Teaching Children with Autism, continued

Teaching Children with Autism, continued

Graphing (also called Charting)

“A picture is worth a thousand words? – B. Taylor

One of the fundamental characteristics of applied behaviour analysis is its emphasis on direct and frequent measurement of children’s performance as the main basis for making decisions about the child’s program.” I would add that the data not only needs to be collected, it needs to be graphed as well, since it gives you a really handy way of determining at a glance just how well your teaching program is working, and it is an important part of every ABA program!!

A graph is a visual representation of how behaviour change has occurred over time. Graphing behaviour change makes it easier to compare the levels of the target behaviour before (baseline), during (treatment) and after (generalization/ maintenance) intervention. The direction or slope of the data path over time, also referred to as the trend line, will indicate whether the behaviour is increasing or decreasing (i.e., whether or not a particular skill is being acquired or lost), as well as the rate of change being observed (a very important consideration!).

One thought on “Teaching Children with Autism, continued

  1. Can’t argue with data!

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