Primary Benefits of Using Graphs to Measure Effectiveness of Interventions

In Unit 5, you are learning the importance of relying on accurate data taken during the FBA, baseline data, to identify the controlling variables of the target behavior (i.e., the antecedents and consequences). You are discovering that through repeated observations and recording of the occurrence of the target behavior, you are able to hypothesize the function the behavior serves for the individual. Once you have identified the function of the behavior, you can design a function-based behavior intervention plan (BIP). You are learning that your data collection does not end with the FBA! Upon implementation of the BIP, you will continue to take data on the target behavior in order to infer the effectiveness of your intervention plan. But, sifting through pages and pages of data forms is not the best way to assess the effectiveness of your BIPs. Visual analysis of graphed data is the most efficient and accurate way of determining whether the target is changing in the desired direction.
You will plug the data you collect — both baseline and intervention data — into a line graph. You will separate baseline data from intervention data on the same graph via the use of a phase line. Once you have your graphed data, you can, at a glance, determine the level, trend, and variability (if any exists) in the data and determine whether the behavior is changing in the desired direction by comparing intervention data with baseline data.
You are learning the importance of data, why it is important to enter data into a line graph, and how to determine whether your interventions are having the desired effect.
Watch the Unit 5 Lecture. (Transcripts)
Read the following scenario.
Setting the Scene:
Sherry is a 15-year-old girl diagnosed with autism and severe intellectual disabilities. Her Individualized Education Program (IEP) team met to discuss Sherry's serious, self-injurious behavior of hand biting that has resulted in significant tissue damage requiring medical attention. Prior interventions attempted by the school staff were response blocking, physical restraint, and mechanical restraint (arm splints). An initial FBA conducted by the consulting BCBA revealed that the apparent function of the hand biting was negative reinforcement in the form of escape from task demands. Based on this assessment, the BCBA developed a differential reinforcement of alternative behavior (DRA) intervention in which Sherry was taught to use her hand to squeeze a stress ball when non-preferred demands were presented. The teacher and other individuals involved with Sherry were trained to allow immediate escape whenever Sherry squeezed the stress ball during instruction. In addition, instructional material was altered so that the learning tasks were easier, with the goal of gradually increasing task difficulty. Baseline data was taken for 10 days, and the DRA intervention was implemented on day 11. On day 22, the BCBA employed a reversal design in which the intervention was stopped to verify that it was indeed the intervention that was responsible for the behavior change.
Unit 5 Discussion Board graph
Discussion:
According to your readings, what are the six primary benefits of using graphs as tools to measure the effectiveness of interventions, and why are they important? Discuss two of the benefits that you feel are most relevant to the current case and explain your reasons for your choices.
Based on your visual analysis of the data in the graph (above), was the DRA effective in reducing Sherry's hand biting? Discuss the purpose of the reversal design and identify the type of reversal design reflected in the graph.