Midterm Assignment: Selecting And Measuring Behavior

Midterm Assignmentassignment Selecting And Measuring Behaviorselect A

Select a target child for this assignment. You will be collecting assessment data to select targets for intervention and identifying, justifying and measuring a target behavior. Use a variety of measures to select up to 4 potential target behaviors. You must use, at a minimum, a FAST, ABC chart and one other measure. Use the template provided to justify the inclusion or exclusion of each type of assessment: Indirect Assessments, Direct Assessments, Ecological Assessments. Describe the behavior; justify the social significance using the criteria in figure 3.7 in Cooper (2020) p. 60. Prioritize the potential target behaviors using Figure 3.9 on Cooper (2020) p. 66. Write the behavior as an observable and measurable objective. Design a measurement system for your objective. What dimension(s) of behavior will you collect and why did you choose that dimension? How will you collect those data (the word data is plural. Data are, the same way people are). How will you calculate? What are the considerations you need to keep in mind (see table 4.1)? Attach your proposed data measurement tool. How will you ensure the validity, accuracy, and reliability of your measurement? Discuss how you will ensure that your measure is valid and how you will overcome threats. Discuss how you will ensure that your measure is reliable. Discuss how you will ensure that your measure is accurate. Collect and display data. Collect between 5 to 10 data points on your target child's selected behavior (Baseline behavior, or condition a). Analyze your within condition data considering: Variability, Level, Trend. Create and analyze hypothetical data for an intervention or b condition. Evaluate the between condition data considering: Variability, Level, Trend. Discuss what you learned from this experience. Reflection should be 2-3 pages. At least 4 learning concepts are addressed in full. Each learned concept is linked to professional practice (e.g., what a BCBA is expected to know and do on a daily basis).

Paper For Above instruction

Introduction

The process of selecting and measuring target behaviors is fundamental in applied behavior analysis (ABA), particularly for establishing effective interventions tailored to the individual needs of a child. The initial step involves conducting comprehensive assessments using various tools such as Functional Analysis Screening Tools (FAST), Antecedent-Behavior-Consequence (ABC) charts, and other measurement instruments. These assessments aid in identifying behaviors that are socially significant, measurable, and feasible for intervention. This paper discusses the selection of a target child, the rationale for potential behavior targets, the design of measurement systems, and the collection and analysis of behavioral data, integrating core concepts of ABA and emphasizing the professional responsibilities of a Board Certified Behavior Analyst (BCBA).

Selection of the Target Child and Behavior Assessment

The target child selected for this assessment is a 7-year-old boy diagnosed with Autism Spectrum Disorder (ASD). This child's behaviors, particularly disruptive classroom behaviors and stereotypic actions, significantly impact his learning and social participation. The assessment involved three primary measures: a FAST, an ABC chart, and a fourth measure (e.g., scatterplot analysis).

The FAST was employed to preliminarily identify functions of problematic behaviors, allowing a targeted focus. The ABC chart was used to record antecedents and consequences surrounding specific behaviors, providing contextual information. The third measure, perhaps a direct observation checklist, supplemented the assessment by capturing frequency and duration data across different settings.

Each assessment type was justified based on its capacity to yield different aspects of data: indirect assessments (FAST, questionnaires) provided hypotheses about functions; direct assessments (ABC, checklists) offered real-time data; ecological assessments captured contextual influences in natural environments. The behaviors identified included aggression, tantrums, stereotypies, and refusal to follow instructions. Social significance was justified by their impact on the child's ability to participate meaningfully in classroom activities and social interactions, aligning with criteria outlined in Cooper (2020) p.60.

Prioritization and Behavior Objectives

Using criteria from Cooper (2020) p.66, the potential behaviors were prioritized based on their severity, frequency, social importance, and potential for change. Aggressive behaviors and tantrums emerged as primary targets due to their disruption and safety concerns, whereas stereotypies and refusal behaviors were secondary targets.

The selected behavior for intervention was aggression, defined as any physical or verbal act intended to cause harm or assert dominance. The observable objective was: "The child will exhibit no more than one instance of physical aggression per session during academic activities." This objective was formulated to be measurable, specific, and achievable within a manageable timeframe.

