Creating single-subject design graphs in Microsoft Excel 2007

Comparing instructor-led, video-model, and no-instruction control tutorials for creating single-subject graphs in Microsoft Excel: A systematic replication and extension

Visual inspection of single-subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single-subject designs. We systematically replicated and extended Tyner and Fienup (2015) using a repeated-measures between-subjects design to compare the effects of instructor-led, video-model, and no-instruction control tutorials on the graphing performance of 81 master's students with some reported Microsoft Excel experience. Our mixed-design analysis revealed a statistically significant main effect of pretest, tutorial, and posttest submissions for each tutorial group and a nonsignificant main effect of tutorial group. Tutorial group significantly interacted with submissions, suggesting that both instructor-led and video-model tutorials may be superior to providing graduate students with a written list of graphing conventions (i.e., control condition). Finally, training influenced performance on an untrained graph type (multielement) for all tutorial groups.

A proposal for the assessment of replication of effects in single-case experimental designs

In science in general and in the context of single‐case experimental designs, replication of the effects of the intervention within and/or across participants or experiments is crucial for establishing causality and for assessing the generality of the intervention effect. Specific developments and proposals for assessing whether an effect has been replicated or not (or to what extent) are scarce, in the general context of behavioral sciences, and practically null in the single‐case experimental designs context. We propose an extension of the modified Brinley plot for assessing how many of the effects replicate. To make this assessment possible, a definition of replication is suggested, on the basis of expert judgment, rather than on statistical criteria. The definition of replication and its graphical representation are justified, presenting their strengths and limitations, and illustrated with real data. A user‐friendly software is made available for obtaining automatically the graphical representation.

Creating Multiple-Baseline Graphs With Phase Change Lines in Microsoft Excel for Windows and macOS

Although Excel 2016 may be the most common graphing software, it is often confusing to use effectively. In the field of applied behavior analysis, graphs are crucial for analyzing data and sharing results. Multiple-baseline design graphs are one of the most popular graphs used by behavior analysts, but they often fall short of meeting established quality standards. This tutorial extends prior tutorials to provide detailed instructions on how to create a multiple-baseline design graph that not only meets quality standards but also includes phase change lines built into the graph and an acceptable x/y-axis ratio. This tutorial is applicable for both Windows and macOS platforms.

Creating Single-Subject Research Design Graphs with Google Applications

The visual analysis of graphically displayed data is an essential skill for behavior analysts across a range of settings. Although there are several computer-based applications that facilitate the production of simple, consistent, and visually coherent graphs, these applications have several limitations, including cost. An alternative to using these applications is using free and widely available Google Sheets and Google Slides to produce high-quality clinical and research graphs. We provide a step-by-step pictorially supported task analysis for a system for creating graphs for a variety of single-subject research designs and clinical applications using Sheets and Slides. We also discuss the advantages and limitations of using Google applications to create graphs for use in the practice of applied behavior analysis.

School's Out for COVID-19: 50 Ways BCBA Trainees in Special Education Settings Can Accrue Independent Fieldwork Experience Hours During the Pandemic

Due to the COVID-19 pandemic and nationwide executive orders closing schools, many trainees completing their supervised independent fieldwork in educational settings lost the ability to accrue hours linked to restricted activities of a therapeutic and instructional nature with students (i.e., clients). Given the impact on trainees of the pandemic restrictions, we present 50 suggestions for trainees in school settings to continue to accrue hours for both restricted and unrestricted activities throughout the course of the COVID-19 pandemic.

Further Evaluation of Teaching Behavior Technicians to Input Data and Graph Using GraphPad Prism

We replicated and extended Mitteer, Greer, Fisher, and Cohrs (2018) by examining the effects of a video model on inputting data into GraphPad Prism, which is a necessary skill for graph construction. We used a concurrent multiple-probe-across-behavior design with two behavior technicians to assess data-input and graphing skills separately prior to and during access to relevant video models. We evaluated the generality of the training procedures by assessing both skills during data-input-plus-graphing sessions without access to the video models. The video models resulted in mastery of data-input and graphing skills when assessed individually. We observed training effects generalize to data-input-plus-graphing sessions once behavior technicians experienced all relevant video models. These results suggest that individuals should view both data-input and graphing video models prior to depicting single-case design data in Prism but that these skills can maintain at high levels of accuracy without continued access to the training materials.

