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Chapter 21

PSYB45H3 Chapter Notes - Chapter 21: Dynamometer, Intellectual Disability, Decibel


Department
Psychology
Course Code
PSYB45H3
Professor
Jessica Dere
Chapter
21

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B45 CHAPTER 21
CHAPTER 21: DIRECT BEHAVIOURAL ASSESSMENT: WHAT TO RECORD AND HOW
Characteristics of Behaviour to Be Recorded
Topography (form) of Behaviour: specific movements involved in making the response
Amount of Behaviour
oFrequency of Behaviour
Devices such as PDAs, tablet computers, can be used to record: more than one
behavior, for more than one individual, and the times at which each instance of
behav occurs
Frequency graph - each data point represents the total number of elements
completed by an individual during a session
Cumulative graph – each response for a condition during a session is cumulated
or added to the total responses of all previous sessions for that condition
Average slope of the line indicates rate of response
The line can never decrease
oDuration of Behaviour - using clock
Intensity of Behaviour
oUtilize instrumentation (ex. voice meter to measure decibel level, dynamometer)
Stimulus Control of Behaviour
oDeff: correlation between a stim causing the susequent and a response. Ex: ABLA-R
oThe ABLA-R assesses the ease with which persons with intellectual disabilities are able
to learn six stimulus-discrimination levels
Level 1 – imitation
Level 2 – position discrimination
Level 3 – visual discrimination
Level 4 – visual identity match-to-sample discrimination
Level 5 – visual nonidentity match-to-sample discrimination
Level 6 – auditory-visual combined discrimination
During the assessment of each ABLA-R level, correct responses are reinforced,
and incorrect responses are followed by an error-correction procedure
Testing continues in each level until eight consecutive correct or failure responses
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