RBT · Data Collection and Graphing · 6 min read
Level, Trend and Variability in Graphs
- Identify the visual components of a line graph, including the axes, data paths, and condition change lines.
- Define and visually analyze the three fundamental properties of behavioral data: level, trend, and variability.
- Describe graphed data using objective, non-causal language and communicate patterns to the supervising behavior analyst within the RBT role.
Visual Analysis and the Line Graph
In applied behavior analysis, line graphs commonly display behavior measurements collected across sessions or time periods, including measurements collected with continuous or discontinuous methods. Behavior analysts rely on visual analysis as their primary method to interpret the data shown on these graphs. When you enter session data accurately and promptly, you help your supervisor perform reliable visual analysis. The horizontal axis, or x-axis, typically displays time, calendar dates, or consecutive treatment sessions. The vertical axis, or y-axis, displays the quantitative measure of the target behavior, such as frequency, rate, or percentage.
Graphs also feature condition change lines to mark documented shifts in conditions, such as moving from baseline to an intervention. A solid vertical line typically represents a major phase change, like introducing a completely new teaching strategy. A dashed vertical line typically marks a minor modification within an ongoing condition, such as adjusting a prompt delay. Data points across any condition change line are generally not connected by a data path. If an unexpected event occurs during a session, such as an unplanned fire drill, it is typically noted separately rather than marked with a condition change line.
Visual analysis begins by evaluating the data within a single condition before comparing data across different conditions. When looking at data within an individual phase, the observer examines the number of data points along with three fundamental properties: level, trend, and variability. Understanding these properties helps you describe client progress clearly and talk about performance with your supervisor using precise behavioral terms.
Common mistakes
- Assuming causation: Believing that because an intervention began right before a behavior decreased, the intervention definitely caused the decrease, while ignoring the possibility of extraneous variables.
- Making independent clinical changes: Modifying, adding, or discontinuing intervention procedures after noticing an unfavorable trend or high variability on a graph, rather than reporting it to the supervisor.
- Using subjective language: Describing graphed performance with non-behavioral opinions (e.g., 'the client was unmotivated') instead of objective properties like level, trend, and variability.
- Relying on single data points to evaluate level changes: Looking at only the final baseline point and the initial intervention point, instead of comparing the series of points just before and just after the condition change line.
Key points
- Line graphs commonly show behavior measurements across time or sessions, with time or sessions on the horizontal x-axis and the measured value on the vertical y-axis.
- Visual analysis evaluates data within conditions before comparing across conditions, focusing on the number of data points, level, trend, and variability.
- Condition change lines mark documented changes: solid lines represent major phase changes, dashed lines represent minor modifications, and data points across them are not connected.
- Level refers to the vertical height on the y-axis (described qualitatively or quantitatively), trend refers to overall direction (increasing, decreasing, zero), and variability refers to data bounce.
- Steady-state responding is characterized by a stable level, little variability, and no systematic upward or downward trend.
- Less overlap between conditions can make a difference in the plotted data easier to see; report what you observe and leave evaluation of intervention effects to your supervisor.
- RBTs objectively report graph patterns to their supervisor and implement plans as written, but do not determine functional relations, assert causation, or alter interventions.
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