Deck 5: Dimensions of Behavior and Units of Measurement

Question 1

A quantifiable aspect of a natural phenomenon is called a(n)

A) variable
B) dimension
C) experiment
D) contingency

Answer 1

B

Question 2

All of the following are dimensions of individual responses, except:

A) duration
B) count
C) frequency
D) latency

Answer 2

C

Question 3

Each of the following statements describe why it is important to carefully select dimensions of behavior for measurement, except:

A) the dimensions chosen will guide the measurement process
B) the selection of dimensions and measurement affect what data reveal
C) information cannot be provided about dimensions not measured
D) only one or two dimensions can be chosen per investigation

Answer 3

D

Question 4

Dimensional measurement involves:

A) attaching a number to a specific dimension that represents how much of that dimension was observed
B) making repeated descriptions of events taken over time to predict the outcome
C) attaching a number to an event to distinguish it from other events
D) using descriptions of multiple individual events to identify differences among them

Question 5

Each of the following are dimensions of multiple responses, except:

A) interresponse time
B) rate
C) frequency
D) count

Question 6

Locating individual responses in time with reference to other events is reflected by the dimensional quantity of

A) duration
B) frequency
C) latency
D) topography

Question 7

Lisa is a practitioner working with a child who has difficulty transitioning from one activity to the next. She is interested in improving the child's delay between being told to switch activities and starting the next activity. Which of the following dimensions would be most important for her to measure?

A) Interresponse time
B) Frequency
C) Count
D) Latency

Question 8

Cam is recording how much time it takes his client to complete 20 multiplication problems. Cam is recording what dimension of behavior?

A) Duration
B) Latency
C) Interresponse time
D) Rate

Question 9

What is the unit of measurement for countability?

A) Cycle
B) Duration
C) Celeration
D) Latency

Question 10

Which of the following is a limitation of what duration describes about behavior?

A) It only provides a useful measure for researchers in a lab setting
B) It does not specify any temporal dimensions
C) It does not include countability
D) It is a dimensionless quantity

Question 11

Which of the following is a limitation of what countability describes about behavior?

A) It is a dimensionless quantity
B) It is not useful for practitioners in clinical settings
C) It frequently overestimates behavior
D) It does not specify any temporal dimensions

Question 12

You are working with a 4th grader, Sally, who has difficulty reading. One of the measures you use to evaluate your interventions is to record the amount of time between finishing reading one word in a sentence and starting to read the next word. This is a measure of:

A) duration
B) interresponse time
C) frequency
D) countability

Question 13

In the study of behavior, measures of frequency generally take the form of the ratio:

A) time per cycle over duration
B) cycles of a behavior occurring over some period of time
C) times per cycle per cycle
D) cycles of a behavior over cycles of a behavior

Question 14

To calculate the frequency of responding, researchers can divide the total count of responses by each of the following, except:

A) total time behavior was observed
B) total session time
C) total interresponse time
D) total celeration

Question 15

The most common approach to calculating rate or frequency is to divide total count by

A) total interresponse time
B) total time behavior was observed
C) total duration
D) total celeration

Question 16

How is celeration related to frequency?

A) Celeration describes a change in frequency over time
B) Celeration is the inverse of frequency
C) Celeration describes a decrease in frequency over time
D) Celeration describes an increase in frequency over time

Question 17

While ratios are valuable ways of looking at data, they can be limiting. In what way can a ratio be limiting?

A) It makes all measures dimensionless
B) It is not an objective measure
C) It hides the component values being divided
D) It can only be used with temporal dimensions

Question 18

When selecting dimensional quantities to measure, a researcher or practitioner should take into consideration each of the following, except:

A) how long do i plan on collecting data?
B) what have other studies used?
C) what features of behavior are important for the experimental question?
D) does the intervention directly involve any particular dimension?

Question 19

A dimensionless ratio is a unitless number that results from calculations whose components share the same:

A) dimensions
B) experimental questions
C) topographies
D) measurements

Question 20

When selecting dimensions of behavior to measure, the measures should be guided by each of the following, except:

A) the experimental question
B) the target behavior
C) the experimental hypothesis
D) the intervention procedure

Question 21

As a researcher or practitioner, deciding what aspects of the target behavior to measure is an important step. Describe how choosing dimensions of behavior to measure can impact the rest of the study or intervention.

Question 22

Describe the dimension of event-response latency and give an example of a hypothetical study where latency would be an important measure to record.

Question 23

Describe the limitations of ratios for interpreting data?

Question 24

When calculating frequency, it may be important to consider if those values reflect how often the behavior occurred when responding was possible. Why is that?

Question 25

Describe five things a practitioner or researcher should consider in deciding which dimension(s) of behavior to measure in order to increase chances data will reveal important information about the target behavior.

Question 26

How are researchers or practitioners most likely to capture whatever changes in the target behavior might be interesting or important?

Question 27

What is the overall goal of selecting dimensions of behavior to measure?

Question 28

Distinguish between event-response latency and interresponse time

Question 29

What can be problematic with describing that your client emitted 15 mands during a session? What can make this finding more meaningful?

Question 30

What is the relationship between celeration and frequency?

Question 31

What is a dimensionless ratio and how is it created?

Question 32

Describe what this statement means: "As a rule, we should always describe changes in responding in terms of dimensions that were actually measured?"

Question 33

What is a cycle and what term is more commonly used in behavior analysis when referring to a cycle?

Question 34

Distinguish between a dimension, dimensional measurement, and a unit of measurement.

Question 35

What are two different ways that rate can be calculated?

Question 36

List and describe the choices of dimensions researchers and practitioners can consider for individual responses.

Question 37

List and describe the choices of dimensions researchers and practitioners can consider for multiple responses.

Question 38

What simple calculation is needed to determine rate and describe the two ways rate can be calculated?

Question 39

Provide an example of an experimental question that would likely direct a researcher to measure the dimension of count and describe why count would be appropriate given your question.

Question 40

Give an example of a target behavior that would have important topographical dimensions to measure in order to describe the effect of some treatment on that behavior. Describe both the target behavior and the topographical features to measure.