ABA Graphs and Visual Analysis: Types, Elements, and Examples

Data points: Data points populate the graph and use "independent" and "dependent" variables. The names indicate how the data interrelates. Independent variables have unchanging values unrelated to the other variables. On the other hand, dependent variables vary based on the values of independent variables.

In ABA graphs, behavior data is the dependent variable, while date data is the independent variable. The behavior data changes with the date, but the date remains unaffected by the behavior data.

The x-axis and the y-axis: On any graph, the x-axis is the horizontal axis, and the y-axis is the vertical axis. We plot the dependent variables on the y-axis and the independent variables on the x-axis. For ABA, we plot the date or time on the x-axis and the behavior data points on the y-axis.

We represent data based on their relative coordinates on the x-axis and the y-axis as (x, y). The formal name of the x-coordinate is the "abscissa,"" and the formal name of the y-coordinate is the "ordinate."

Axis labels: Axis labels serve as titles for the x-axis and the y-axis. For instance, in a standard frequency line graph, the x-axis label could be "Observation date" or simply "Date," while the y-axis label might be "Frequency data" or just "Frequency." The general rule of thumb is to keep labels concise and contextual.

Phase, phase line, and phase labels: In ABA, a "phase" defines a distinct segment of a behavior intervention plan or study. For example, gathering baseline data represents one phase, while implementing an intervention plan represents another.

To designate a phase on a graph, we use a "phase line" or "phase change line," also known as "condition change lines." These vertical lines span the entire graph height, dividing it into distinct sections corresponding to each phase. BCBAs use phase lines to accurately account for external effects that could influence the data, like the beginning of an intervention plan or a change in medication. Without phase lines, you could misinterpret a change in the behavior data. For example, a student’s behavior might suddenly shift because they started a new medication. Without a phase change line indicating medication change, you might misattribute the cause of the behavior change and adjust your plan based on a misinterpretation of the data.

Phase labels title each graph section with the corresponding phase name, serving as the phase's title. Typically, clinicians place the phase title above the phase line, just below the graph title.

Figure caption: A figure caption summarizing the graph is typically below the x-axis label. You can also include a brief interpretation of any key findings in the figure caption.

Graph title: The title describes the graph's contents appears above the graph. Most people like to bold or center their title to distinguish it from other text in the graph. Succinct but comprehensive titles work best. There's no industry standard governing graph titles, but one common guideline is to use nine words or less.

Equal interval graphs

• ABA Line Graphs: When & How to Use
  Description: A line graph connects each data point with a line to illustrate trends and changes over time. Line graphs are the most common type of graph in ABA because they are a great way to visualize how a numerical variable successively changes over time.
  When to use: Use a line graph to show a trend and change of a single variable. Line graphs measure how a behavior variable changes, either a discontinuous or continuous variable, like frequency of behavior over time. RBTs and BCBAs also use line graphs to visualize a student's progression, like in discrete trial training.
  

  You can also use line graphs to plot multiple behaviors on the same graph. For instance, track how often a student has temper tantrums and how often they hit others on one graph. Just label everything clearly so it's easy to understand.

• Cumulative record
  Description: A cumulative record graph is a type of line graph used to depict a student's progress in a particular task over a period of time. Cumulative graphs plot the cumulative total of something over time.
  When to use: The cumulative record graph is ideal for tracking and displaying the development of a skill. It illustrates the frequency of a specific behavior across various sessions. The graph's slope provides insights into the rate of adoption. A positive slope indicates increased adoption of the target behavior.
  

  By the end of the observation period, the graph reflects the cumulative total, enabling BCBA or RBT professionals to gauge how rapidly a student is mastering a new behavior and demonstrating their fluency. Fluency measures the accuracy and speed with which a student performs a task. If a student consistently responds correctly and swiftly, they exhibit fluency in that task. A cumulative interval graph is crucial for assessing a student's fluency gain.

  For instance, in a common skill acquisition program like "tacting" an item, the RBT can use a cumulative record graph to track the learner's progress in each session. After collecting baseline data, they can observe the student's improvement in that specific task.

  "I turn to a cumulative graph whenever I want to understand a child's progress in learning new skills," shares Torres, BCBA. "For instance, I frequently use this graph to showcase the number of skills a student is mastering over time. The graph becomes especially insightful if a student hits a plateau. Let's say they learn 20 skills in January and 30 more in February, but by March, the cumulative number stays at 30. That signals a plateau and prompts me to investigate what might have caused this change."

