 All right everybody let's continue on with some behavior assessment. This is actually more about measurement and assessment and agreement and interval of currents and functional assessment. There's a whole bunch of stuff in this one oh my gosh here we go all right you ready to roll folks here we go behavioral assessment let's keep moving what are we going to remember what behavioral assessment is it's when we assess behavior. Anyway so what are we gonna record about behavior what is it that we want to record do we want to record the topography how does the behavior look what does that mean how does that behavior look I'm good looks pretty no that's not topography well maybe it is maybe it's not I don't know anyway all right so think about the behavior of coloring okay so we look at the behavior of coloring you go look can the kid color the color all over the place right the color all over the show they just there's no lines they don't care they just color well that counts are we recording the putt topography of the response well we might have to define what that behavior looks like right so for me coloring with my kid is like well can you color inside the lines please right so not just the behavior of coloring but how it looks specifically is it inside the lines swimming it's all about topography are you swimming in a way that's effective in fact if you're in a competition and swimming and you swim incorrectly you'll get disqualified from that stroke why well it's really simple because hmm you didn't do the right stroke so if you're doing the butterfly if you're in a butterfly event you go out there and you start swimming with the crawl stroke or the freestyle whatever you want to call it then guess what disqualified why they're focused on the topography are you providing the is the response the way it's supposed to look what does that behavior look like right so you could also think of the behavior that I'm engaging in now lecturing I could lecture very monotonically and which is very difficult for me to do and I could just kind of keep a flat voice and start to tell you all sorts of things about topography or it can be like hey yo ha ha guess what topography look at this it's how the behavior looks it's it's the surface of it right it's kind of this think about a topographical map that's kind of the that that that superficial sort of level of behavior sure you're engaging in but how are you doing right anyway let's move on we can develop checklists on how the behavior should look right so what to do was it did you do this yes did you go inside the lines yes all right excellent we could measure the frequency how many words am I gonna speak per unit right no that's what I did there I added a rate whoopsie why because I put it over time frequency is just how many times in a behavior happened it's kind of weird without a without a time right so then you make it a rate so he did 47 words in a second yes so I'm not as fast as Eminem but I can lecture really really really quickly in fact these are slowed way down for you I've recorded them at one speed and I've backed that speed off like 50% and if you don't believe me listen to this so I'm just gonna jack up the speed of the lecture and it's gonna be like this but a little look so actually that wasn't quite true but I lost my words but anyway you get the point so we can measure the frequency the rate so the clear definition of key is the key here we need to use this for discrete behaviors so if you're gonna count the number of words that I'm gonna do in a one-minute period that seems pretty clear right how many words is Ryan gonna say in the one-minute period right so that's a really clear definition if you just say how many words like what do you mean how many words in words you say in words do you read what is it that you mean be clear all right we're gonna use for discrete wow what's this discrete behavior thing man discreet is something that has a clear beginning and end that was discreet hell do it again so you can hear a laugh is discreet kind of a clear beginning and end there's a word is discreet it has a clear beginning and end crying you don't know when it begins and ends I mean you kind of do but there's like one behavior lasts for hours oh my gosh does that count that's weird but that leads us to something else here we go oops that's what you did pronounce that in your slides at a time folks I thought that was gonna go into the duration anyway so we're gonna record the time and the instances of the behavior how much time were you measuring for and how many instances of the response we're going to plot this on a graph now trust me folks this is something you're going to get very used to doing because your entire career will be spent making graphs and interpreting them and helping show other people why because little graphs are the language of psychology of behavior analysis we only know what we see and we see is what we plot and what we when we plot it it becomes a graph and then it becomes interpretable and all these wonderful numbers and all these behaviors start to make sense because we can see patterns so you're going to plot the behavior you can use a frequency graph which is what most of you think about when you think about a graph like a line chart something like that or you could use a cumulative graph or a cumulative record go look the other videos on cumulative record anyway so cumulative graph is just where you're going to say the behavior happened once then the next time the behavior happens even if it just happens once you go up to level two on the Y axis and the next time it happens you go up to three and next and four this allows you to actually get a rate on a piece of paper it's