Measurement, Data Display, and Data-Based Decisions Scoring Guide Due Date: End of Unit 4 Percentage of Course Grade: 10%. CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Explain the process of measurement chosen to analyze a particular case study. 27% Does not explain the process of measurement chosen to analyze a particular case study. Attempts to explain the process of measurement chosen to analyze a particular case study, but the process chosen is not appropriate to the situation. Explains the process of measurement chosen to analyze a particular case study. Explains the process of measurement chosen to analyze a particular case study; relates measurement methods to the environmental variables, available resources, and behavior of interest. Explain why a particular data display is most appropriate for the given set of behavioral data. 27% Does not explain why a particular data display is most appropriate for the given set of behavioral data. Attempts to explain why a particular data display is most appropriate for the given set of behavioral data, but the explanation is inaccurate or incomplete. Explains why a particular data display is most appropriate for the given set of behavioral data. Explains why a particular data display is most appropriate for the given set of behavioral data and provides an example of the chosen visual display with all of the necessary components. Analyze how the selected form of data display best allows data-based decision making for a particular case. 26% Does not analyze how the selected form of data display best allows data- based decision making for a particular case. Analyzes at a basic level how the selected form of data display best allows data-based decision making for a particular case, but the analysis is missing key details. Analyzes how the selected form of data display best allows data- based decision making for a particular case. Analyzes how the selected form of data display best allows data-based decision-making skills for a particular case; draws a conclusion based on the data collection and the analysis of the data display, and articulates the information in a narrative. Demonstrate an academic writing style through well- organized prose that follows assignment guidelines. 10% Does not demonstrate an academic writing style. Demonstrates minimally acceptable writing style, with instances of disorganization, grammatical or mechanical errors, or does not follow all assignment guidelines. Demonstrates an academic writing style through well- organized prose that follows assignment guidelines. Demonstrates an academic writing style through well-organized prose that contains no significant grammatical or mechanical errors and follows assignment guidelines. Demonstrate compliance with APA style, citation, and referencing guidelines. 10% Does not demonstrate compliance with APA style, citation, and referencing guidelines. Demonstrates minimally acceptable compliance w.

1. Measurement, Data Display, and Data-Based Decisions Scoring
Guide
Due Date: End of Unit 4
Percentage of Course Grade: 10%.
CRITERIA NON-PERFORMANCE BASIC PROFICIENT
DISTINGUISHED
Explain the process
of measurement
chosen to analyze a
particular case
study.
27%
Does not
explain the
process of
measurement
chosen to
analyze a
particular case
study.
Attempts to explain the
process of
measurement chosen
to analyze a particular
case study, but the
process chosen is not
appropriate to the

2. situation.
Explains the
process of
measurement
chosen to
analyze a
particular case
study.
Explains the process of
measurement chosen to analyze a
particular case study; relates
measurement methods to the
environmental variables, available
resources, and behavior of interest.
Explain why a
particular data
display is most
appropriate for the
given set of
behavioral data.
27%
Does not
explain why a
particular data
display is most
appropriate for
the given set of
behavioral data.
Attempts to explain
why a particular data
display is most

3. appropriate for the
given set of behavioral
data, but the
explanation is
inaccurate or
incomplete.
Explains why
a particular
data display is
most
appropriate for
the given set
of behavioral
data.
Explains why a particular data
display is most appropriate for the
given set of behavioral data and
provides an example of the chosen
visual display with all of the
necessary components.
Analyze how the
selected form of
data display best
allows data-based
decision making for
a particular case.
26%
Does not
analyze how
the selected
form of data
display best

4. allows data-
based decision
making for a
particular case.
Analyzes at a basic
level how the selected
form of data display
best allows data-based
decision making for a
particular case, but the
analysis is missing key
details.
Analyzes how
the selected
form of data
display best
allows data-
based
decision
making for a
particular
case.
Analyzes how the selected form of
data display best allows data-based
decision-making skills for a
particular case; draws a conclusion
based on the data collection and
the analysis of the data display, and
articulates the information in a
narrative.
Demonstrate an
academic writing

5. style through well-
organized prose that
follows assignment
guidelines.
10%
Does not
demonstrate an
academic
writing style.
Demonstrates
minimally acceptable
writing style, with
instances of
disorganization,
grammatical or
mechanical errors, or
does not follow all
assignment guidelines.
Demonstrates
an academic
writing style
through well-
organized
prose that
follows
assignment
guidelines.
Demonstrates an academic writing
style through well-organized prose
that contains no significant
grammatical or mechanical errors
and follows assignment guidelines.

