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Graphing Data
Chapter 5

Applied Behavior Analysis for Teachers

9th edition

Paul A. Alberto and Anne C. Troutman

Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Chapter Overview

Simple Line Graph
Basic Elements of the Line Graph
Transferring Data to a Graph
Additional Graphing Conventions
Cumulative Graphs
Bar Graphs

5-2

Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Purposes of Graphs

Provide a means for organizing data during the data collection process

Provide an ongoing picture which makes possible formative evaluation

Serve as a vehicle for communication between teacher, parent, student, and related service provides

5-3

Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Basic Elements of a Line Graph

Axes
Abscissa (x-axis) – shows how frequently data were collected during the period reported on the graph
Ordinate (y-axis) – identifies the target behavior and the kind of data that is being reported
Ordinate Scale:
Always begins at zero and goes as high as need to accommodate the largest number
Scale Break:
If all data points fall toward the highest number of behavior occurrences a scale break may be used to increase the readability level of the graph (see graph)

5-4

Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Basic Elements of a Line Graph

Data
Data Point: Small geometric figures (circles, squares, triangles) are used to represent the target behaviors.
Data Path: Solid line that connects the data points
Continuity Break – placed on the data path when there is a break in the data (e.g., student is sick or special event occurs)
Student Identification: Student’s name is placed in a box on the lower right hand side of the graph.

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Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Basic Elements of a Line Graph

Ordinate Label e. Continuity Break

Ordinate f. Data Point

Abscissa Label g. Abscissa

Data Path

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Chart1


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Sessions

Label

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Sessions

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Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Summary of Data Conversion Process

Type of Recording Data Conversion

Permanent Product

Event

Interval

Time Sampling

Duration

Latency

Report number of occurrences

Report percentage

Report rate

Report number of intervals

Report percentage of intervals

Report number of seconds/min./hours

If both time and opportunities to respond are constant

If time is constant (or not of concern) and opportunities vary.

If both time (which is of concern) and opportunities vary, OR if time varies and opportunities are constant

If constant

During or at the end of which behavior occurred

For which the behavior occurred

Between antecedent stimulus and onset of behavior

5-7

Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Permanent Product Graphing

Student: Catherine

Behavior: Writing paragraphs of 20 words given title and topic sentence

Date

Number of Words

3/16

3/18

3/20

3/23

3/25

3/27

3/30

4/2

4/4

4/7

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Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Permanent Product Graph

Catherine

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Chart2


39523
39525
39527
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Dates

Number of Words Per Paragraph

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Mar-16	6
Mar-18	14
Mar-20	10
Mar-23	10
Mar-25	12
Mar-27	8
Mar-30	14
Apr-2	10
Apr-4	14
Apr-7	15

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Dates

Number of Words Per Paragraph

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Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Graphing Event Data

Student: Michael

Behavior: Calling out without raising hand

Observation Period: 10:20 – 11:00 (whole class activity)

Days

Instances

Total

Monday

Tuesday

Wednesday

Thursday

Friday

Monday

Tuesday

Wednesday

l l l

l l l l l l

l l l l

l l

l l l

l l l l l l

5-10

Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Computing Rate

A rate of correct responding is computed by dividing the correct responses by the time taken for responding:

# correct

Correct Time = -----------------

time

Computing a rate of error may be done by dividing the number of errors by the time:

errors

Rate of Error = -----------------

time

5-11

Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Graphing Rate Data

Student: Steven

Behavior: Packet Assembly

Observation Period: Vocational Training at Red Cross

Day

Number Completed

Amount of Time

Rate per Minute

Wednesday

Friday

Tuesday

Thursday

Monday

Wednesday

Monday

30’

25’

20’

25’

20’

1.5

1.6

1.8

2.0

2.4

2.7

5-12

Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Graphing Interval Data

Student: Oliver

Behavior: Out-of-Seat (S-Self)

Observation Period: 5 minutes (first 5 minutes of center time)

20’ 40’ 60’ 20’ 40’ 60’ 20’ 40’ 60’ 20’ 40’ 60’ 20’ 40’ 60’

--- S S S --- --- S --- --- --- --- --- S S S

S S S S --- S --- --- --- --- S --- --- --- ---

--- --- --- --- S S --- S --- --- --- --- --- S S

S --- S S --- S S --- --- --- S S --- S ---

--- S --- --- --- S --- S --- --- S S S --- ---

5-13

Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Graphing Duration Data

Student: Casey

Behavior: Time Spent Toileting

Mon

Tues

Wed

Thurs

Fri

12 min

8 min

7 min

11 min

16 min

9 min

15 min

10 min

8 min

14 min

10 min

12 min

9 min

11 min

10 min

AVG = 9 min

AVG = 11 min

AVG = 12 min

AVG = 10 min

5-14

Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Graphing Latency Data

Student: Deanne

Behavior: Delay beginning morning writing assignment

Observation Period: Each morning at 8:45 am

Day

Friday

Thursday

Wednesday

Tuesday

Monday

Number of Minutes

Comments

chatting

pencil sharpening

roaming

pencil sharpening

5-15

Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Additional Graphing Conditions

Conditions: Phases of an intervention during which different approaches, techniques, or materials are used
Baseline Data: Current level of behavior prior to implement intervention
Intervention: The strategies or program implemented to alter the target behavior

5-16

Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Cumulative Graphs

Number of occurrences observed in a session are graphed after being added to the number of occurrences plotted for the previous session
Always demonstrates an upward curve (Ferster, Culbertson, & Boren, 1974)
Provides a continuous line with slope that indicates rate of responding
Steep slope = rapid responding
Gradual slope = slow responding
Straight line = no responding

5-17

Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Cumulative Graph

1 + 1 = 2

2 + 1 = 3

3 + 2 = 5

5 + 0 = 5

5 + 1 = 6

6 + 3 = 9

9 + 3 =12

12 + 1 = 13

5-18

Chart3


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Sessions

Occurrence

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Mar-16	6
Mar-18	14
Mar-20	10
Mar-23	10
Mar-25	12
Mar-27	8
Mar-30	14
Apr-2	10
Apr-4	14
Apr-7	15

Sheet1

Dates

Number of Words Per Paragraph

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1	1
2	2
3	3
4	5
5	5
6	5
7	6
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10	13

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Sessions

Occurrence

Sheet3

Applied Behavior Analysis for Teachers, 9th edition Alberto and Troutman

Bar Graphs

Histogram
Each vertical bar represents one observation period
Useful when
reporting several students data which may overlap
summarizing students’ performance data (e.g., mean number of correct responses across multiple students)
summarizing single student’s performance across multiple tasks

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Sessions

Label

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Mar-

Apr-2Apr-4Apr-7

Dates

Number of Words Per Paragraph

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Sessions

Occurrence