  
• Scatterplots
  Description: A scatterplot shows the distribution of single data points within the graph.
  When to use: Use a scatter plot to display the relationships between two data variables.

  In an ABA setting, BCBAs use scatterplots to help identify relationships between two variables. Usually, one of the variables measures behavior. For example, a therapist might use a scatterplot to plot how the frequency of a behavior changes with a different class size. You can plot the class size on the x-axis and frequency on the y-axis. Then, you can assess how the frequency of behavior changes as you increase or decrease the class size.

  
• Bar graphs
  Description: Bar graphs summarize and compare the same type of data for different categorical groups of subjects or conditions. In a bar graph, each category or group has a separate bar. The bar height corresponds to the value of the variable on the y-axis.
  When to use: Opt for a bar graph to compare discrete groups or categories within diverse ABA scenarios. For instance, plot each student's name on the x-axis and average frequency on the y-axis to assess and compare the frequency of a specific behavior among students. Then, use a bar to represent each student's average frequency, allowing for easy comparison between students.
  

  Bar graphs are also helpful in other settings. For example, graph how often a single student selects an object to determine which they prefer the most. In this case, the object is on the x-axis, and the y-axis depicts how frequently the student chooses that item or another variable measuring preference.

  "Bar graphs aren't a usual go-to in BCBA," notes Torres. "But they come in handy when you need to communicate a trend or data to someone, like a parent, not well-versed in ABA. They're visually straightforward and make it easy for anyone to understand a trend or pattern."

  

Non-equal interval graphs

• Standard celeration chart Description: A standard celeration chart (SCC) is a type of semilogarithmic graph. A semilogarithmic graph has both linear and logarithmic axes. The SCC has four axes so that you can plot a behavior's frequency during different observation periods for up to 140 weeks, or around half a school year.
  

  The SCC is a very complex graph, and it takes time to understand how to read and use it. Below, we provide an overview of the SCC graph. To gain an in-depth understanding of using and interpreting this graph, we recommend consulting an expert or trying to gain practical experience.

  Here's more about the vertical and horizontal axes:

  • Vertical axes represent a behavior frequency and the counting time (length of observation periods)

    The left vertical axis label is “count per minute” and ranges from .001 to 1000 counts per minute. The graph uses a logarithmic scale, which visualizes not just the size of the change but their relative significance. So, going from five to ten will be visually comparable to going from one to five. This frequency scale allows us to chart behaviors that occur once every 24 hours or as often as 1000 times every minute.

    The right vertical axis expresses counting times in hours, minutes, and even seconds. The counting time shows how much time you spend observing and recording behavior. Some also call it the “record floor.” Use a horizontal mark on the graph to show the time you spent recording the minimum frequency for that counting period, and where the maximum period is. We draw the counting floors and ceilings in horizontal lines on the graph.

  • Horizontal axes represent time

    The top horizontal scale represents calendar weeks, and the bottom scale represents calendar days. The chart has 140 weeks, almost half of a school year. This setup gives every frequency on every day a spot so that we can plot a learner's performance very methodically.

  When to use: To determine the child's celeration or fluency: Use a SCC to determine fluency or the rate at which a student is learning over time.

  Specifically, a celeration chart allows you to measure "celeration" periods, whose unit is "count/minute/week," or count per minute per week. When a behavior increases, the celeration is positive; when it's decreasing, it is negative. The counting record feature of the graph is on its left axis. By marking the record ceiling and the record floor, we can plot and compare data from different observation periods because we are standardizing it by the counting time.

  To measure multiple behaviors and get a holistic understanding: We can use the logarithmic scales to measure behavior types with different frequencies on the same graph. We can also plot "celeration" goals and see how the student progresses. For example, if we have a student who is aggressive, we can plot all the behaviors related to aggression, perhaps temper tantrums, screaming, and hitting other students. By accurately assessing them on a single graph, we can gain a holistic understanding of the student's behavior. When you have someone trained to do it: "It's unusual to see a clinician formally using the SCC in ABA sessions," explains Torres. “Many times, multiple people are working on a single child. It's unlikely that both will be well-versed in graphing and reading an SCC. Often, it's simpler to use another type of graph, like the cumulative graph."
  Not recommended by many ABA therapists: "Most ABA clinics and professionals don't use the SCC. ABA is fundamentally about meeting a child where they are and working with them at their own pace" emphasizes Torres. "The SCC, however, imposes a structured tracking system with specific goals. These can often feel overwhelming and overly rigid and run counter to the core principles of individualized and adaptive interventions."
  

