Kelly is a 7-year-old girl diagnosed with Rett Syndrome. Her teacher reports she has problems with “stereotypical behavior.” Your job:

• Develop an operational definition for “stereotypical behavior”
  • Select one type of “stereotypical behavior” to target and define.
    • NOTE: Be sure that the behavior that you are selecting is a stereotypical behavior. Please contact your instructor if you are unclear which behaviors fall into this category.
  • Identify how you will hypothetically collect data
    • Select one method of data collection
    • Provide a rationale as to why this is the appropriate method
    • Part of your “mastery” of the content is to be able to decipher what the “best” method is according to the referral concern/behavior you are tracking.
  • Generate hypothetical baseline and treatment data.
    • Include a table with the “results” for each observation or session.  This is going to help your instructor be able to know that your data and your graph match up.
  • Graph baseline and treatment data. NOTE: Please review the checklist on page 2 of this document before completing the graph
    • Basic A-B design is fine (A = baseline, B = treatment)
    • In your line graphs, make sure to label your axes, phases (baseline or treatment is fine), and insert a phase line.

As always, if you are having any questions/concerns as you work through assignments please email your instructor.  The instructors are here to help so use them as your resource.

SSRD Line Graphing Checklist

• The graph is consistent with APA formatting
• The title of the graph should be clearly labeled at the top of the document.
• Include the child’s name (or setting or stimulus materials) on the lower right of the graph.
• Horizontal and vertical access should be appropriately labeled. All labels should be completely viewed by the observers (i.e., nothing should be cut off)
• Graphed data should reflect the collected data, including empty spaces for missing data.
• Data markers and lines should appear in black. Open markers can be used to add clarity if you are graphing more than one data set.
• Conditions should be appropriately labeled (baseline, name of treatment condition, etc.)
• Make sure all labels and phase change lines that have been added to graph are actually attached to the graph (and not the spreadsheet below the graph). Also, make sure lines appear in the correct format (e.g., phase change lines should be dashed).
• Y-Axis should display sufficient level (e.g., up to 100% if using a percentage scale).
• Data are accurately represented (e.g., intervals are graphed as percentage of intervals as opposed to total number of intervals)
• The Y-axis should be labeled with behavioral terminology (i.e., “frequency” as opposed to “number of…” or “duration in [minutes]” as opposed to “total time”)

                       EXAMPLE GRAPH