really kind of cool anyway so go look at the cumulative record for that one so frequency graph is at this measurement how many times did the behaviors happen it's not cumulative it doesn't add to the previous one like a cumulative graph does it just shows you each instance what they have a line graph pretty easy so duration this is what I was hinting at earlier when I got ahead of myself but I'm always ahead of myself which makes it hard to lecture all right so anyway duration relative duration amount of time and a per per given period right so how long is the behavior engaged in being engaged in if I go back to crying well and I engage in that behavior for seven minutes well that's great but out of a ten minute period how much time did I engage in that behavior for so seven minutes right so so 70% of that time I engaged in the behavior so there's a relative duration versus duration but they're basically the same thing on the clock how long did the behavior happen for this is really good for continuous behaviors oh did you see that I like to plan ahead anyway so it's really good for continuous behaviors behaviors that are not discrete don't have this clear beginning and end lecturing is an example of a continuous behavior I could just do this all day long like and would love to just sit here and talk at you but I think you'd get rather bored in the video we get really really really long and eventually YouTube is like we're done man just stop right anyway so I'm used for continuous behaviors so intensity how intense is the response I'm backing away from the microphone right now so I can get more intense without damaging my equipment there we go right so intensity is the strength boom boom how strong is it right sports how much intense I get a little intense when I lecture on this stuff because I love it right all right so sports are you giving 110% no coach that's impossible but I give you a hundred right so are you running as hard as you can are you just kind of lulling again right are you I was trying to make a joke about calling Kaepernick but that's just like gonna die anyway so sorry I'll let you think about that for a minute anyway so sports is a good thing to measure intensity lifting right so how much intensity are you putting into lifting if you're the gym or whatever all sorts of things we could measure this in all sorts of ways how hard can you pull something that's intensity I guess so how loud are you versus how soft versus if you're at a football game and it's like this yeah sorry folks I just love doing that anyway here we go more behavioral assessment stimulus control do they perform the behavior when they're supposed to all right so do you go to the library be like go or do you go to the library and be like yeah check out the following book so hopefully you do the latter not the former but hey I was a I'm a cougar man you never know sometimes you're sitting there in the library and you overlook that football field you can just start start cheering and it gets kind of loud I'm joking but you could have anyway so do they perform the behavior when they're supposed to is the behavior under stimulus control this is a great tool to teach somebody it if they're engaging in a behavior but they're not doing it when they're supposed to my gosh why don't you just teach them when to do it well sorry get away out of myself anyway does it happen when it's supposed to happen right is it happening under the right condition again that's the library example or whatever right so latency how long did the period of bass is that how long of a period happened from the stimulus from the time the behavior was prompted if you will until the time that it happened right so if I'm trying to speak in Spanish my fluency is going to be rather rather slow because I can't speak in Spanish I might be able to come up with a couple of words once in a while in Spanish but like the point being that I've got a long latency be like say clock I'll look at you like hmm you have a really long latency on that one because I can't remember I tried to come up with one say fast like okay something about rapido anyway so the point is do you see that gap in time right how about oh let's see if something I do know in Spanish it's all gone my Spanish has left me why because there's no stable it's control right now in other words the latency is getting big if you asked me to speak about Spanish right now it's huge latency I'm not going to respond well I'm just like it's gone it's out of context it's not there right so we worry about latency especially when we're talking about efficiency influence right I am definitely have like zero latency with talking about these topics why because I know I'm inside now talking about a million times and I'm really efficient I'm really fluent on the topic so my latency is really low okay so another way to think of latency if somebody hits me and then the time it takes for me to hit them back or she hit me I got you back right so you know I don't why I used it hitting as an example but it was salient that's why it can make noise that I have a microphone and not a video anyway so quality how well is the behavior done in other words that's related to the previous categories all of them right so quality is this ephemeral thing well how do you know that's a quality behavior well because he had a word the quote the property the blue little the appropriate latency yet the appropriate topography you performed it at the particular rate and under the certain conditions wow holy cow look at all that it all goes together folks quality is this really arbitrary thing that you use all these other features of behavior in order to create if you will right so anyway there you go