Chapt er 3 Graphin g Behavi or and Measurin g Chang e

Transcription

1 Chapt er 3 Graphin g Behavi or and Measurin g Chang e Chapt er Outlin e Components of a Graph Y-axis and X-axis Axis Labels Axis Numbers Data Points Phas e Lines Phas e Labels Graphing Behavioral Data Graphing Data from Different Recording Procedur e s Research Design A-B Design A-B-A-B Design Multiple Baselin e Design Across Subject s Across Beh aviors Across Settings Alternating- Treat m e n t s Design Chan gi n g Criterion Design Chapter Summary Key Terms Practic e Test Application s Misapplications Chapter 3, Quiz 1 Chapter 3, Quiz 2, Chapter 3, Quiz 3 Idea s for Clas s Activitie s 1. Make up a set of data with observations for a target behavior in baseline and treat m e n t conditions, provide the data set to the students, and have the student s compos e a graph of the data. You can make the data set simple to reflect an A-B design or more complex to reflect an A-B-A-B or multiple baseline design. Ask the students what design is illustrat e d in their gra p h. 2. Make up hypoth e tical rese arch scenarios and ask the student s how they would apply the different rese arch designs to the scen arios. For exam ple, Suppos e you have two preschool students who enga g e in disruptive behavior in the classroo m and you want to evaluat e an intervention to decre a s e the disruptive behavior. Describe how you would use a multiple baseline across subjects design to evaluat e the intervention in this scenario. Answ er s to Practic e Test Que s ti o n s 23

2 1. A graph is used to docum e n t wheth er a behavior has change d when a behavior modification proced ur e is implem e n t e d. The graph makes it easier to comp ar e the levels of the behavior before, during, and after treat m e n t becau s e the levels are visually present e d for comp arison. 2. The two variables illustrated in a behavior modification graph are time and behavior. 3. The Y axis, or ordinate, is the vertical axis of the graph. The X axis, or absciss a, is the horizontal axis of the graph. The two axes come together at the bottom left of the page. 4. The level of beh a vior is indicat e d on the Y axis. Time is indicat e d on the X axis. 5. A phas e is a period of time in which the sam e treat m e n t (or no treat m e n t) is in effect. 6. Data points are not connect e d across phas e lines so that differenc e s in the level of the behavior in different phas e s can be seen more easily. 7. Your graph should include: (1) the X axis and the Y axis; (2) the label for the X axis and Y axis; (3) the numbers on the Y axis and the X axis; (4) data points; (5) phas e line(s); and (6) pha s e labels. 8. The label for the Y axis of a graph based on interval recording will be the percent a g e of intervals in which the target behavior occurred. 9. The A-B design is the simplest type of design used in behavior modification, having just two phas e s: baseline and treat m e n t. A = baseline; B = treat m e n t. 10. In the A-B-A-B revers al design, baseline and treat m e n t phas e s are implem e n t e d twice. After the first treat m e n t phas e, the researc h e r removes the treat m e n t and revers e s back to baseline. This second baseline is then followed by replication of the treat m e n t. See Figure 3.11 for an exam ple of an A-B-A-B reversal design. 11. A multiple baseline design is a rese arch design in which a treat m e n t is evaluat e d as it is applied seque ntially to two or more subjects, two or more behaviors, or in two or more settings. There are three types of multiple baseline designs. (1) In a multiple baseline across subjects, there is a baseline and a treat m e n t phas e for the sam e target behavior of two or more different subjects (Figure 3.12). (2) In a multiple baseline across behaviors, there is a baseline and treat m e n t phas e for two or more different behaviors of the sam e subject (Figure 3.13). (3) In a multiple baseline across settings, there is a baseline and treat m e n t phas e for two or more settings in which the sam e behavior of the sam e subject is mea s ur e d (Figure 3.14). 12. An extran e o u s variable is any variable that is not being meas ur e d or manipulat e d as part of treat m e n t. By withdrawing and then re- implem e n ting treat m e n t, it is possible to demonstr at e that behavior change coincides with the application of treat m e n t. This being the case, it is reasonable to conclud e that behavior change is the result of treat m e n t rather than some extran e o u s variable. 13. When treat m e n t is implem e n t e d at different times or after a different number of baseline data points in a multiple baseline design, we say that treat m e n t is stagg e r e d over time. 14. In an alternating treat m e n t s design (ATD) the baseline and treat m e n t conditions (or 24