Creating Functional Analysis Graphs Using Microsoft Excel® 2016 for PCs

Practitioners in the field of applied behavior analysis rely on graphing software to display the data they collect during assessments. However, the graphing process can be cumbersome and procedures change as new versions of software programs are released. The current tutorial provides step-by-step instructions for graphing functional analysis data using Microsoft Excel 2016 for PCs. Instructions for creating functional analysis data depicted in reversal, latency, mulitielment, and trial-based functional analysis are provided.

Comparing self-directed methods for training staff to create graphs using Graphpad Prism

An important skill for behavior analysts is creating graphs that clearly convey outcomes and conform to publication conventions. GraphPad Prism is software designed for creating scientific graphs, but no prior research has empirically evaluated training graphing skills using Prism. Two effective training methods are enhanced written instructions (EWI) and video modeling with voiceover instructions (VMVO), but no single-subject studies have compared the effects of these methods. In this study, we compared the efficacy and social validity of EWI and VMVO for training staff to create graphs using Prism. A single-subject design was employed to compare the effects of the methods on the individual performance of 11 graduate students. EWI and VMVO were both found to be effective, and more participants chose to use EWI.

Teaching behavior technicians to create publication-quality, single-case design graphs in graphpad prism 7

In this investigation, we (a) define the desirable features of publication-quality, single-case design graphs based on recommendations in the scholarly literature, (b) suggest GraphPad Prism as a suitable graphing program for creating graphs with those features, and (c) develop and validate a video-modeling tutorial designed to train behavior technicians to create such graphs. Our review identified nine commonly recommended features, and Prism facilitated the creation of graphs with those features. We evaluated the effects of a video-modeling tutorial on graphing performance in Prism using a multiple-baseline design. All four technicians showed mastery-level graphing accuracy with accompanying increases in efficiency following training, which maintained at follow-up without direct feedback from an expert behavior analyst. Social-validity measures found the posttraining graphs to be significantly better than publication quality. We discuss these findings relative to challenges of developing efficient and effective staff-training tutorials.

Integrating Phase Change Lines and Labels into Graphs in Microsoft Excel®

Creating phase change lines and their corresponding labels in Microsoft Excel® remains a difficulty for many behavior analysts who want these display features to be integrated into the graph itself. Previous methods designed to address this issue have had limited utility across the types of data sets commonly analyzed by behavior analysts. The purpose of this article is to provide a fully functional method for integrating phase change lines and labels into Microsoft Excel® line graphs. This method is a combination of previous recommendations and allows for easy integration of new data and exportation of graphical displays to other software programs (e.g., Microsoft Word® and PowerPoint®).

Using Microsoft Excel® to Build a Customized Partial-Interval Data Collection System

Using data to inform treatment decisions is a hallmark of behavior analysis. However, collecting the type of data that behavior analysts often require can be a labor-intensive and time-consuming task. Electronic data collection systems have been identified as a tool to alleviate some of the issues related to data collection, but many obstacles still exist. Current limitations of electronic data collection systems include cost, adaptability, ease of use, and compliance with privacy and security guidelines. The purpose of this article is to offer practitioners an alternative to buying an electronic data collection system by providing a task analysis on how to build customized electronic data collection systems using Microsoft Excel®. This task analysis is written for individuals with limited or no experience working with Excel® but may also be of utility to individuals fluent in Excel®. This task analysis is organized into three sections: (a) creating a basic electronic data collection table with dropdown menus and autofill features, (b) creating a timestamp for all data entered, and (c) creating automatically graphing displays of data.

Automating Phase Change Lines and Their Labels Using Microsoft Excel(R)

Many researchers have rallied against drawn in graphical elements and offered ways to avoid them, especially regarding the insertion of phase change lines (Deochand, Costello, & Fuqua, 2015; Dubuque, 2015; Vanselow & Bourret, 2012). However, few have offered a solution to automating the phase labels, which are often utilized in behavior analytic graphical displays (Deochand et al., 2015). Despite the fact that Microsoft Excel® is extensively utilized by behavior analysts, solutions to resolve issues in our graphing practices are not always apparent or user-friendly. Considering the insertion of phase change lines and their labels constitute a repetitious and laborious endeavor, any minimization in the steps to accomplish these graphical elements could offer substantial time-savings to the field. The purpose of this report is to provide an updated way (and templates in the supplemental materials) to add phase change lines with their respective labels, which stay embedded to the graph when they are moved or updated.

