Design and present a single-subject research study based on a case study. Students will define the dependent variable (based on the target problem behaviors)
Assignment 1
Applied Single-Subject Project
Instructions:
Design and present a single-subject research study based on a case study. Students will define the dependent variable (based on the target problem behaviors) in measurable and observable terms, utilize an appropriate measurement system, and evaluate the effects of a treatment through graphing the data in an appropriate single-subject research design. Students will then assess the generalization of the treatment effects and evaluate the effectiveness of a strategy for promoting treatment generalization.
Please read the Case Study and use it to answer the questions below.
For your convenience, a PDF version of this assignment is provided.
(Case Study and PDF version of this assignment attached)
Part I: Treatment Effectiveness
- Identify the dependent variable being addressed in the case study. To do this, you should specify at least three specific target behaviors that are considered part of the overall response class (i.e., the set of responses that achieve the same function).
- Define each of the target behaviors in specific, observable, and measurable terms.
- Identify what measurement dimension of the overall dependent variable will be assessed (i.e., frequency, duration, latency, etc.) with what type of recording system (e.g., permanent product recording, event recording, interval recording, etc.). (Please refer to Table 7.2 on page 152 in your textbook by Mayer et al. (2022) for a chart of possible methods and reasons to use them.)
- Identify what single-subject design is being used to evaluate the effects of the intervention.
- Create a graph of the data during the four phases (see the table). (Table Attached) (You can refer to Exercise 2 to learn how to graph this type of single-subject design using Excel.)
- Examine your graph and state whether the intervention was effective.
- Explain your conclusion based on principles of visual analysis. Refer to the magnitude/level of performance, the trend in performance, and the variability in performance for the data in each phase.
Part II: Treatment Generalization
After the behavior analyst evaluated the effectiveness of the treatment, she wanted to fade the number of times John asked for breaks so that he would not miss as much classwork. She continued to collect data on the dependent variable while fading the number of allowed requests from 5 to 1.
She was also interested in knowing if the effects would generalize to the other two classrooms where John displayed disruptive behavior. She had asked the teachers of those classrooms to collect data on John’s disruptive behavior throughout the baseline and intervention implemented in Classroom 1.
The figures shows additional data on the disruptive behavior across all three Classrooms at the end of the second intervention phase of classroom 1, and during the phase when the number of break requests were faded down to only one. (Figures attached)
- When the behavior analyst had teachers collect data in all three classrooms throughout the study such that the data could be plotted on three graphs aligned vertically, what type of single-subject design was the behavior analyst using?
- The behavior analyst was interested in analyzing the presence or absence of change in the dependent variable in Classrooms 2 and 3 in order to evaluate what type of generalization?
- Based on the data in Classrooms 2 and 3 when the initial intervention and fading procedures were implemented in Classroom 1, did the treatment effects generalize to the other classrooms? How do you know?
The behavior analyst remembered that there are several suggested methods for planning ahead for generalization. One method relies on the use of “mediated stimuli” (stimuli that can be used for the response in both the training and generalization settings). (See the section entitled “Contrive a Mediating Stimulus,” pp. 743-744 in Cooper et al. (2020).)
The behavior analyst decided to create a mediating stimulus in the form of a “Break Card” that John would use to request his break during the intervention (instead of simply raising his hand). During the “Break Card” phase, he was given a card with the word “Break” to put on his desk. He was also provided with instructions to raise it up when he needed a 5-minute break to visit the calm corner, and he was allowed to do that one time during the class. A similar “Break Card” was placed on his desk in Classrooms 2 and 3 as a mediating stimulus, but John was not provided with any instructions on how he could use the card to ask for a break.
4. What (if any) effect did the break card and instructions in Classroom 1 (plus the presence of a break card in Classrooms 2 and 3 without instructions) have on the dependent variable in Classroom 2 and 3? How did behavior change or not change in each Classroom? Was generalization shown in Classrooms 2 and/or 3?