Variability: The data's variability describes how "spread out" the data points are from one another. When data is not variable, they have similar y-values, so the points are close together. If data is highly variable, the points are spread across a wider range of possible y-values.

In a typical line graph, highly variable data creates a jagged data path (the line goes up and down several times). In contrast, data with no variability will present as a straight line.

Trend: This component refers to the direction of the data path. A trend tells us whether the data are moving in a specific direction—increasing or decreasing in value.

If the y values of the data increase as we work along the x-axis, the line will slope upward. If the values decrease, the line slopes downward, showing a decreasing trend. The data path will be a straight horizontal line if the values stay the same. You might expect to see a straight line when calculating baseline data before implementing a plan.

For example, if a BCBA hopes to decrease how often a student engages in temper tantrums, they would want to see a downward trend in their frequency graph.

Slope: The slope portrays the rate at which the data points increase or decrease. To measure slope, divide the change in vertical distance by the change in horizontal distance. A common way to remember slope is that it's the "rise" (vertical movement along the y-axis) by the "run" (or horizontal movement along the x-axis).

For example, if the frequency of temper tantrums is five instances in the first session and decreases to three in the next session. In that case, the rate of decrease is the change in the vertical axis (five behavior instances subtracted by three behavior instances) over a single day's time of (5-3)/1. The behavior decreased by two cases over a single day.

In practice, BCBAs don't calculate the specific slope between two points. Instead, they assess the graph and pay attention to any time with an extreme change in slope, like a sudden increase or decrease over a short period.

"When you're a clinician in the field, the slope acts as a signal that draws your attention to unique events," says Torres. "For example, a slope might show that a behavior always goes up at a certain time of day or with certain people. Visually taking note of this increase can help us learn more about the student and tailor our treatment and interventions."

Level: The level of the data points indicates where they are on the vertical axis. Typically, we divide a graph into three parts. The bottom, with low y-values, is "low," the middle is "moderate," and the top, with the highest y-values, is "high."

Look at the level when comparing the same data across different subjects and see if one student's results are similar or different from another's.

You can define these levels however you want and use as many as you like. Some people might add a mean or median line for the data to show the moderate level, while others use this more as a general idea rather than an exact measurement.

Select the correct response type to measure and graph. Choosing the right response type shapes both the data collection approach and the graph type you'll ultimately plot. To select the right variable, consider the child's response rate. Even if two children display similar behavior, using the same measurement variable may not be suitable. For example, you might choose to take momentary time sampling data on a child who hits frequently.

When in doubt, collect data. "Many clinicians tend to focus on collecting data only on the direct variable they're studying and hoping to graph,” shares Torres, BCBA. “However, this practice might mean you're overlooking important new behaviors that come up. If you don't take data on these behaviors, too, you might forget about them. So, don't stress about whether you'll lose the data—just record what's happening, and you can discuss it with other clinicians or a supervisor later."

Confirm that you're using the correct graph. Choose the graph that best aligns with the nature of your data to convey accurate insights. For instance, a scatterplot may not be suitable for illustrating successive learning over time due to the absence of a clear data path. Conversely, using a line graph for data not intended to demonstrate successive gains over time could be misleading.

Use an appropriate time scale and include units. Opt for well-established and easily understandable labels when plotting time on the x-axis of ABA graphs. Avoid using ambiguous terms that don't communicate how often you made behavior measurements, making it impossible to test hypotheses and adjust plans accordingly. Use clear time scales like "Time (minutes)," "Days," or "Sessions" (if properly defined in the figure caption).

Use clear symbols and colors. Clear and distinct symbols minimize the potential of someone associating a data point with the wrong group. For example, you might plot the frequency data of two students on the same graph and use different symbols to distinguish their data.

Ensure the axes are proportional to one another. Follow the "proportional construction rule" outlined by Cooper, Heron, and Heward in their 2007 textbook Applied Behavior Analysis. Specifically, aim for an axes length ratio of 2/3 or 3/4 when constructing your graph. Usually, you won't need to measure this proportion—you can tell when it's off.

