CHANGING

CRITERION DESIGN

SPED2600i
1FG3
Fall 2015

CRITERION DESIGN
Similar to A-B-A format but the logic underlying the
changing criterion design is that the target behavior
changes in the desired direction each time the
criterion changes (ONeill et al., 2011, p. 118).

Purpose: document a functional relationship

between stepwise changes in a performance
criterion and the target behavior.

FEATURES OF CHANGING
CRITERION DESIGN
Purpose: document a functional relationship
between stepwise changes in a performance
criterion and the target behavior.

Strengths:
Appropriate for target behaviors/academics in
which immediate change is unrealistic
Requires only one target behavior.
Does not require a withdrawal or reversal of
intervention.

IMPLEMENTING CRITERION DESIGN

Defi ne the target behavior and establish a desired
terminal level of performance for that behavior.
Operationally defi ne dependent variables, measures
and intervention.
Initiate baseline data phase (A) and collect data on
the target behavior until stable responding can be
presumed.
Implement the intervention phase introducing the
sub-phases in a sequential fashion.

THINGS TO CONSIDER

Clearly defi ne the behavior and set a

terminal performance goal.
Systematically implementation of the
subphases
Compliance of performance with the
criterion.

DEFINING BEHAVIOR/SETTING A
TERMINAL GOAL
Defi ne your behavior and set a terminal
goal.
Ex. Student gets out of seat during class.
Goal: Student will sit in seat for 15 minutes
at a time without getting up.
Refer to pg. 122 in the text (ONeill et al,
2011) for a list of questions to ask yourself
as your define target behavior and terminal
goal.

SYSTEMATIC IMPLEMENTATION OF
SUBPHASES
Questions to consider:
What guidelines exist for the size of changes
in criterion levels?
How long should subphases last?
How many subphases should be included in
the intervention phase?
What is the purpose of using bidirectional
criterion changes?

SIZE OF CHANGES
Be gradual
Change at a level in order to maximize
success but also large enough to
demonstrate how intervention impacts
change over time.

LENGTH OF SUBPHASES
Is determined by the degree of variability in
performance.
May choose to lengthen subphases to increase
internal validity.

NUMBER OF CRITERION CHANGES

Minimum of 2 subphases is necessary to establish a
functional relationships (Kazdin, 1982 as cited in
ONeill, 2011, p. 126).
Need replication in order to address internal validity.
Also may be connected to the length and design of
your study.

PERFORMANCE WITH RESPONSE

CRITERION
Using bidirectional changes in order to
strengthen internal validity. (similar to
Withdrawal or reversal in its
conception).
Helps to establish a functional relationships
between the target behavior and the
intervention.

VARIATIONS IN CHANGING
CRITERION DESIGN
Changing Criterion with Multiple Baseline
Combining these two methodologies strengthens
presumptions of functional relationship.

Changing Criterion with Return to Baseline

When bidirectional changes in criterion levels in not
enough, may want to return to a baseline period of data
collection.

Component Analysis
Removing certain pieces of criterion in order to determine
functional relationship.