![]() ![]() Results revealed significant differences between groups. Overall time to completion for all graphs was examined with independent samples t tests. No participant in either group reported any history of creating multielement or MBD graphs using Excel 2007. 329 (two-tailed), and number of multielement-design graphs created in Excel 2003 and MBD graphs created in Excel 2003, t(20) = 1.534, p =. 152 (two-tailed), number of reversal design graphs created in Excel 2003, t(20) = 1.262, p =. 329 (two-tailed), personal rating of experience with Excel 2003, t(20) = 1.054, p =. Independent samples t tests revealed no significant difference in age, t(20) = −1.497, p =. Mean interobserver agreement for all 22 graphs was 92% (range, 82% to 100%).Īnalysis of the differences between the two groups based on demographic characteristics and level of prior experience creating single-subject design graphs with either Excel 2003 or Excel 2007 suggested that the groups were not different on a number of variables. Interobserver agreement was calculated by dividing the total number of agreements by agreements plus disagreements. Twenty-two (33%) graphs were rated by both BCBAs, and item-by-item agreement was determined for each criterion component. Each of the raters received 33 graphs to rate individually and was naive to group assignment. A total of 13, 15, or 16 points were available for the multielement, reversal, and multiple baseline designs, respectively. To be included in the scoring criteria, each component must have been agreed upon by both raters as well as mentioned in Cooper et al. A separate checklist was created for each type of graph, and one point was assigned for each component. The raters developed a criterion checklist based on graphing conventions recommended by a widely used applied behavior analysis textbook (Cooper, Heron, & Heward, 2007). The 66 graphs were scored by one of two board-certified behavior analysts (BCBAs). ![]() The observer recorded the duration required to complete each graph, as well as the total duration to complete all three graphs. At this point the experimenter saved the current graph, deleted the participant's data, opened a new instance of Excel 2007, and instructed the participant to begin the next graph. The experimenter instructed participants to complete the three graphs in sequential order (i.e., reversal, multielement, and MBD), pausing after each graph was created. ![]() The experimenter instructed participants to use their technical article to create three graphs from the three hypothetical data sets they were provided. Participants were also asked to rank their overall level of experience with creating graphs of any type in both Microsoft Excel 20 on a 5-point Likert scale ranging from 1 ( no experience) to 5 ( regularly make graphs). Participants estimated the number of reversal, multielement, and MBD graphs they had created in the past with both software versions. Participants in Group 2 received the technical article by Carr and Burkholder (1998), which contained instructions that were relevant for all of the software versions before Excel 2007.Īll participants completed a brief survey requesting demographic data and information regarding experience creating various types of single-subject design graphs in Microsoft Excel (both the 20 versions). Participants in Group 1 received the instructions presented later in this article on creating graphs in Excel 2007. Participants were randomly assigned to one of two groups. Prior to the study, the experimenter provided each participant with a packet of materials that included instructions for completing the study, three sets of hypothetical data, and one of two technical articles that provided information for the creation of three single-subject design graphs (i.e., reversal, multielement, and multiple baseline designs ) in Microsoft Excel. monitor, keyboard, mouse, and Microsoft Excel 2007 software. Each room contained a Dell Dimension PC equipped with a 32-in. The study was conducted in three small rooms housed within a laboratory of a large midwestern university. All students had varying levels of experience creating single-subject design graphs in Microsoft Excel. Twenty-two graduate students (21 women, 1 man), recruited from a behavior analysis graduate program, participated in the study for extra course credit.
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