ERIC Number: EJ776883
Record Type: Journal
Publication Date: 2007
Pages: 14
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0021-8855
EISSN: N/A
A Comparison of Momentary Time Sampling and Partial-Interval Recording for Evaluating Functional Relations
Meany-Daboul, Maeve G.; Roscoe, Eileen M.; Bourret, Jason C.; Ahearn, William H.
Journal of Applied Behavior Analysis, v40 n3 p501-514 Fall 2007
In the current study, momentary time sampling (MTS) and partial-interval recording (PIR) were compared to continuous-duration recording of stereotypy and to the frequency of self-injury during a treatment analysis to determine whether the recording method affected data interpretation. Five previously conducted treatment analysis data sets were analyzed by creating separate graphic displays for each measurement method (duration or frequency, MTS, and PIR). An expert panel interview and structured criterion visual inspection were used to evaluate treatment effects across measurement methods. Results showed that treatment analysis interpretations based on both discontinuous recording methods often matched those based on frequency or duration recording; however, interpretations based on MTS were slightly more likely to match those based on duration and those based on PIR were slightly more likely to match those based on frequency. (Contains 6 figures.)
Descriptors: Sampling, Intervals, Research Methodology, Data Interpretation, Comparative Analysis, Self Destructive Behavior, Interviews, Therapy, Data Analysis, Measurement Techniques, Autism, Behavior Problems, Behavior Patterns, Time, Responses, Intervention, Visual Aids, Speech Habits
Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior@mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A