ABA Exam CoachLessons · C. Measurement, Data Display, and Interpretation
C.9 · Choosing the right measurement
You can collect data every single day and still end up with numbers that don't tell you what you need to know. Today we'll fix that by matching the measurement to the behavior and to the setting you're actually working in.
Key takeaway
Start with the concern. How often points to count or rate, how long points to duration, how quickly after a cue points to latency, and how far apart points to interresponse time. Then check the setting: if someone can record continuously, do that. Use whole-interval, partial-interval, or momentary time sampling only when continuous recording isn't practical, and remember they give estimates with known biases. The aim is representative data you can make sound decisions from, which is what Ethics Code Standard 2.17 asks of you.
Start with the concern. How often points to count or rate, how long points to duration, how quickly after a cue points to latency, and how far apart points to interresponse time. Then check the setting: if someone can record continuously, do that. Use whole-interval, partial-interval, or momentary time sampling only when continuous recording isn't practical, and remember they give estimates with known biases. The aim is representative data you can make sound decisions from, which is what Ethics Code Standard 2.17 asks of you.
Members get the full lesson video, notes and a 5-question test
The video walks through the idea, worked examples, the trap people fall into and an exam-style question. The notes and the checkpoint come with it, and your results feed your Where to focus plan.