Continuous Measurement - Measuring each and every instance of behavior within the entire observation period.
What are the 5 types of continuous measurement? - Frequency, Rate, Duration, Inter Rate Response (IRR), and Latency.
Frequency - A simple count of the instances of a behavior, represen...
RBT Exam 2021 study guide questions and answers Continuous Measurement - Measuring each and every instance of behavior within the entire observation period. What are the 5 types of continuous measurement? - Frequency, Rate, Duration, Inter Rate Response (IRR), and Latency. Frequency - A simple count o f the instances of a behavior, represented by a tally. Example; how many times did John hit another student? You would tally every time John hit another student and present the count as a number. John hit another student five times. Rate - A frequency co unt with a time element. This type of continuous measurement is an important measurement when looking at behaviors which are frequent and short, like hitting, raising hands, flapping hands, disrupting another student, yelling. Example; if you are measurin g how many times John hit another student, you would report this as John hits at the rate of five times per hour. Duration - How long a Behavior occurs. To take this type of data you start a stopwatch when the behavior begins and end the stopwatch when th e behavior stops. This data is often reported as an average over time, and is for behaviors that are long lasting like tantrums, social play, how long it takes a child to get dressed. Inter Rate Response (IRT) - This is the observed time between responses . To take this type of data you start the stopwatch when the behavior ends and stop the stopwatch when the behavior begins again. This type of data is typically reported as an average. Example; The time between doing math problems, the time between proso cial behaviors. Latency - This is the time from prompt to the start of the behavior. To take this type of data start the stopwatch when the prompt is given and stop the stopwatch when the behavior starts. You might want to take this type of data when ther e is a delay between the prompts and when the behavior occurs. Example; The time from a prompt to get dressed to a person getting dressed, the time from the instruction to begin a math problem to the response. Discontinuous Measurement - These measuremen t procedures are classified as samples of the target behavior, but they do not measure every instance of a behavior within the entire observation period. These types of measurement procedures are used when it is too time -consuming to take continuous measur ement data. What are the 3 types of Discontinuous Measurement? - Partial interval, whole interval, and momentary time sampling. Partial Interval - A type of discontinuous measurement that records the presence or absence of a behavior during a brief interval of time. Intervals are marked as positive if the target behavior occurred at any time during the interval, and negative if the target behavior did not occur during the entire interval. Example; take an interval of 30 seconds and look for hand flapping behavior. You would mark a positive if the hand flapping behavior occurred at any point during the 30 second intervals, and a neg ative if it did not. Whole interval - A discontinuous measurement procedure that records the presence or absence of a behavior during the whole interval. Intervals are marked as a positive if the target behavior occurred during the entire interval, and a negative if the target behavior stopped at any time during the interval. Example; if you are doing a 30 second intervals and measuring hand flapping behavior, you would mark it positive if the hand flapping behavior occurred during the entire 30 seconds, or negative if the hand flapping behavior stopped at any point in time during those 30 seconds. Momentary Time Sampling - A discontinuous measurement procedure that records the presence or absence of a behavior at the very end of an interval. Intervals ar e marked as a positive if the target behavior occurred at the end of the interval, or a negative when the target behavior does not occur at the end of the interval. This procedure is best to do for many clients at the same time. Example; if a teacher is t rying to measure task engagement for a group of students during a 30 second interval, if the teacher looked up at the students at the 28 second mark she would mark a positive for those students who are engaged in their tasks at that point in time and a neg ative for those students who were not engaged in their task when she looked up. Regardless of if they were the entire time. Permanent Product procedures - This type of recording is not recording behaviors, but recording the products that the behavior prod uces. Example; you could record how many questions a student answered on a worksheet by simply looking at the worksheet after and counting the problems completed. Similarly, you could see a clean room as a result of the child cleaning their room and you w ould record their behavior as a positive because the end result is a clean room.
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