User:ZhengQiTan/Applied behavior analysis

Testing

test again

Measuring behavior
When measuring behavior, there are both dimensions of behavior and quantifiable measures of behavior. In applied behavior analysis, the quantifiable measures are a derivative of the dimensions. These dimensions are repeatability, temporal extent, and temporal locus.

Repeatability
Response classes occur repeatedly throughout time—i.e., how many times the behavior occurs.


 * Count is the number of occurrences in behavior.
 * Rate/frequency is the number of instances of behavior per unit of time.
 * Celeration is the measure of how the rate changes over time.

Temporal extent
This dimension indicates that each instance of behavior occupies some amount of time—i.e., how long the behavior occurs.


 * Duration is the period of time over which the behavior occurs.

Temporal locus
Each instance of behavior occurs at a specific point in time—i.e., when the behavior occurs.


 * Response latency is the measure of elapsed time between the onset of a stimulus and the initiation of the response.
 * Interresponse time is the amount of time that occurs between two consecutive instances of a response class.

Derivative measures
Derivative measures are additional metrics derived from primary data, often by combining or transforming dimensional quantities to offer deeper insights into a phenomenon. Despite not being directly tied to specific dimensions, these measures provide valuable supplemental information. In applied behavior analysis (ABA), for example, percentage is a derivative measure that quantifies the ratio of specific responses to total responses, offering a nuanced understanding of behavior and assisting in evaluating progress and intervention effectiveness1. Trials-to-criterion, another ABA derivative measure, tracks the number of response opportunities needed to achieve a set level of performance. This metric aids behavior analysts in assessing skill acquisition and mastery, influencing decisions on program adjustments and teaching methods. Applied behavior analysis relies on meticulous measurement and impartial evaluation of observable behavior as a foundational principle. Without accurate data collection and analysis, behavior analysts lack the essential information to assess intervention effectiveness and make informed decisions about program modifications. Therefore, precise measurement and assessment play a pivotal role in ABA practice, guiding practitioners to enhance behavioral outcomes and drive significant change.

Behavior analysts utilize a few distinct techniques to gather information. A portion of the ways of collect data information include:

Frequency
This technique refers to the times that an objective way of behaving was noticed and counted. . In the published article On Terms: Frequency and Rate in Applied Behavior Analysis, the authors state that two major texts, one being the Behavior Analyst Certification Board pair the word "frequency" with two different words-- one text pairing with "count" and the other "rate". Despite one major text using the word "count" interchangeably with "frequency", both texts advise readers they should not be using counts of behavior without referencing the time base of the observation. Additionally, when given that context of advice, the count and time information provide data rate. The authors of this article suggest that when looking at applied behavior analysis (ABA) and accessing behavior measurement, you should be using the term "rate" instead of "count" to reference frequency. Any references to counts without information about observation time should be avoided.

In Annals of Clinical Psychiatry article Applied Behavioral Analytic Interventions for children with Autism: A Description and Review of Treatment Research, they point out how frequency is used to keep track of adaptive and maladaptive behaviors. By doing so, ABA therapists and clinicians are able to create a customized program for that patient. The author notes that tracking frequency, in cases specifically looking at frequency of requesting behaviors during play, language, imitation and socialization, can also be a variable to predict treatment outcome.

Rate
Same as frequency, yet inside a predefined time limit.

Duration
This estimation alludes to how much time that somebody participated in a way of behaving.

Fluency
Fluency, is a gauge on how smooth a behavior is performed. Fluency is associated with behaviors that we use over a long duration and be able to perform it with confidence. The three outcomes associated with fluency:

Fluency will increase the response speed and accuracy of a behavior. However, when introduced to a new stimulus different from their usual behavior, there will be a decrease in reaction time or increased response time but with more false alarms. Fluency relies on repeated action so the amount of required effort for the behavior is lessened to an extent where the individual could focus more on the other factors of the behavior.
 * The ability to retain the behavior or action
 * Maintain the behavior while there are disruptions
 * The ability to transfer the behavior to other applications

There are two types of approaches to fluency:


 * Unassisted approach - Individual practice of certain behavior. Set a target of response speed and accuracy under a timeframe and readjust accordingly depending on the difficulty.
 * Assisted approach - Behavior assisted by a teacher or an individual

The unassisted approach would need to perform their reached target behavior to someone. The assisted learning approach have a limitation that it would need an individual to assist them which could be time-consuming for both individuals.

Response latency
Latency refers to how much time after a particular boost has been given before the objective way of behaving happens.