UNITS OF ANALYSIS IN TASK‐ANALYTIC RESEARCH
- 1 June 1988
- journal article
- research article
- Published by Wiley in Journal of Applied Behavior Analysis
- Vol. 21 (2) , 207-215
- https://doi.org/10.1901/jaba.1988.21-207
Abstract
We develop and discuss four criteria for evaluating the appropriateness of units of analysis for task-analytic research and suggest potential alternatives to the units of analysis currently used. Of the six solutions discussed, the most commonly used unit of analysis in current behavior analytic work, percentage correct, meets only one of the four criteria. Five alternative units of analysis are presented and evaluated: (a) percentage of opportunities to perform meeting criterion, (b) trials to criteria, (c) cumulative competent performances, (d) percentage correct with competent performance coded, and (e) percentage correct with competent performance coded and a grid showing performance on individual steps of the task analysis. Of the solutions evaluated, only one—percentage correct with competent performance coded and a task analysis grid—met all four criteria.Keywords
This publication has 10 references indexed in Scilit:
- TEACHING GENERALIZATION OF PURCHASING SKILLS ACROSS COMMUNITY SETTINGS TO AUTISTIC YOUTH USING VIDEOTAPE MODELINGJournal of Applied Behavior Analysis, 1987
- THE EFFECTS OF PERFORMANCE FEEDBACK ON THE SAFETY OF CLIENT LIFTING AND TRANSFERJournal of Applied Behavior Analysis, 1986
- DEVELOPMENT AND EVALUATION OF AN INFANT‐CARE TRAINING PROGRAM WITH FIRST‐TIME FATHERSJournal of Applied Behavior Analysis, 1986
- A Comparison of In-Context and Traditional Instructional Approaches: Total Task, Single Trial versus Backward Chaining, Multiple TrialsJournal of the Association for Persons with Severe Handicaps, 1986
- A behavioral system for assessing and training cardiopulmonary resuscitation skills among emergency medical technicians.Journal of Applied Behavior Analysis, 1986
- A Functional Approach to Teaching Generalized Street CrossingJournal of the Association for Persons with Severe Handicaps, 1985
- THE EFFECTS OF SINGLE INSTANCE, MULTIPLE INSTANCE, AND GENERAL CASE TRAINING ON GENERALIZED VENDING MACHINE USE BY MODERATELY AND SEVERELY HANDICAPPED STUDENTSJournal of Applied Behavior Analysis, 1984
- Use of peer instruction to train a complex photocopying task to moderately and severely retarded adolescentsAnalysis and Intervention in Developmental Disabilities, 1984
- PEER TRAINING OF SAFETY‐RELATED SKILLS TO INSTITUTIONAL STAFF: BENEFITS FOR TRAINERS AND TRAINEESJournal of Applied Behavior Analysis, 1983
- Task Analysis of a Complex Assembly Task by the Retarded BlindExceptional Children, 1976