In the first week of this module, you developed an understanding of the fundamentals for observing and measuring behavior. These concepts provide a foundation for developing a system to observe behavior, a crucial step in the process of developing interventions for behavior change.
An observational system is the way you get information about a target behavior and factors in the environment that influence the target behavior. You obtain this information by observing your client in a systematic way so that your results are reliable (consistent) and valid (the extent to which your observation accurately records the true incidence of the target behavior). Without knowing information on the frequency, rate, and other characteristics of a behavior, you will not have the information you need to develop an individualized intervention nor determine the effectiveness of the intervention as it is implemented.
For this Discussion, you will investigate observational systems by examining continuous measurement procedures and sampling procedures, analyzing their differences, and discussing when each is appropriate.
To Prepare
- Review the Learning Resources for this week, including the required weekly media programs, to develop an understanding of the types of observational systems and when each is appropriate. Note: It is critical for you to review all media for this week prior to completing this Discussion.
- Consider what “sampling behavior” means and how you can accomplish it in a reliable and valid manner.
- Post an explanation of the difference between continuous measurement procedures and sampling procedures. Give an example of each. Also, post an explanation as to how continuous measurement procedures and sampling procedures are more appropriate for facilitating the collection of accurate and reliable data for different target behaviors.
Resources
- Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
- Chapter 4, “Measuring Behavior” (pp. 73–100)
- Reszka, S. S., Odom, S. L., & Hume, K. A. (2012). Ecological features of preschools and the social engagement of children with autismLinks to an external site.. Journal of Early Intervention, 34 (1), 40–56. doi:10.1177/1053815112452596
- Schmidt, M. G., Rapp, J. T., Novotny, M. A., & Lood, E. A. (2012). Detecting changes in non‐simulated events using partial interval recording and momentary time sampling: Evaluating false positives, false negatives, and trending.Links to an external site. Behavioral Interventions, 28 (1), 58–81. doi:10.1002/bin.135