Graphing Data

1
Chapter 4

• Graphing Data

2
Why Graph?

• Provide a means of organizing data
• Provides an ongoing analysis of the effectiveness
  of intervention or teaching strategy
• Serves as vehicles of communication to parents,
  students, teachers, professionals

3
The simple line graph

• Abscissa (X)
• Show how frequently data were collected
• Date or Consecutive Sessions
• Ordinate (Y)
• Identifies target behavior and kind of data being
  reported
• Number of occurrences of cursing
• Percentage of occurrences of cursing
• Rate of cursing
• Number of intervals of cursing
• Percentage of intervals of cursing
• Total amount of duration spent cursing

4
Basic Components of a Line Graph
E
10 9 8 7 6 5 4 3 2 1 0
D
LABEL
F
G
0 1 2 3 4 5 6 7 8
9 10 11 12 13 14
15
A
Sessions
B
C
a. Ordinate label e. Continuity
break b. Ordinate f. Data point c.
Abscissa label g. Abscissa d. Data path
5
Permanent Product Graphing
Student Catherine Behavior Writing paragraphs of 20 words given title and topic sentence Student Catherine Behavior Writing paragraphs of 20 words given title and topic sentence Student Catherine Behavior Writing paragraphs of 20 words given title and topic sentence Student Catherine Behavior Writing paragraphs of 20 words given title and topic sentence
Date No. of Words Date No. of Words
3/16 6 3/27 8
3/18 14 3/30 14
3/20 10 4/2 10
3/23 10 4/4 14
3/25 12 4/7 15

6
Graphing Event Data
Student Michael Behavior Calling out without
raising hand Observation Period 1020 1100
(whole class activity)
Total
Instances
Days
3
///
Monday
1
/
Tuesday
//// //
7
Wednesday
3
///
Thursday
2
//
Friday
4
////
Monday
4
////
Tuesday
//// //
7
Wednesday

7
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
8
Graphing Rate Data
Student Steven Behavior Packet Assembly Observation Period Vocational training at Red Cross Student Steven Behavior Packet Assembly Observation Period Vocational training at Red Cross Student Steven Behavior Packet Assembly Observation Period Vocational training at Red Cross Student Steven Behavior Packet Assembly Observation Period Vocational training at Red Cross
Day Number Completed Amount of Time Rate per Minute
Monday 45 30 1.5
Wednesday 40 25 1.6
Friday 45 25 1.8
Tuesday 40 20 2.0
Thursday 50 25 2.0
Monday 48 20 2.4
Wednesday 54 20 2.7

9
Graphing Interval Data


Student Oliver Behavior Out-of-Seat
(S-Seat) 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 - -
10
Graphing Duration Data
Student Casey Behavior Time Spent Toileting Student Casey Behavior Time Spent Toileting Student Casey Behavior Time Spent Toileting Student Casey Behavior Time Spent Toileting Student Casey Behavior Time Spent Toileting Student Casey Behavior Time Spent Toileting
Mon 12 min 8 min 7 min AVG 9 min Thurs 14 min 10 min 12 min AVG 12 min
Tues 11 min 16 min 9 min AVG 12 min Fri 9 min 11 min 10 min AVG 10 min
Wed 15 min 10 min 8 min AVG 11 min

11
Graphing Latency Data

Student Deanne Behavior Delay beginning morning writing assignment Observation Period Each morning at 845 Student Deanne Behavior Delay beginning morning writing assignment Observation Period Each morning at 845 Student Deanne Behavior Delay beginning morning writing assignment Observation Period Each morning at 845
Day Number of minutes Comments
Monday 6 Pencil sharpening
Tuesday 5 Roaming
Wednesday 6 Pencil sharpening
Thursday 2 Chatting
Friday 4 chatting
12
Summary of Data Conversion Process
Type of Recording Data Conversion Data Conversion
Permanent Product Report number of occurrences if both time and opportunities to respond are constant
Event Report percentage if time is constant (or not of concern) and opportunities vary.
Event Report rate if both time (which is of concern) and opportunities vary, OR if time varies and opportunities are constant.
Interval Report number of intervals if constant
Time Sampling Report percentage of intervals during or at the end of which behavior occurred.
Duration Report number of seconds/minutes/hours for which the behavior occurred.
Latency Report number of seconds/minutes/hours between antecedent stimulus and onset of behavior.