C.5 Distinguish between continuous and discontinuous measurement procedures
- ABA Kazam
- Jan 17, 2024
- 3 min read
Updated: Jan 20
It is important to use effective measurement techniques to track student behavior. These methods help monitor progress and guide intervention strategies. Let’s break down two main types of measurement: continuous and discontinuous, and how they work.
Continuous Measurement Procedures
Continuous methods capture every instance of behavior, offering precise and detailed data. They are ideal when a complete record of behavior is needed. Here are the main types:
Frequency
*What It Measures: Counts the total number of times a behavior occurs.
*When to Use: Behaviors with clear start and end points.
Examples: Tracking how often a child raises their hand or throws a toy.
Rate
*What It Measures: Frequency of behavior over a specific time.
*When to Use: Sessions of varying lengths.
Examples: Monitoring how many times a student asks for help per hour.
Duration
*What It Measures: How long a behavior lasts from start to finish.
*When to Use: Behaviors with unclear or inconsistent start/endpoints.
Examples: Timing a child’s tantrum or their engagement in reading.
Latency
What It Measures: The time it takes for a child to respond after a prompt or instruction.
When to Use: To assess response speed or delays.
Examples: Measuring how long it takes for a child to clean up after being asked.
Interresponse Time (IRT)
*What It Measures: Time between consecutive responses of the same behavior.
*When to Use: To monitor pacing of repetitive actions.
Examples: Measuring the gap between bites during meals.
Discontinuous Measurement Procedures
Discontinuous methods focus on sampling behavior at specific intervals rather than continuously. These methods are easier to implement in busy environments.
Partial Interval Recording
*What It Measures: If a behavior occurs at least once during an interval.
*When to Use: For behaviors without clear start and stop points.
Examples: Recording if a child raises his hand at least once in 10 minutes.
Whole Interval Recording
*What It Measures: If a behavior occurs throughout the entire interval.
*When to Use: For behaviors you want to increase, like sustained attention.
Examples: Monitoring if a student stays seated for a full 5-minute period.
Momentary Time Sampling
*What It Measures: If a behavior is happening at the exact moment an interval ends.
*When to Use: For frequently occurring behaviors that are hard to monitor continuously.
Examples: Checking if a student is writing at the end of 15 minutes.
Planned Activity Check (PLACHECK)
*What It Measures: Group-level behaviors at the end of an interval.
*When to Use: Assessing participation in group activities.
Examples: Noting how many students are writing during a 10-minute interval.
🔑Key Takeaways🔑
Continuous Measurement: Offers detailed, comprehensive data and is ideal for behaviors with clear patterns.
Discontinuous Measurement: Provides quick snapshots and is more practical for busy environments.
Additional Data Collection Methods
While less frequently used, these methods can be valuable for specific purposes:
Probe
What it is: Probe data is used to test whether a behavior occurs or does not occur in a specific situation, often without interrupting teaching methods.
Use it for Determining if a skill is present prior to intervention (e.g., "cold probe") or testing retention of a learned skill.
Example: Checking if a student can correctly identify a sight word without prompts before starting instruction.
Permanent Product
What it is: Measures the outcomes of behavior after it occurs by evaluating a product or result created by the behavior.
Use it When direct observation of the behavior isn't feasible.
Example: Review completed worksheets, art projects, or chore checklists to track performance.
Scatterplot
What it is: A visual tool to track when and where behavior occurs over time or across settings.
Use it to identify patterns in behavior, such as specific times of day or activities where it is more likely to occur.
Example: Observing that a child’s off-task behavior spikes during math class and after lunch.
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