Dependent Measures and Measurement Systems

Ayres, Kevin M.; Ledford, Jennifer R.

doi:10.4324/9780203521892-7

Cited by 68 publications

(59 citation statements)

References 1 publication

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“…The second data collector coded 36% of the videos distributed across participants and phases. We calculated agreement using point‐by‐point agreement (Ayres & Ledford, ). This method requires dividing the steps that both coders agreed upon (e.g., both coders record the participant performed the step correctly) by steps that coders agreed combined with the steps in which they did not agree.…”

Section: Methodsmentioning

confidence: 99%

Pre‐service teacher‐delivered behavioral skills training: A pyramidal training approach

Andzik

Schaefer

2019

Behavioral Interventions

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This study evaluated the effectiveness of using a universitybased pyramidal approach (i.e., train the trainer) to teach four pre-service teachers to train another person. These pre-service teachers were taught to use behavioral skills training (BST) techniques to train other professionals to use an evidence-based practice. Transfer to a generalization trainee was probed and three participants maintenance of BST fidelity was probed one year later, after the participants had begun teaching. Results indicate that the participants quickly acquired and maintained a high degree of fidelity with BST. Implications for research and practice are discussed. K E Y W O R D Sbehavioral skills training, implementation fidelity, paraeducator training, pyramidal training, teacher preparation

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Section: Methodsmentioning

confidence: 99%

Pre‐service teacher‐delivered behavioral skills training: A pyramidal training approach

Andzik

Schaefer

2019

Behavioral Interventions

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“…A second observer collected interobserver agreement (IOA) data on a minimum of 20% of MTS sessions and 36% of DPO sessions. Mean IOA for on-task behavior in MTS sessions was calculated using three methods (Ayres and Ledford 2014): overall mean agreement was 93% when using the interval-by-interval method (range 83%-97%), 89% when using occurrence (range 65%-95%), and 80% when using nonoccurrence (range 33%-94%). The mean total duration IOA for on-task behavior in DPO sessions was 89% (range 82%-96%).…”

Section: Resultsmentioning

confidence: 99%

“…Like PIR and WIR, MTS is an interval recording system used to estimate the count or duration of behavior. The observation session is first divided into intervals, and then at the end of each interval, the observer codes the occurrence or nonoccurrence of target behavior (Ayres and Ledford 2014). Research using computer simulations has shown MTS to be unbiased when estimating absolute error, whereas other timesampling methods consistently over-or underestimate absolute error (WIR and PIR, respectively;Wirth et al 2014).…”

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confidence: 99%

Minimizing and Reporting Momentary Time-Sampling Measurement Error in Single-Case Research

Cook

Snyder

2019

Behav Analysis Practice

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Research indicates that momentary time sampling (MTS) is often the best interval-measurement system when observing duration of behavior. Several recent studies recommended considering mean duration of target behavior, as well as durations of measurement intervals and observation sessions, to minimize measurement error in MTS. This report describes the steps we used to minimize measurement error in a single-case design research study. Further, we detail our methods for monitoring and reporting MTS measurement error across conditions by intermittently collecting and analyzing duration per occurrence measurements.

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“…A second observer collected interobserver agreement (IOA) data during 39.6% of sessions for all participants and across all conditions and phases of the study. Point-by-point agreement was calculated by dividing the number of agreements by the number of agreements + disagreements and then multiplying by 100 (Ayres & Ledford, 2014). The IOA data equaled 96.7% (range 90-100%).…”

Section: Variables and Measurementmentioning

confidence: 99%

Teaching Young Adults with Intellectual Disability Grocery Shopping Skills in a Community Setting Using Least-to-Most Prompting

Gil

Bennett

Barbetta

2019

Behav Analysis Practice

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Using a multiple probe design, we examined the effects of least-to-most prompting to teach young adults with intellectual disability (ID) to locate and select items using a grocery list presented on an iPad. Sessions were conducted entirely in a community grocery store. The results indicated that participants learned to use an initial grocery list, with one participant demonstrating the ability to use a re-sequenced grocery list and a list with novel items. These results are discussed along with implications for practice.

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Dependent Measures and Measurement Systems

Cited by 68 publications

References 1 publication

Pre‐service teacher‐delivered behavioral skills training: A pyramidal training approach

Pre‐service teacher‐delivered behavioral skills training: A pyramidal training approach

Minimizing and Reporting Momentary Time-Sampling Measurement Error in Single-Case Research

Teaching Young Adults with Intellectual Disability Grocery Shopping Skills in a Community Setting Using Least-to-Most Prompting

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