Visual displays such as graphs have played an instrumental role in psychology. One discipline relies almost exclusively on graphs in both applied and basic settings, behavior analysis. The most common graphic used in behavior analysis falls under the category of time series. The line graph represents the most frequently used display for visual analysis and subsequent interpretation and communication of experimental findings. Behavior analysis, like the rest of psychology, has opted to use non-standard line graphs. Therefore, the degree to which graphical quality occurs remains unknown. The current article surveys the essential structure and quality features of line graphs in behavioral journals. Four thousand three hundred and thirteen graphs from 11 journals served as the sample. Results of the survey indicate a high degree of deviation from standards of graph construction and proper labeling. A discussion of the problems associated with graphing errors, future directions for graphing in the field of behavior analysis, and the need for standards adopted for line graphs follows.Behavior analysis, a subfield of psychology, owes a great debt to the visual display of data. For example, the cumulative recorder offered a standard visual display of an organism's performance data. The distinctive visual patterns of behavior led to the discoveries such as schedules of reinforcement (Lattal 2004). As behavior analysis moved forward in time, the visual displays shifted from cumulative recorders to line graphs. Data show that cumulative records in the Educ Psychol Rev

The evolution of medical education, from a time-based to a competency-based platform, began nearly 30 years ago and continues to slowly take shape. The development of valid and reproducible assessment tools is the first step. Medical educators across specialties acknowledge the challenges and remain motivated to develop a relevant, generalizable, and measurable system. The Accreditation Council for Graduate Medical Education (ACGME) remains committed to its responsibility to the public by assuring that the process and outcome of graduate medical education in the nation’s residency programs produce competent, safe, and compassionate doctors. The Milestones Project is the ACGME’s current strategy in the evolution to a competency-based system, which allows each specialty to develop its own set of subcompetencies and 5-level progression, or milestones, along a continuum of novice to expert. The education community has now had nearly 5 years of experience with these rubrics. While not perfect, Milestones 1.0 provided important foundational information and insights. The first iteration of the Anesthesiology Milestones highlighted some mismatch between subcompetencies and current and future clinical practices. They have also highlighted challenges with assessment and evaluation of learners, and the need for faculty development tools. Committed to an iterative process, the ACGME assembled representatives from stakeholder groups within the Anesthesiology community to develop the second generation of Milestones. This special article describes the foundational data from Milestones 1.0 that was useful in the development process of Milestones 2.0, the rationale behind the important changes, and the additional tools made available with this iteration.

The measurement of behavior plays an integral role in psychology and its subfields such as behavior analysis. Behavior analysts, as with all scientists, must establish a clear and concise link between observed measures and the actual phenomena under observation. Three measures help establish the link—interobserver agreement, reliability, and accuracy. Authors in the current review surveyed over 2,000 studies from behavioral journals published between 1958 and 2013. Guiding questions covered how behavior analysts collect data and to what extent and how do they conduct assessments of the dependent variables. Results indicated that the collection of data across behavior analytic research occurs equitably between direct observation, permanent product, and automated recording. In addition, only a third of studies include dependent measure assessment with the vast majority occurring at the interobserver agreement level. The discussion centers on issues surrounding the reliance on interobserver agreement within our science and the potential of future technological advancements to improve the link between measurement and the natural world.

A student's ability to spell affects literacy outcomes. Students profit from explicit spelling instruction but may also benefit from frequency building or systematic practice. The method of frequency building leads toward effortless performance or behavioral fluency. Reaching certain frequencies of behavior produces a critical learning outcome called application. The current study focused on the effects of building element spelling behaviors for at-risk kindergartners and the subsequent application to a compound spelling skill. Visual and quantitative analysis suggest a clear experimental effect between the attainment of performance criterion for letter sounds, letter naming, and sequencing on students' spelling behavior. A discussion of the results precedes future research directions. K E Y W O R D Sapplication, at-risk, behavioral fluency, precision teaching, spelling

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