3 two treat m e n t conditions) are conduct e d in rapid succession and compared to each other (see Figure 3.15). 15. To judge the effectiven e s s of treat m e n t in an ATD, the level of the behavior in the two conditions (baseline and treat m e n t or two different treat m e n t s) are comp ar e d within the sam e time period. 16. A changing criterion design typically includes a baseline and treat m e n t phas e, with seque ntial perform a n c e criteria specified within the treat m e n t phas e (see Figure 3.16). 25

4 17. The effectiven e s s of treat m e n t in a changing criterion design is deter min e d by wheth er the subject s behavior or perform a n c e changes to meet the changing perform a n c e criteria. 18. A functional relationship betwe e n a behavior modification proced ur e and a target behavior exists when the target behavior changes as a function of the proced ur e (the procedure caus es the behavior to change). You deter min e that a functional relationship exists when the target behavior change s if and only if the proced ur e is implem e n t e d and the process is repe at e d one or more times. Answers to Applications 2. See Figure See Figure Answers to Misapplications 1. The problem with the A-B-A-B design in this example is that, if Ace Consultants reverse the intervention and remove the incentive system, the workers may slow down their work rate and the company may lose money again. This would be damaging to the company and thus the use of the A-B-A-B design in this case would be inappropriate. It would be better to simply keep the incentive system in place and measure the workers' behavior over a long period of time so as to determine whether the productivity stays at the high level. The company is more interested in the change in the workers' productivity than in proving that the incentive system caused the change. 2. The problem in this example is that Alice is plotting the running distance on her graph only once a week. In a self-management program, the individual should monitor the target behavior and plot the behavior on the graph on a daily basis. The individual is less likely to forget if plotting the behavior is a daily routine. In addition, once the intervention is implemented, daily plotting of the target behavior will function as a daily reminder to engage in the behavior. 3. The mistake that Dr. Pete made was to implement treatment for all three target behaviors at the same time. In a multiple-baseline-across-behaviors design, the intervention with each of the individual's target behaviors is staggered over time. In this case, Dr. Pete should implement the intervention with one behavior (for example, initiating conversations) while the other two are still in baseline. Then, after the first behavior improves, he should implement treatment with the second behavior (for example, answering questions) while the third behavior is still in baseline. When the second behavior changes as a result of the intervention, he should implement the intervention with the third behavior (smiling), to produce a change in that behavior also. Answ er s to Quizze s Quiz 1 1. graph 2. Y 3. X 4. baseline, treat m e n t 5. treat m e n t is not replicated 6. A-B-A-B design 7. settings 8. changing criterion design 9. subjects 10. behaviors Quiz 2 1. the level of behavior 2. the units of time baseline, treat m e n t 4. functional relationship 5. A-B-A-B reversal 6. stagger e d 7. alternating treat m e n t s 8. behaviors 9. setting s 10. A-B Quiz 3 1. behavior 2. days, cans of soda 3. A-B design 4. functional relationship 5. is not 6. A-B-A-B reversal 7. A-B-A-B reversal 8. multiple baseline across behaviors 9. multipl e bas elin e acros s settin gs 10. multiple bas elin e acros s subj ect s 26

5 Test Que s ti o n s 1. In behavior modification, the main way to document behavior change is through the use of a(n): a) graph b) questionnaire c) interview d) statistical analysis ANS: A 2. The two variables represented on a graph are: a) the independent and dependent variables b) time and behavior c) the extraneous and controlling variables d) frequency and outcome 3. A data point on a graph tells you: a) when the behavior was recorded b) the level of behavior c) what is causing the behavior d) A and B ANS: D 4. The horizontal axis in a graph is used to record: a) behavior b) time c) change d) duration 5. The level of the target behavior is recorded on the: a) horizontal axis b) vertical axis c) x-axis d) abscissa 6. There are components necessary for a graph to be complete. a) four b) six c) eight d) ten 7. On a graph is indicated on the Y axis and is indicated on 27

