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Changing Criterion Designs

Changing Criterion Designs. Changing Criterion Design. Used to evaluate effects of a treatment that is applied in a graduated fashion to a single target behavior Baseline is followed by Treatment phase

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Changing Criterion Designs

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  1. Changing Criterion Designs

  2. Changing Criterion Design • Used to evaluate effects of a treatment that is applied in a graduated fashion to a single target behavior • Baseline is followed by Treatment phase • Once stabilized, the treatment serves as a baseline for increased criterion of the next phase • Is a variation of the multiple baseline design • Shows repeated production of new rates of behavior as function of manipulations of independent variable • Is very flexible

  3. Guidelines for Use • Requires careful manipulation of 3 design factors: • length of phases • magnitude of criterion changes • number of criterion changes

  4. Length of Phases • Each treatment phase must be long enough to achieve stable responding • Acts as a baseline • Is slower to change target behaviors • May require longer treatment phases • Should vary phases considerably to increase validity

  5. Magnitude of Criterion Changes • Varying size of changes gives more convincing demonstration of experimental control • Must be large enough to be detectable, but not so large as to be unachievable • Can get ratio strain • Smaller changes can be used with very stable levels of responding • Larger changes may be required to demonstrate behavior change

  6. Number of Criterion Changes • The more times the behavior changes to meet new level, the more convincing the experimental control • Interrelated with phase length and magnitude of criterion changes • If limited time for study, the greater the number of phases, the shorter each phase can be

  7. Points to note • Does not require reversal of improved behavior • Only one target behavior is required • Should only for use with behaviors that are in a subjects repertoire • Should lend themselves to stepwise modification and potential increase. • Not appropriate for shaping behaviors

  8. Summary • Best suited for evaluating effects of instructional techniques on stepwise changes in rate, frequency, accuracy, duration, or latency of single target behavior • Is a good design for school settings • Final point. You can reach a level where you cannot go any higher or any faster due to subject limitations • >100% is hard to do

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