6. Demonstrate
compliance with
APA style, citation,
and referencing
guidelines.
10%
Does not
demonstrate
compliance with
APA style,
citation, and
referencing
guidelines.
Demonstrates
minimally acceptable
compliance with APA
style, citation, and
referencing guidelines.
Demonstrates
compliance
with APA style,
citation, and
referencing
guidelines.
Develops a paper that is fully
compliant with APA style, citation,
and referencing guidelines.
Measurement of Tantrum-like Behavior

7. Tantrum-like behavior is defined as crying that can be paired
with one or more of the following; screaming, flopping to the
floor, and Kyle throwing his body into another person (typically
his instructor). Crying includes loud whining with and without
tears. Screaming includes high-pitched, loud vocalizations.
Flopping to the floor includes Kyle dropping his entire body to
the floor either from a sitting position (in a chair) or a standing
position. Kyle throwing his body into another person includes
him forcefully moving his entire body into his instructor and
this typically occurs when Kyle is sitting in a chair and the
instructor is right next to him. Tantrum-like behavior typically
occurs in demand situations and should not include when Kyle
gets hurt.
Measurement Process

8. Baseline data has been collected on Kyle’s tantrum-like
behavior across 7 consecutive in home ABA sessions. Each
session is two and a half hours in length. Frequency of episodes
per session has been collected, as well as duration of each
episode. Total duration will then be used to determine the
percentage of the sessions that Kyle is engaging in tantrum-like
behavior. Thirty seconds free of any tantrum-like behavior
needs to lapse before a new instance of the behavior will be
recorded. Data is being collected through the DataFinch
program on an Ipad. Inter-observer agreement was collected for
30 minutes on two separate days during baseline with agreement
being 99% for the first observation and 97% for the second
observation.
Antecedent Behavior Consequence (ABC) continuous recording
has also been collected to assist in determining the function of
Kyle’s tantrum-like behaviors. After the BCBA analyzed the
ABC data, it was hypothesized that the functions of the
behavior are to escape demands and non-preferred tasks
(negative reinforcement), while also gaining access to socially
mediated positive reinforcement in the form of attention.
Interventions to decrease tantrum-like behavior will be created
based on these functions.
Visual Display
The figures below summarize the baseline data taken on
tantrum-like behavior. Figure 1 shows the frequency of tantrum-
like behavior per session.
Figure 1.

9. Figure 2. Figure 2 shows the total duration of tantrum-like
behavior per session in minutes.
Data Based Decisions
The results of the baseline data show that Kyle is engaging
in an average of 6 instances of tantrum-like behavior per
session for an average total duration of 28 minutes per session.
The results of the ABC data show that the likely functions of
the target behavior are to escape demands and non-preferred
tasks, as well as to gain access to attention. Interventions will
be designed based on the functions of the behaviors. McKenna,
Flower, and Adamson (2016) state that teaching function based-
replacement behaviors can be a promising way to decrease
problem behaviors. Teaching appropriate replacement behaviors
that serve the same function as the less desirable behaviors can
lead to a future decrease in the less desirable behavior (Cooper,
Heron, & Heward, 2007).
Functional Communication Training (FCT) will be used to
teach Kyle how to appropriately escape a non-preferred task or
activity, as well as to teach him how to appropriately request
for attention. As an antecedent strategy, lots of choices will also
be given to Kyle throughout the sessions. Peterson, Caniglia,
Royster, MacFarlane, Plowman, Baird, and Wu (2005) showed
that an intervention using FCT to teach an individual to request
breaks in order to escape tasks was successful in decreasing
problem behavior, but the individual began requesting breaks
continuously. A choice making component was then introduced
where the individual could choose between a short break or
doing work and then getting a longer, higher quality break. This
intervention was successful at increasing amount of work
completed, as well as decreasing problem behavior (Peterson,
et. al., 2005).

10. References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied
behavior analysis (2nd ed.). Columbus, OH: Merrill Prentice
Hall.
McKenna, J. W., Flower, A., & Adamson, R. (2016). A
systematic review of function-based replacement behavior
interventions for students with and at risk for emotional and
behavioral disorders. Behavior Modification, 40(5). 678-712.
doi:10.1177/0145445515621489
Peterson, S.)., Caniglia, C., Royster, A. J., Macfarlane, E.,
Plowman, K., Baird, S. J., & Wu, N. (2005). Blending
Functional Communication Training and Choice Making to
Improve Task Engagement and Decrease Problem Behaviour.
Educational Psychology. 5(2-3). 257-274.
doi:10.1080/0144341042000301193
Tantrum-like Behavior
Frequency 7 5 4 8 6 9 5
Frequency of Tantrum-like Behavior
22 15 33 36 28 45 14
Days

11. Duration of Tantrum-like Behavior
in Minutes
PSY7706