C-06 Measure Trials to Criterion

Antoinette is training for a 5k race. She is building her endurance by gradually increasing the distance she can run without stopping. Her first goal is to run .5 mile on 3 consecutive running occasions. On what day did Antoinette reach criterion? Day 1 - she ran .25 mile Day 2 - .5 mile Day 3 - she did not run Day 4 - .3 mile Day 5 - .5 mile Day 6 - she did not run Day 7 - .5 mile Day 8 and 9 - she did not run Day 10 - .5 mile Day 11 - she did not run Day 12, 13, and 14 - she ran .5 mile

10

The following data depict days with (-) and without (+) bathroom accidents. If the client was required to have no accidents for 4 consecutive days, what were the trials to criterion?

15

The mastery criterion is 3 out of 4 consecutive sessions with 80% correct. What was the trials to criterion for mastery?

30

The mastery criterion is 3 out of 4 consecutive sessions with 80% correct. What was the trials to criterion for mastery?

35

Antoinette is training for a 5k race. She is building her endurance by gradually increasing the distance she can run without stopping. Her first goal is to run .5 mile on 3 consecutive running occasions. What was Antoinette's trials to criterion? Day 1 - she ran .25 mile Day 2 - .5 mile Day 3 - she did not run Day 4 - .3 mile Day 5 - .5 mile Day 6 - she did not run Day 7 - .5 mile Day 8 and 9 - she did not run Day 10 - .5 mile Day 11 - she did not run Day 12, 13, and 14 - she ran .5 mile

6 trials

Trials-to-criterion is calculated by adding the

number of learning trials to achieve criterion.

When measuring trials-to-criterion

record each opportunity to respond.

A child with autism is learning to identify colors. Instructional trials are presented as follows: the student is given an item of a particular color (e.g., purple), a purple card and a "not purple" card is set on the table, and the child is told, "Match the color." When the child correctly matches the color on every trial in three consecutive trial blocks, the procedure is repeated using another color. Trials-to-criterion data can be used to assess

the child's acquisition of a generalized color-matching repertoire.

When opportunities to respond are presented in blocks of trials, trials-to-criterion data are reported as

the number of blocks of trials required for the learner to emit the correct response on a predetermined percentage of trials.

If the target behavior is shoe tying, trials-to-criterion would be a measure of

the number of opportunities required for the learner to tie a shoe correctly without assistance.

A teacher wants to know if her students do better on a spelling test when spelling words are reviewed daily versus when spelling words are reviewed weekly. She provides her student with two sets of vocabulary words and tests them each Friday. She conducts a daily review with her students on one set of words, and reviews the other set with her students only on Mondays. Trials-to-criterion data can be used to determine which method is more efficient by comparing,

the number of practice trials required for her students to spell every word correctly in one set of words versus the other set.

Trials-to-criterion is a measure of

the number of response opportunities required to achieve a predetermined level of performance.

A student is learning to discriminate between the long and short vowel sounds of the letter 'o' (e.g., toe versus top). Words with either the long or short vowel sound are presented in random order in blocks of ten trials. Trials-to-criterion data would be reported as

the number of trial blocks presented until the student correctly discriminates between words with long and short vowel sounds on all ten trials.