If the axes deviate significantly from these proportions, with one being much longer than the other, it can distort or skew the data, leading to potential misinterpretations. When the x-axis is excessively longer, the data path may flatten, potentially causing the clinician to perceive a weak or absent trend. Conversely, exaggerating the y-axis may create an illusion of a steeper line slope, potentially leading the clinician to overestimate the treatment's effectiveness.

Include the individual data points. If you are plotting a line graph, include the data points clearly within the line so that a viewer can easily read the precise y-values for a given x-value

Write figure captions. Prioritize using objective language to relay precise information. Instead of incorporating terms like "significant," opt for neutral descriptors like "positive" when depicting trends. For instance, limit descriptions to terms such as increasing, decreasing, or remaining constant when describing a slope or trend.

Use phase lines to highlight significant events that might affect the data. It's crucial to identify and highlight significant events with phase lines. Without this context, someone might misattribute a trend to an intervention or another unrelated factor and may prompt them to draw the wrong conclusions.

Clearly mark the beginning and end of any treatment or intervention plans. These phase labels will allow you to compare the data before, during, and after these phases to determine if the plan worked.

Plot criterion lines. Mastery criteria in ABA refer to specific levels of performance or behavior the BCBA sets as target goals for the child. For example, if a BCBA implements a behavior intervention plan to reduce the frequency of a problem behavior, they might set an 80% criterion.

If you define criteria goals, you can visually represent them on your graph as horizontal lines along the y-axis. For example, if your 80% criterion is between 25 and 15 instances of behavior, draw a horizontal line that starts at 25. Another horizontal line at 15 may be your 90% criterion. These lines can serve as visual aids and help practitioners track and assess a student's progress in relation to predetermined goals.

Use ABA data collection and graphing software. Specialized ABA software streamlines both the data collection and graphing process. It reduces the likelihood of errors and comes equipped with features that allow for precise data entry, instant graph generation, and quick, automated analysis reports.

The best software offers a range of graphing options that meet the specific needs of ABA professionals. You can easily toggle back and forth between different types of graphs to generate clear graphs that are easy to interpret. Top software also includes customization features, allowing you to adapt the graphs to the unique requirements of different cases and instantly change the data you’d like to plot.

Customizable data analysis: Once you collect enough data, you can select a time frame you're interested in and generate a graph from this subset of data. The best software allows you to filter by date and other variables so you can investigate other questions apart from the child's progress.

"When two RBTs or more are working with the child, I can filter the data to compare how the child responds with RBT versus the other," describes Torres. "If the data looks very different between the RBTs, it's a signal to the BCBA that one of the RBTs may not be collecting data well or running the intervention plan appropriately."

Real-time data accessibility: Electronic systems provide real-time access to data, so clinicians and BCBA professionals can monitor progress and adjust the plans based on the latest data.

"When two RBTs or more are working with the child, I can filter the data to compare how the child responds with RBT versus the other," describes Torres. "If the data looks very different between the RBTs, it's a signal to the BCBA that one of the RBTs may not be collecting data well or running the intervention plan appropriately."

Secure data storage and backup: Electronic systems typically include secure data storage and backup options that safeguard you against losing data.

Session notes and data collection all together: "Most software includes session notes so the clinician can take notes as they're working with the child," says Bala. "RBTs can usually collect data within a data collection module and associate it with the session notes from that day, so everything is connected and organized."

Generate summary reports: Once you have the data and graph, you can also instantly generate a summary report that includes any information you want to write up, along with quantitative summaries like the data average or the time frame that you are plotting. Many clinicians attach these auto-generated reports to their pre-authorization forms.

Collaborative features: Many electronic platforms support collaboration among team members. Clinicians, RBTs, and BCBA professionals can securely share information, collaborate on analysis, and collectively contribute to the effectiveness of intervention plans.

Mobile accessibility: Some software solutions offer mobile access, enabling clinicians to collect data, enter session notes, and conduct visual analysis using smartphones or tablets. This feature adds flexibility and improves efficiency, especially in dynamic clinical environments.

"I appreciate the convenience of mobile accessibility that many of these apps provide," adds Torres. "Being able to check in on my student's progress from home, review today's session outcomes, and instantly generate graphs adds a level of efficiency and flexibility to my work that is truly invaluable."