6 the X axis. a) time, behavior b) behavior, time c) frequency, duration d) time, treatment 8. Which of the following is NOT necessary for a graph to be complete? a) phase lines b) data points c) x-axis and y-axis d) behavior change ANS: D 9. A vertical line on a graph indicating a change in treatment is called a: a) baseline b) time line c) phase line d) treatment line ANS: C 10. Which dimension(s) of behavior can be graphed? a) frequency b) duration c) intensity d) all of these ANS: D 11. In behavior modification, a research design is used to: a) determine if the treatment changed the behavior b) control the target behavior c) make it easier to change the behavior d) A and B ANS: A 12. Billy has trouble sitting still in class, so his teacher implements a program in which she praises Billy for staying in his seat. Billy s sitting behavior increases, and the teacher concludes her praise was responsible. The teacher does not realize Billy has started taking medication that causes fatigue. The medication would be an example of a(n) variable. a) independent b) extraneous c) dependent d) behavioral 13. An A-B design does not demonstrate a functional relationship between the treatment and the 28

7 target behavior because there is no: a) change in the target behavior b) statistical test of significance c) replication d) validation ANS: C 29

8 14. A researcher demonstrates that receiving gold stickers for completing math problems increases the number of problems that a student finishes. The researcher has demonstrated a relationship between receiving gold stickers and completing math problems. a) correlational b) functional c) perfect d) two-way 15. In behavior modification, a research design involves: a) estimation b) treatment implementation c) replication d) B and C ANS: D 16. Which of the following is NOT characteristic of an A-B design? a) it is used to compare baseline and treatment b) it is used in applied settings c) it demonstrates a functional relationship d) it is the simplest type of design ANS: C 17. A teacher records the biting behavior of a child before and after treatment is implemented. This is an example of a(n) design. a) A-B-A-B b) A-B c) Multiple-baseline d) Alternating treatments 18. Which research design is referred to as a reversal design? a) A-B b) A-B-A-B c) Multiple-baseline d) Changing-criterion 19. In an A-B-A-B design, B refers to and A refers to. a) baseline; assessment b) baseline; treatment c) treatment; baseline d) dependent variable; independent variable ANS: C 20. What should be taken into account before using an A-B-A-B design? 30

9 ANS: D a) Is it ethical to remove treatment? b) Can treatment be removed? c) Will the level of behavior reverse? d) all of these 21. Which of the following is a type of multiple-baseline design? a) across-subjects b) across- staff c) across-time d) all of these ANS: A 22. A researcher records the hair pulling behavior of three different children in a classroom and implements treatment at a different time for each child. The researcher is using a(n) design. a) multiple-baseline-across-behaviors b) multiple-baseline-across-subjects c) alternating-treatments d) changing-criterion 23. A researcher is interested in measuring the hitting and screaming behaviors of a child, treating the hitting first, and treating the screaming later. To do this, the researcher would use a(n) design. a) multiple-baseline-across-settings b) multiple-baseline-across-behaviors c) A-B-A-B d) alternating treatments 24. A researcher records a child s crying behavior when the child is at school and when the child is at home and provides treatment at school then at home. The researcher is using a(n) design. a) A-B-A-B b) multiple-baseline-across-settings c) changing-criterion d) multiple-baseline-across-behaviors 25. A critical feature of multiple-baseline designs is that: a) baselines differ in length b) treatment is staggered over time c) A and B d) none of these ANS: C 31

10 26. In a(n) research design, baseline and treatment conditions are conducted in rapid succession and compared to each other. a) A-B-A-B b) multiple-baseline c) changing-criterion d) alternating-treatments 32

11 27. The research design in which there are increasing (or decreasing) goal levels for the target behavior is referred to as a(n) design. a) alternating-treatments b) changing-criterion c) multiple-baseline d) A-B-A-B 28. Which research design does NOT control for the effect of confounding variables? a) A-B b) A-B-A-B c) changing-criterion d) multiple-baseline ANS: A 29. To deter min e whether a new drug decreases self- injurious behavior, the research er meas ur es self- injurious behavior while giving a subject the drug on even numbered days and giving a placebo on odd numb er e d days for two weeks. This is an example of a(n) design. a) multiple bas elin e acros s setting s b) chan gin g criterion c) multiple bas elin e acros s beh a viors d) alternating treat m e n t s ANS: D 30. To deter mine whether a new drug decreas e s self- injurious behavior, the research er meas ur es the self- injurious behavior of 3 children, and then gives the drug to the first child after one week. After two weeks of baseline, the second child gets the drug and after 3 weeks of baseline, the third child gets the drug. This is an example of a(n) design. a) multiple bas elin e acros s subject s b) chan gin g criterion c) multiple bas elin e acros s beh a viors d) alternating treat m e n t s ANS: A 1. A is a visual repres e nt a tion of the occurrence of a behavior over time. ANS: graph 2. On a graph in behavior modification, the axis shows the level of the behavior. ANS: Y 3. On a graph in behavior modification, the axis shows the units of time. 33