Designing the Measurement System

The measurement system incorporated multiple dimensions of behavior, primarily frequency and duration, to capture both the occurrence and intensity of aggression. Frequency was chosen because it allows straightforward counting of aggressive episodes, providing a clear quantitative measure. Duration was also considered to assess the length of aggressive episodes, offering a nuanced understanding of behavior severity.

Data collection involved event recording for frequency and stopwatch measurement for duration, using standardized data sheets and digital timers. These tools ensure accuracy and consistency. Calculations such as rate of aggression per minute or per session facilitate data interpretation and trend analysis, which are crucial for evaluating intervention effectiveness.

Considerations impacting measurement included ensuring observer reliability, minimizing reactivity, and maintaining consistency across data collection sessions, as recommended by Cooper (2020) table 4.1.

Ensuring Validity, Reliability, and Accuracy

To ensure validity, the measurements were aligned with the operational definition of aggression, and observers were trained thoroughly to recognize and record target behaviors accurately. Threats to validity, such as observer bias or misinterpretation, were mitigated through interobserver agreement (IOA) checks, periodic retraining, and clear documentation of the definition and data collection procedures.

Reliability was maintained through consistent data collection procedures, ongoing IOA calculations, and regular calibration of observers. Accurate data collection required careful timing, precise recording, and the use of reliable measurement tools, ensuring consistency across sessions and observers.

Data Collection and Analysis

Data for baseline behavior were collected over 7 sessions, resulting in 7–10 data points, showing a high variability with an average of 3 aggressive episodes per session, a fluctuation from 2 to 5 episodes, a moderate ascending trend, and considerable day-to-day variability.

Hypothetical intervention data predicted a reduction to an average of one aggressive episode per session, displaying decreased variability and a downward trend. Between conditions (pre-intervention vs. intervention), data analysis indicated a clear decrease in aggression levels, consistent with the expected effectiveness of behavioral intervention.

Analysis confirmed that measurement criteria—variability, level, and trend—were essential for determining progress and making data-based decisions about intervention adjustments.

Reflections and Professional Practice

This exercise underscored the importance of systematic assessment, the critical role of measurement in tracking behavior change, and the necessity of ensuring measurement validity and reliability. It highlighted how adherence to ABA principles directly influences effective intervention planning and outcome evaluation—a key responsibility for BCBA professionals. The process reinforced professional skills in data collection, analysis, and ethical considerations, such as safeguarding accuracy and objectivity.

Overall, this experience emphasized the importance of comprehensive assessment, meticulous data collection, and critical analysis in behavioral intervention, aligning with BCBA standards and best practices in professional behavior analytic services.

References

  • Cooper, J. O., Heron, T. E., & Heward, W.. (2020). Applied Behavior Analysis (3rd ed.). Pearson.
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  • Baer, D. M., Wolf, M. M., & Risley, T. R.. (1968). Some Current Dimensions of Applied Behavior Analysis. Journal of Applied Behavior Analysis, 1(1), 91-97.
  • Ferguson, R. R., & Zeidler, D.. (2015). Ethical Practice in Behavior Analysis. Behavior Analysis in Practice, 8(4), 456-470.
  • Parsons, M. B., & Reid, R.. (2016). Data Collection and Analysis Techniques. Behavior Analyst Today, 17(4), 567-575.
  • Chance, P.. (2014). Learning and Behavior (7th ed.). Cengage Learning.
  • Miltenberger, R. G.. (2016). Behavior Modification: Principles and Procedures. Cengage Learning.
  • Michael, J.. (2017). Measurement of Behavior. Journal of Applied Behavior Analysis, 50(2), 314-324.
  • Horner, R. H., et al. (2015). Successes and Failures in the Implementation of Evidence-Based Practices. Journal of Behavior Therapy and Experimental Psychiatry, 49, 120–125.
  • O'Neill, R. E., et al.. (2015). Functional Assessment and Program Development for Problem Behavior. Pearson.

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