IVc710 Behavior Measurement and Experimental Design

Faculty of Education
autumn 2020
Extent and Intensity
0/0/2.9. 8 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. Kateřina Chrapková (lecturer)
Mgr. Zuzana Maštenová (lecturer)
Mgr. Ivana Trellová (lecturer)
Bc. Matúš Mader (seminar tutor)
Guaranteed by
prof. PhDr. Karel Pančocha, Ph.D., M.Sc.
Institute for Research in Inclusive Education – Faculty of Education
Contact Person: PhDr. Lenka Gajzlerová, Ph.D.
Supplier department: Institute for Research in Inclusive Education – Faculty of Education
Timetable
Fri 30. 10. 9:00–14:50 učebna 24, Sat 31. 10. 9:00–14:50 učebna 37
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Students gain knowledge about the selection of target behavior and its definition, measurable behavioral dimensions, discontinuous observation and its advantages and disadvantages.
The course introduces and sets into the context of behavioral analysis a wide range of approaches to measuring behavior and their application in both clinical practice and research. The course also introduces the chapters of experimental measurement of behavior in individuals through intra-subject experimental plans. It also focuses on the selection and definition of the target behavior and the essential attributes of the quality of behavioral measurements, such as validity, reliability, the accuracy of analysis of behavioral manifestations and compliance among observers. The course also includes practical training of behavior measurement methods.
Learning outcomes
Students are able to objectively collect behavioral data
Students are able to prepare and interpret graphical representations of behavioral data.
Students are able to measure, display and interpret results of behavioral interventions.
Students are able to use behavioral forms and checklists.
Students are able to evaluate different single subject designs with respect to the types of research questions for which they are appropriate.
Students are able to design a behavior analysis oriented research question.
Students have knowledge about advantages and disadvantages of single-subject experiemental design as compared with other experimental and non-experimental strategies.
Syllabus
  • operational definitions of behavior.
  • direct, indirect, and product measures of behavior.
  • occurrence (e.g., frequency, rate, percentage).
  • temporal dimensions of behavior (e.g., duration, latency, interresponse time).
  • form and strength of behavior (e.g., topography, magnitude). trials to criterion.
  • designing and implementing sampling procedures (i.e., interval recording, time sampling).
  • the validity and reliability of measurement procedures.
  • measurement system to obtain representative data given the dimensions of behavior and the logistics of observing and recording.
  • data to communicate relevant quantitative relations (e.g., equal-interval graphs, bar graphs, cumulative records).
  • Interpretation of graphed data dependent and independent variables.
  • internal and external validity.
  • defining features of single-subject experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication).
  • advantages of single-subject experimental designs compared to group designs.
  • single-subject experimental designs (e.g., reversal, multiple baseline, multielement, changing criterion).
  • rationales for conducting comparative, component, and parametric analyses.
Literature
    required literature
  • COOPER, John O., Timothy E. HERON and William L. HEWARD. Applied behavior analysis. Second edition. Harlow: Pearson, 2014, iv, 751. ISBN 9781292023212. info
    not specified
  • WOLF M.M., 1978. Social Validity: The Case for Subjective Measurement or How Applied Behavior Analysis is Finding its Heart. In: Journal of Applied Behavior Analysis, Vol. 11, pp. 203-214.
  • Kratochwill, T. R., & Levin, J. R. (2014). Single-case intervention research: Methodological and statistical advances. American Psychological Association.
  • REPP, A. C., DEITZ, D. E. D., BOLES, S. M., DEITZ, S. M., REPP, C. F., 1976. Technical article: Differences among common methods for calculating inter-observer agreement. In: Journal of Applied Behavior Analysis, Vol. 9, pp. 109-113.
  • LEDFORD, J., R., GRAST, D. L., 2018. Single case research methodology. Applications in Special education and behavioral sciences. (3rd ed.) New York, NY: Routledge. ISBN 978-1-138-55713-0.
  • Bailey, J. S., & Burch, M. R. (2017). Research methods in applied behavior analysis. Routledge.
Teaching methods
lecture, group discussion, discussion with experts, meeting and discussion with experts, problem learning, role plays, assigned reading (according to e-learning syllabus), group work and work with case studies, watching of instructional videos
Assessment methods
- have at least 80% attendance
- assigned reading, fulfillment of tasks
- active participation in lectures and meetings with professionals and experts
- project elaboration and final presentation
- analysis of selected instructional video and presentation
-final examination
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
General note: 15 h teorie, 20 h cvičení.
Information on the extent and intensity of the course: 35 hodin.
The course is also listed under the following terms Autumn 2019, Autumn 2021, Autumn 2022, Autumn 2023, Autumn 2024.
  • Enrolment Statistics (autumn 2020, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2020/IVc710