Overview
To do
Respond to a colleagues’ posts in one of the following ways:
- Expand on your colleague’s explanation and/or examples of the difference between continuous measurement procedures and sampling procedures.
- Provide additional insights into your colleague’s 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.
Be sure to support your posts and responses with specific references to behavior-analytic theory and research. In addition to the Learning Resources, search the Walden Library and/or the internet for peer-reviewed articles to support your posts and responses. Use proper APA format and citations, including those in the Learning Resources.
Hi everyone,
Continuous measurement records each instance or exact time features of a behavior as it happens (e.g., rate, duration, latency, frequency, interresponse time) and detects every occurrence during the observation period. Discontinuous measurement (time sampling) divides the observation into short intervals and scores whether the behavior occurred throughout (whole interval), at any point (partial-interval), or exactly at the end moment (momentary time sampling) (Cooper et al., 2020).
Examples for continuous measurements: Paul raises his hand seven times in class; this is frequency (a count of responses). Paul raises his hand seven times in ten minutes; this is rate (responses per unit of time). After the teacher says “Start”, Paul begins 12 seconds later; this is latency (time from the instruction to behavior onset). Paul is out of his seat for twenty-two seconds; this is duration (total time the behavior lasts). The gaps between his claps are two seconds, one second, three seconds; this is interresponse time (IRT) (time between consecutive responses).
Examples for discontinuous measurements: Across ten minutes, we use 30-second intervals and mark “yes” only if he is on-task for the entire interval; this is a whole-interval recording (behavior occurs during the whole interval). Using 30-second intervals, we mark “yes” if he is on-task at any time within the interval; this is a partial-interval recording (behavior occurs at least once in the interval). Every 30 seconds, we look at that exact moment and mark on-task “yes or no”; this is momentary time sampling (MTS) (observe only at the preset moment).
When each is suitable, choose continuous data when precise counts or timing are needed for one learner, or when safety is a concern. Choose sampling when you must watch several students or persistent behavior and cannot observe them every second. Sampling saves time, but it is only accurate when the method and the interval length fit the behavior. Partial-interval observations often make behavior appear more frequent. Whole-interval often makes it look less frequent. Momentary time sampling can miss short behaviors. Choosing the wrong interval can produce false alarms or hide actual effects (Cooper et al., 2020; Schmidt et al., 2013). Setting is important too. In preschool classrooms, engagement varies with the activity and the place, and brief checks during usual routines help detect that variation (Reszka et al., 2012). As the Walden video on the science of behavior analysis explains, ABA relies on careful observation and measurement; therefore, choose continuous or sampling methods that fit the behavior and your setting (Walden University, LLC, 2019).
References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
Reszka, S. S., Odom, S. L., & Hume, K. A. (2012). Ecological features of preschools and the social engagement of children with autism. Journal of Early Intervention, 34(1), 40-56. https://doi.org/10.1177/1053815112452596Links to an external site.
Schmidt, M. G., Rapp, J. T., Novotny, M. A., & Lood, E. A. (2013). Detecting changes in non-simulated events using partial interval recording and momentary time sampling: Evaluating false positives, false negatives, and trending. Behavioral Interventions, 28(1), 58-81. https://doi.org/10.1002/bin.1354Links to an external site.
Walden University, LLC. (2019). Observational systems [Video]. Walden University Blackboard. https://class.waldenu.eduLinks to an external site.