12 ANS: X 4. In an A-B design, A= and B=. ANS: baseline; treatment 5. In a multiple baseline across subjects design, there is a baseline and treat m e n t phase for behavior(s) of subject(s). ANS: one; two or more 34

13 6. In a multiple baseline across behaviors design, there is a baseline and treat m e n t phase for behavior(s) of subject(s). ANS: two or more; one 7. In a multiple baseline across settings design, there is a baseline and treat m e n t phase for behavior(s) of subject(s) in settin g(s). ANS: one; one; two or mor e 8. In a research design, baseline and treat m e n t sessions occur in rapid succe s sio n. ANS: alternating treatment 9. In a(n) research design, there is a baseline phas e followed by a treat m e n t phas e and then another baseline and treat m e n t phas e. ANS: A-B-A-B 10. In a(n) research design, there is a baseline and a treat m e n t phase and, in the treat m e n t phase, there are different criterion levels for the beh a vior. ANS: changing criterion 1. T F The units of beh a vior are labele d on the Y axis of a grap h. ANS: T 2. T F Data points should be conn e c t e d acros s pha s e lines. ANS: F 3. T F A-B designs are frequently used in behavior modification research. ANS: F 4. T F In the A-B-A-B revers al design, baseline and treat m e n t are impleme n t e d twice for one behavior of one subject. ANS: T 5. T F Phas e labels on a grap h are typically put below the X axis. ANS: F 6. T F In a multiple baseline across behaviors design, treat m e n t is first impleme n t e d for one behavior of the subject and is then impleme n t e d later for a second behavior of the same subject. ANS: T 7. T F A functional relationship betwe e n the treat m e n t and the behavior 35

14 is demonstrated in a multiple baseline across subjects design when the behavior of each subject chang es only after the treat m e n t is implemented for that subject. ANS: T 8. T F In an alternating treat m e n t s design, the baseline is implemented for a long period of time and then the treat m e n t is implemented for a long period of time. ANS: F 9. T F Each data point on a graph shows you the level of the behavior at a particular point in time. ANS: T 10. T F When you demonstr at e that a behavior modification procedure caused a behavior to chang e, you are demonstrating a functional relation s hip. ANS: T 1. Prior to treat m e n t, Jenny smoked the following number of cigarett es on consecutive days; 15, 15, 16, 14, 20, 15, 16, 17, 14, 20. After treat m e n t, Jenny smokes the following number of cigarett es on consecutive days; 10, 10, 8, 8, 6, 5, 4, 2, 2, 0, 0, 0, 0. Draw the graph that shows the frequency of Jenny s cigarett e smoking before and after treat m e n t. Be sure to include all of the essential compon e n t s of a complete graph. ANS: See Figure 3.10 for an example of an A-B design. 2. Does the A-B design demonstrate a functional relationship? Why or why not? ANS: No. You determine that a functional relationship exists when the target behavior changes if and only if the procedure is implemented and the process is repeated one or more times. There is no replication in an AB design. 3. Draw an example of a graph of an A-B-A-B reversal design. ANS: See Figure 3.11 for an example of an A-B-A-B reversal design. 4. What does it mean to say that treat m e n t is stagg er e d in a multiple bas elin e design? ANS: When treatment is implemented at different times in a multiple-baseline design, we say that treatment is staggered over time. 5. Dr. Allen evaluat e d the effects of the drug, Ritalin, on the aggres sive behavior of a 6-year- old boy using an alternating treat m e n t s design. He meas ur e d the number of aggressive behaviors (hits) each day. He alternat e d days in which the drug was given with days in which the drug 36

15 was not given. The drug was given on even numbered days and the drug was not given on odd num b e r e d days. The results were as follows. Days # of Hits Draw the alternating treat m e n t s design graph of thes e results. ANS: See Figure 3.15 for an alternating treatments design. 37