BCBA is interested in how often a student responds to a greeting from a peer. Which would be most representative method of measurement?
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You are a BCBA working for a school district and consulting with the teacher, Mr. Patel, of a typical fourth-grade classroom. Mr. Patel has 35 students in his class. One of his students, Jalal, never raises his hand to volunteer to speak in class during group instruction (six 30-minute periods per day). Mr. Patel has identified from individual conversations and Jalal's school work that he knows the answers to the questions, but Jalal is shy and seems to not want to talk in front of others. In discussion with Mr. Patel, you have decided to implement differential reinforcement of high rates (DRH), in which Jalal will earn 10 minutes of computer time (a highly preferred activity) at the end of the day when he meets his criterion. You will begin with targeting raising his hand and responding to 1 question per day. This number will be increased by 1 when Jalal is responding at the current level for 5 consecutive days. This will continue until Jalal is raising his hand and answering 7 questions per day. Select an appropriate (ABA) measurement dimension, select a corresponding measurement procedure appropriate for that dimension, design an appropriate data sheet, and design procedures to assess the quality of data collected (i.e., IOA) with the measurement system.
Shu N.
Practice a Behavioral Assessment While watching the video at 00:04:12 (url if link does not work: https://www.youtube.com/watch?v=ZxJCBN7NTDQ), practice each of the following assessment observation methods on specific behaviors: continuous observation on eye shifting (cutting his eyes to the side), whole interval recording (10-second interval) for hand expressing (using his hands for communicating), partial-interval recording (10-second interval) for eye shifting (cutting his eyes to the side). (Hint: it might be wise to watch the video first to identify what the behaviors look like, then try each of the measurement types) You will need to watch the video three times, completing one assessment method each time. How many behaviors did you count for each method? How could you use each of these methods in other settings? What are potential problems that might arise with each method? When would each method NOT be useful? I am stuck.
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A behavior analyst wants to determine if off-task behavior of a student occurs more in the morning or in the afternoon. Which should the behavior analyst use? Rate/hour Standard celeration chart Cumulative recording Scatterplot
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