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Chapter 4. Graphing Data. 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. The simple line graph. Abscissa (X)
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Chapter 4 Graphing Data
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
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
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 B Sessions C a. Ordinate label e. Continuity break b. Ordinate f. Data point c. Abscissa label g. Abscissa d. Data path
Graphing Event Data Student: Michael Behavior: Calling out without raising hand Observation Period: 10:20 – 11:00 (whole class activity) Days Instances Total Monday /// 3 Tuesday / 1 Wednesday //// // 7 Thursday /// 3 Friday // 2 Monday //// 4 Tuesday //// 4 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
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