Data Collection, Part 2 of 4: Obtaining a Baseline Measure (Tri-State Webinar)
Audience: Educators, Other District/School Staff | Topic: Autism, Special Education | Hosted by: Office of Special Education
Originally aired April 2, 2015
Presented by Kim Meyer, Ed.S., Helen Miller, M.A., CCC-SLP
- Be able to explain the measurable dimensions of behavior (e.g., rate, duration, or inter-response times).
- Be able to determine the appropriate measurement procedures to use.
- Know how and when to uses measures such as percent of occurrence and interval recording methods.
- Be able to state some of the advantages and disadvantages of using continuous measurement procedures and sampling techniques (e.g., partial- and whole-interval recording, momentary time sampling).
- Based on the information provided on the problem behavior below, choose the most appropriate dimension(s) of behavior you would record if you were collecting continuous data and the most appropriate sampling techniques (e.g. partial- and whole-interval recording, momentary time sampling) if you were using discontinuous methods.
Explain why you think the continuous and discontinuous methods you chose were the most appropriate. Problem behavior: Randy makes loud vomiting sounds (“hhhhuh” sound or grunt) that disrupt the learning of others and seem like they could eventually cause him harm as he forces a lot of air into his chest right before he makes the sound.
- List and describe some of the advantages and disadvantages of using continuous measurement procedures and sampling techniques (e.g. partial- and whole-interval recording, momentary time sampling).
- Data Collection, Part 1:Select and Define Problem Behavior(s)
- Data Collection, Part 2: Obtaining a Baseline Measure
- Data Collection, Part 3: Evaluate Data
- Data Collection, Part 4: Continue to Gather and Evaluate Data
Contact InformationJanet Zimmermann
After viewing the webinar please complete a brief Survey Monkey evaluation to receive a certificate for 1 CDE training hour.