Imagine you're trying to get healthy. You step on the scale (150 lbs). You track how many glasses of water you drink (6). You time how long you can hold a plank (45 seconds).
Congratulations, you just did Continuous Measurement.
In ABA, we do the exact same thing, but instead of tracking fitness, we track behavior. Continuous Measurement simply means we are capturing every single instance of a behavior during an observation. We don't guess. We don't estimate. We count it all.
This video provides a comprehensive masterclass on Continuous Measurement in ABA. It explains how RBTs capture every single instance of behavior using Frequency, Rate, Duration, Latency, and IRT. You will learn how to choose the right measurement tool, perform essential calculations (like averages), and avoid common exam pitfalls. This guide is essential for any RBT or BCBA student preparing for their certification exam.
⏱️ Video Timeline
Defines continuous measurement vs. sampling. Explains "Frequency" as a simple count of behavior with clear start/end points.
Takeaway: Frequency = Count (No time included).
Explains Rate as Frequency divided by Time. Includes practice questions to distinguish the two.
Takeaway: Rate = Count per Unit of Time (e.g., per hour).
How to measure the total time a behavior lasts from start to finish. Covers totaling durations and calculating averages.
Takeaway: Duration measures length of time.
Latency: Time from SD → Start of Response.
IRT: Time between End of Response 1 → Start of Response 2.
Takeaway: These measure the "pauses" in behavior.
How to calculate percentage of occurrence (Correct / Total Opportunities) and define mastery criteria.
Takeaway: Critical for measuring learning progress.
🔑 Key Points to Memorize
❓ Frequently Asked Questions
1. Frequency (Count)
Your client, Timmy, is learning to raise his hand. During a 1-hour session, every time Timmy raises his hand, you mark it down on your clicker. At the end of the session, the clicker says "12." The frequency is 12.
Don't use Frequency for high-rate behaviors! If a child is blinking rapidly or tapping a pencil 100 times a minute, it's impossible to count accurately. Also, don't use it for behaviors that last a long time (like a tantrum). Use Duration for those.
2. Rate
You are tracking how often Sarah asks for a break (manding). She asked 10 times. Since the session was 2 hours long, her Rate is 5 mands per hour.
3. Duration
The client engages in a tantrum. The moment they drop to the floor, you start your timer. The moment they stand up and stop crying, you stop the timer. The screen reads "14 minutes and 30 seconds." That is your duration.
4. Latency
You tell a student, "Put your toys away" (SD). The student sits there staring at the wall for 10 seconds, then finally stands up to clean. The Latency is 10 seconds.
Latency vs. Duration: This is the most common exam trap! Duration is how long the behavior lasts (doing the cleaning). Latency is how long they wait before starting (the pause before cleaning).
5. Interresponse Time (IRT)
A client is eating too fast. They take a bite of food (Response 1). You start a timer. They take the next bite (Response 2). The time between those two bites was only 3 seconds. The IRT is 3 seconds (which is too short!).
📝 Knowledge Check
Can you beat the exam traps? Try these questions.
Q1: You ask a client to "Come here." You track the time from when you finished saying the sentence to when the client took their first step toward you. What are you measuring?
You measured the time between the instruction (SD) and the start of the behavior.
Q2: A client screams for 5 minutes, takes a breath, and then screams for another 5 minutes. If you are tracking the time between the two screams, what are you measuring?
You are measuring the time between the end of the first scream and the start of the second scream.
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