This Week You Examined How We Quantify And Record Beh 207198

This Week You Examined How We Quantify And Record Behavior Based On An

This week you examined how we quantify and record behavior based on an experimental question. Consider an idea you may have to research using single case design. Select one of the four types of experimental questions from Kennedy and construct an experimental question. To receive full credit you must: Identify which type of question you selected (2 points). Provide a measurable dependent variable (5 points). Provide an independent variable that is behavior analytic in nature (5 points). Identify how you will quantify your dependent variable? In other words, will you use count, rate, duration, latency, etc.? (5 points). Determine possible IOA formula for your study (3 points).

Paper For Above instruction

Introduction

Single-case experimental designs (SCEDs) are essential tools within applied behavior analysis (ABA), enabling researchers and practitioners to evaluate the effects of interventions on individual behavior with precision (Kratochwill et al., 2013). These designs allow for detailed, within-subject comparisons over time, facilitating a nuanced understanding of how specific variables influence behavior. This paper constructs an experimental question based on one of the four types outlined by Kennedy (2005), focusing on the "Behavioral Function" type, which seeks to understand what causes or influences behaviors in individuals. The purpose is to demonstrate the application of a single-case design framework by selecting appropriate variables, measurement strategies, and analysis methods, as well as establishing interobserver agreement procedures critical for ensuring data reliability.

Selection of the Experimental Question Type

The chosen type of experimental question aligns with Kennedy's (2005) "Behavioral Function" category. Understanding the function of behavior is pivotal in designing effective interventions, especially in clinical settings where behavioral issues manifest in various contexts. An example of such a question could be: "Does providing a functional reinforcement contingent on a target behavior reduce disruptive outbursts in a child with autism?" This type of question aims to identify the antecedent-behavior-consequence relationships that maintain problematic behaviors or promote adaptive ones, thus informing functional communication training or other behavioral interventions.

Measurable Dependent Variable

The dependent variable in this study is the frequency of disruptive outbursts exhibited by the child during the observation period. Frequency is a commonly used and highly measurable dependent variable in behavior analysis, offering clear data points that reflect the occurrence of targeted behaviors. In operational terms, a disruptive outburst might be defined as any instance where the child exhibits behaviors such as yelling, hitting, or throwing objects that interfere with ongoing activities. Accurate measurement of this variable allows for quantifiable analysis of intervention effectiveness.

Behavior Analytic Independent Variable

The independent variable is the application of a functional reinforcement procedure, specifically contingent attention provided immediately following a disruptive outburst. This intervention is behavior analytic because it involves manipulating a consequence (attention) contingent upon the occurrence of the behavior, consistent with reinforcement principles established by Skinner (1953). By systematically increasing or controlling the availability of reinforcement, the experiment examines its influence on the frequency of disruptive behaviors, adhering to behavioral principles of operant conditioning.

Quantification of the Dependent Variable

The dependent variable, the frequency of disruptive outbursts, will be quantified using a count measure. Each instance of the targeted behavior will be tallied during fixed observation sessions, allowing for concrete data collection. Counting the number of outbursts per session provides a straightforward measure of behavior change over time. This approach is preferred for its simplicity, reliability, and direct reflection of behavioral fluctuations in response to the intervention.

Interobserver Agreement (IOA) Formula

To ensure data reliability, an interobserver agreement (IOA) check will be implemented. During 30% of the sessions, a second trained observer will independently record the occurrence of disruptive behaviors. The IOA will be calculated using the exact count agreement formula:

\[

\text{IOA} = \left( \frac{\text{Number of agreements}}{\text{Number of agreements} + \text{Number of disagreements}} \right) \times 100

\]

A minimum of 80% agreement will be targeted, which is standard in behavioral research (Cooper, Heron, & Heward, 2020). This measure ensures the reliability and validity of the data collected, confirming that the occurrence of behaviors is reliably recorded across observers.

Conclusion

In summary, this paper presents a single-case experimental design centered around the function of disruptive behavior in a child with autism. The experiment will manipulate reinforcement contingencies as the independent variable and measure the dependent variable through frequency counts. Ensuring reliable data collection through interobserver agreement is a crucial component of the study. This methodology provides a systematic way to evaluate behavioral interventions and contributes to evidence-based practices in applied behavior analysis.

References

• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Kennedy, C. H. (2005). How to measure behavior. Precision Communication.
• Kratochwill, T. R., et al. (2013). Single-case intervention research: Methodological principles and empirical issues. Journal of School Psychology, 51(2), 107-132.
• Skinner, B. F. (1953). Science and human behavior. Free Press.
• Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings. Oxford University Press.
• Fisher, W. W., et al. (2003). Conceptual and methodological issues in single-case research. Journal of Applied Behavior Analysis, 36(1), 33-50.
• Taravilla, M. J., et al. (2019). Data collection and analysis in single-case research. Behavior Analysis in Practice, 12(4), 847-856.
• Barlow, D. H., Nock, M. K., & Hersen, M. (2009). Single case experimental designs: Strategies for studying behavior change. Allyn & Bacon.
• Horner, R. H., et al. (2010). The use of single-subject research designs in the evaluation of behavioral programs. Journal of Behavioral Education, 19(1), 7-28.
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.