Measurement and Experimental Design 1
ASRs
Mgr. Ivana Trellová, BCBA
© Všetky práva vyhradené. Mgr. Ivana Trellová, BCBA

ASR 1 (A- D)
•Is this a behavior?
•
A.Closing the window
a)Yes
b)No
B.Eating an apple
a)Yes
b)No
C.Anger
a)Yes
b)No
D.Non-compliance
a)Yes
b)No
•
•
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ASR 2 (A- D)
•Is this a behavior?
•
A.Face-slapping
a)Yes
b)No
B.Receiving a token
a)Yes
b)No
C.Doing a homework
a)Yes
b)No
D.Eloping from the room
a)Yes
b)No
E.
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ASR 3
•Is this a good definition?
•
•Episodes of agitation, defined as instances of crushing things (foods or classroom materials),
rubbing his ears and eyes, crying or whining. It may be accompanied with Physical aggression,
biting or SIB. A new episode begins after 1 minutes of not engaging in agitation as defined.
•Duration of each episode is defined as the instance student begins to engage in behaviors
described in Agitation, until its last instance.
•
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ASR 4
•Is this a good definition?
•
•Self-injurious Behavior (SIB), defined as any instance of hitting self on the head or legs,
banging his own head against hard surface, grabbing part of his own body, scratching self, or
biting self.
•
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ASR 5
•Is this a good definition?
•
•Physical aggression, defined as injuring another individual.
•
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ASR 6
•Is this a good definition?
•
•Biting, defined as putting owns teeth on another individual‘s body.
•
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ASR 7
•Is this a good definition?
•
•Physical aggression, defined as each time student hits, scratches, or pinches another individual
•
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ASR 8
•Topographical or function based definition?
•
•When outside a child cries and hurt himself in order to get his parents to buy him an ice cream.
•
•
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ASR 9
•Topographical or function based definition?
•
•A child makes sounds accompanied by facial contraction with or without tears, hits his head and
legs with enough force to make an audible sound and/or create a redness.
•
•
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ASR 10
•A response occurs during some amount of time.
•Fundamental property?
a)Repeatability
b)Temporal locus
c)Temporal extent
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ASR 11
•A response can occur repeatedly through time.
•Fundamental property?
a)Repeatability
b)Temporal locus
c)Temporal extent
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ASR 12
•A response occurs at a certain point in time with respect to other events.
•Fundamental property?
a)Repeatability
b)Temporal locus
c)Temporal extent
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ASR 13
•Which dimensional quantity?
•
•Repeatability
a)countability
b)duration,
c)Latency
•
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ASR 14
•Which dimensional quantity?
•
•Temporal locus
a)countability
b)duration,
c)latency
•
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ASR 15
•Which dimensional quantity?
•
•Temporal extent
a)countability
b)duration,
c)latency
•
•
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ASR 16
•Dimensional quantities derived from the combination of repeatability and temporal locus?
•
a)count, rate, celeration
b)rate, celeration, duration
c)IRT, rate, celeration
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ASR 17
•During the intensive teaching (ITT), you tell a student the instruction “put your hands up”. He
puts his hands up 15 seconds after he is given this instruction.
•This is an example of what dimension?
•
a)Latency
b)Duration
c)Celeration
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ASR 18
•You give the student another instruction “what is this?” 2 seconds after you reinforce him for
putting his hands up. The time between reinforcing one successful response and giving another one
is….
•An example of what dimension?
•
a)Latency
b)Frequency
c)IRT
•
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ASR 19
•You are doing an intensive teaching with the student for 7 minutes before he moves to the play
area.
•This is an example of what dimension?
•
a)IRT
b)Duration
c)Rate
•
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ASR 20
•The student responses correctly on 15 given instructions during the 7 minutes intensive teaching.
•This is an example of what dimension?
•
a)Frequency
b)Duration
c)Rate
•
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ASR 21
•The student responses incorrectly 7 times.
•This is an example of what dimension?
•
a)Frequency
b)IRT
c)Rate
•
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ASR 22 (A-C)
•Are these data?
•
A.Number of times a student hits his head
a)Yes
b)No
B.A session notes
a)Yes
b)No
•
A.Number of words spelled out correctly
a)Yes
b)No
•
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ASR 23 (A-B)
•Are these data?
•
A.Estimated percentage of correct responding
a)Yes
b)No
B.Apparent less frequent aggression
a)Yes
b)No
•
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ASR 24
•You teach a student to request independently. One day he requests 10 out of 20 times
independently. The next day he requests 25 out of 40 times. Did his independent requesting
improved? And why?
a)Yes
b)No
•
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ASR 25
•2 types of behavior assessment are:
•
a)Direct and preference assessment
b)Continuous and discontinuous
c)Functional assessment and preference assessment
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ASR 26
•Which ones are direct/continuous response measures:
a)Frequency and rate
b)Interval recording
c)Latency
d)a + c
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ASR 27
•What data collection method you should choose for this type of behavior:
•
•The behavior does not occur often, but when it does, it occurs at long durations.
a)Rate
b)Interval
c)Duration
•
•
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ASR 28
•What data collection method you should choose for this type of behavior:
•
•You need to know exactly how many times the behavior occurs per hour.
a)Rate
b)Permanent product
c)Frequency
•
•
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ASR 29
•What data collection method you should choose for this type of behavior:
•
•The behavior occurs frequently.
a)Interval
b)Duration
c)Frequency
•
•
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ASR 30
•What data collection method you should choose for this type of behavior:
•
•You want to increase the length of practicing the handwriting.
a)Whole Interval
b)Momentary time sampling
c)Partial Interval
•
•
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ASR 31
•What data collection method you should choose for this type of behavior:
•
•The behavior occurs for a long period of time with clear beginning and the end.
a)Duration
b)Whole interval
c)Partial Interval
•
•
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ASR 32
•What data collection method you should choose for this type of behavior:
•
•You want to know specific times when a behavior occurs.
a)Frequency
b)Interval
c)Scatterplot
•
•
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ASR 33
•Jill and Tom both observed a student during the math class. They recorded occurrence and non
occurrence of nail biting in 5 min intervals. What is their IOA?
•
•
•
•
a)56%
b)33%
c)44%
d)78%
•
observer
1.
2.
3.
4.
5.
6.
7.
8.
9.
Total
Jill
x
x
x
x
x
5
Tom
x
x
x
x
x
5
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ASR 34
•Sarah and Katie recorded the frequency of “out of seat” behavior during the school day. What is
their IOA?
•
•
•
a)30%
b)94%
c)25%
d)0%
•
observer
Frequency recorded
Sarah
IIIII  IIIII  II  IIII
Katie
IIIII  IIII   III  IIIII
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