-Observer Agreement (IOA) is a measure of reliability- that the observation of behavior was accurate; 80%
agreement is considered the standard
o 2 methods:
• smaller # divided by larger #
• # of agreements divided by # of agreements + # disagreements
Examples:
John records that Tom hit himself 10 times, while Jane only recorded 7 during the same period
Using the smaller/larger method, what is the IOA?
7/10 =.70 or 70%
Is this good enough? No

ASR 5
 Which measure should you use?
You have been asked to increase little Juan’s on task behavior. He is currently in a mainstream classroom
with 30 students and one teacher, who will be responsible for collecting data.
A. Duration recording
B. Partial interval recording
C. Whole interval recording
D. Momentary Time sample
ASR 6
 Nene’s teacher would like to increase Nene’s participation in class, particularly raising her hand to answer
questions.
A. Event recording
B. Duration recording
C. Percent occurrence
D. Momentary Time sample

ASR 7
 You have been asked to work with Tomas, a child who tantrums throughout the day. During your session, you
would want to use:
A. Event recording
B. Duration recording
C. Partial Interval recording
D. Whole Interval recording
ASR 8
 Calculate IOA
1 2 3 4 5 6 7 8 9 10

A X X X X X X X

B X X X X X X X

Permanent Product Recordings

Measurement takes place after the behavior has occurred. A permanent product is a change in the environment
produced by a behavior that lasts long enough for measurement to take place.
Both continuous and discontinuous measurement procedures discussed earlier are all can be applied to the
measurement of permanent product

Natural Permanent Products:

Work products
Academic tests (compositions written, math problems written, picking up litter)
Injuries
Weight
Money in savings account

Contrived Permanent Products:

Audiotaping students on oral reading Videotaping a girl sitting in the class

Videotaping a boy flapping his hands Photographs

Graphs
Why do we use graph?
Graphs are a great way to share data in a quick and easy to understand format.

Visual Inspection
You can see the results!
Visual Presentation
Behavior Analysts document and quantify behavior change by direct/ indirect and repeated measurement of
behavior. The product of these measurements is called data. To directly and effectively communicate the data
to others we use graphs for visually displaying relationships among and between a series of measurements.

Types of Graphs

Bar Graph – makes comparison between variables that are not related to each other.

Cumulative Record (Graph) - A type of graph on 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.
 Equal Interval Line Graph - A graph which has lines equally spaced on the vertical axis so that when you add or
subtract a certain amount, you move up or down the same distance, no matter where on the graph you start.

Anatomy of a line graph

CHORAL RESPONDING (ASR)

I. What is the Dependent Variable?

I. # of Aggressions
II. Response Cost Added
II. What is the Independent Variable?
A. # of Aggressions
B. Response Cost Added
III. Was the response cost an effective procedure?
A. Yes
B. No
ASR 9
 The graphical Display most commonly used in EAB is:
A. Bar Graph
B. Cumulative Record
C. Equal Interval Line Graph
D. Standard Celeration Chart
ASR 10
 This graph is the best for comparing results between different groups:
A. Bar Graph
B. Cumulative Record
C. Equal Interval Line Graph
D. Standard Celeration Chart
ASR 11
 The graphical display most commonly used to communicate the results of ABA:
A. Bar Graph
B. Cumulative Record
C. Equal Interval Line Graph
D. Standard Celeration Chart

Actual Demonstration
Role Playing/ in vivo: Continuous Measurement and Discontinuous Measurement
Using paper and pencil: Encoding data, graphing

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End of Part II
Defining and Measuring Behavior
Measurement A- 01, A- 02, A-03, A-04, A-05