How Can Single-Case Data Be Analyzed? Software Resources, Tutorial, and Reflections on Analysis

The present article aims to present a series of software developments in the quantitative analysis of data obtained via single-case experimental designs (SCEDs), as well as the tutorial describing these developments. The tutorial focuses on software implementations based on freely available platforms such as R and aims to bring statistical advances closer to applied researchers and help them become autonomous agents in the data analysis stage of a study. The range of analyses dealt with in the tutorial is illustrated on a typical single-case dataset, relying heavily on graphical data representations. We illustrate how visual and quantitative analyses can be used jointly, giving complementary information and helping the researcher decide whether there is an intervention effect, how large it is, and whether it is practically significant. To help applied researchers in the use of the analyses, we have organized the data in the different ways required by the different analytical procedures and made these data available online. We also provide Internet links to all free software available, as well as all the main references to the analytical techniques. Finally, we suggest that appropriate and informative data analysis is likely to be a step forward in documenting and communicating results and also for increasing the scientific credibility of SCEDs.

Recording an Excel(®) Macro to Specify Date Ranges for Clinical Data

The individuals served by behavior analysts are often funded by Medicaid, insurance companies, or private pay. The first two options usually require progress notes detailing graphically and quantitatively the behavioral outcomes. These progress notes usually come in the form of a written account of milestones achieved or barriers faced, graphical displays of behavioral data, and summary tables. The graphical displays are monthly, quarterly, and annual reports for the individuals that they serve. Microsoft Excel® is one of the most accessible tools by which to accomplish this task; however, presenting the required date ranges can be a time-consuming task. A task analysis is outlined to automate this process and reduce the time taken to accomplish indirect service hours to the clients served.

Inserting Phase Change Lines into Microsoft Excel® Graphs

Microsoft Excel® is a popular graphing tool used by behavior analysts to visually display data. However, this program is not always friendly to the graphing conventions used by behavior analysts. For example, adding phase change lines has typically been a cumbersome process involving the insertion of line objects that do not move when new data is added to a graph. The purpose of this article is to describe a novel way to add phase change lines that move when new data is added and when graphs are resized.

Online interactive tutorials for creating graphs with excel 2007 or 2010

Graphic display of clinical data is a useful tool for the behavior-analytic clinician. However, graphs can sometimes be difficult to create. We describe how to access and use an online interactive tutorial that teaches the user to create a variety of graphs often used by behavior analysts. Three tutorials are provided that cover the basics of Microsoft Excel 2007 or 2010, creating graphs for clinical purposes, and creating graphs for research purposes. The uses for this interactive tutorial and other similar programs are discussed.

A tutorial on the use of Excel 2010 and Excel for Mac 2011 for conducting delay-discounting analyses

In recent years, researchers and practitioners in the behavioral sciences have profited from a growing literature on delay discounting. The purpose of this article is to provide readers with a brief tutorial on how to use Microsoft Office Excel 2010 and Excel for Mac 2011 to analyze discounting data to yield parameters for both the hyperbolic discounting model and area under the curve. This tutorial is intended to encourage the quantitative analysis of behavior in both research and applied settings by readers with relatively little formal training in nonlinear regression.

A microsoft excel(®) 2010 based tool for calculating interobserver agreement

This technical report provides detailed information on the rationale for using a common computer spreadsheet program (Microsoft Excel(®)) to calculate various forms of interobserver agreement for both continuous and discontinuous data sets. In addition, we provide a brief tutorial on how to use an Excel spreadsheet to automatically compute traditional total count, partial agreement-within-intervals, exact agreement, trial-by-trial, interval-by-interval, scored-interval, unscored-interval, total duration, and mean duration-per-interval interobserver agreement algorithms. We conclude with a discussion of how practitioners may integrate this tool into their clinical work.

Finding Your Feedback Fit: Strategies for Designing and Delivering Performance Feedback Systems

LaRaisha had spent several extra hours throughout the week preparing her sroom for today, when her n ty supervisor, Gladys, came for evaluation. She knew that she s a good teacher, but it was still v e-wracking to have someone m e and watch her. As she sat o ss from Gladys during naptime, R aisha held her breath as she k ed through her evaluation and all the rows of check boxes r ked “satisfactory.” Truthfully, s e forms never seemed to have a c k box for what she really n ted help with in her classroom, h as how to implement all those a t ideas from the workshops she attended over the summer and w to help Fletcher, the little boy h er room who has autism, n sition between activities without a v i ng a tantrum. Was she doing those things right? What could she do differently? With Gladys coming in only once a year, there seemed to be no one to talk to about these things. After the evaluation was finished, LaRaisha sighed. Another evaluation came and went without any real professional growth . . . just a lot of paperwork. What else could she do?