Next the behavior analyst decided to implement the Break Card treatment in Classroom 2. This meant that she provided specific instructions to John that he could use the break card on his desk in that classroom to ask for a break one time during the class.
5. What (if any) effect did the introduction of the break card phase (break card + instructions) in Classroom 2 have on the dependent variable in classroom 2 and classroom 3? Was generalization shown in Classroom 3?
6. Why do you think the behavior analyst did not implement the break card intervention (break card + instructions) in Classroom 3?
7. Write a summary statement to explain under what conditions generalization did and did not occur in this study.
8. Make a suggestion for future treatment based on what was learned about generalization in this study.
Please note: Your assignment should be submitted in a Word Document format using Times New Roman 12. The assignment must use APA format (See link to APA publication style in the course site resources.) Please include an appropriate heading on your paper and references to support methods or procedures used.
Please be sure to save your work using the naming convention:
Student last name, first name, ABA 504 Assignment 1
To view how you will be graded on this assignment, refer to the Grading Rubric. (Attached)
It is expected that your assignment submissions will conform to the American Psychological Association (APA) Style and Grammar Guidelines.
Assignment 1
Applied Single-Subject Project
Instructions: Design and present a single-subject research study based on a case study. Students will define the dependent variable (based on the target problem behaviors) in measurable and observable terms, utilize an appropriate measurement system, and evaluate the effects of a treatment through graphing the data in an appropriate single-subject research design. Students will then assess the generalization of the treatment effects and evaluate the effectiveness of a strategy for promoting treatment generalization.
Please read the Case Study and use it to answer the questions below. For your convenience, a PDF version of this assignment is provided. (Case Study and PDF version of this assignment attached)
Part I: Treatment Effectiveness
1. Identify the dependent variable being addressed in the case study. To do this, you should specify at least three specific target behaviors that are considered part of the overall response class (i.e., the set of responses that achieve the same function).
2. Define each of the target behaviors in specific, observable, and measurable terms.
3. Identify what measurement dimension of the overall dependent variable will be assessed (i.e., frequency, duration, latency, etc.) with what type of recording system (e.g., permanent product recording, event recording, interval recording, etc.). (Please refer to Table 7.2 on page 152 in your textbook by Mayer et al. (2022) for a chart of possible methods and reasons to use them.)
4. Identify what single-subject design is being used to evaluate the effects of the intervention.
5. Create a graph of the data during the four phases (see the table ). ( Table Attached) (You can refer to Exercise 2 to learn how to graph this type of single-subject design using Excel.)
6. Examine your graph and state whether the intervention was effective.
7. Explain your conclusion based on principles of visual analysis. Refer to the magnitude/level of performance, the trend in performance, and the variability in performance for the data in each phase.
Part II: Treatment Generalization
After the behavior analyst evaluated the effectiveness of the treatment, she wanted to fade the number of times John asked for breaks so that he would not miss as much classwork. She continued to collect data on the dependent variable while fading the number of allowed requests from 5 to 1.
She was also interested in knowing if the effects would generalize to the other two classrooms where John displayed disruptive behavior. She had asked the teachers of those classrooms to collect data on John’s disruptive behavior throughout the baseline and intervention implemented in Classroom 1.
The figures shows additional data on the disruptive behavior across all three Classrooms at the end of the second intervention phase of classroom 1, and during the phase when the number of break requests were faded down to only one. (Figures attached)
1. When the behavior analyst had teachers collect data in all three classrooms throughout the study such that the data could be plotted on three graphs aligned vertically, what type of single-subject design was the behavior analyst using?
2. The behavior analyst was interested in analyzing the presence or absence of change in the dependent variable in Classrooms 2 and 3 in order to evaluate what type of generalization?
3. Based on the data in Classrooms 2 and 3 when the initial intervention and fading procedures were implemented in Classroom 1, did the treatment effects generalize to the other classrooms? How do you know?
The behavior analyst remembered that there are several suggested methods for planning ahead for generalization. One method relies on the use of “mediated stimuli” (stimuli that can be used for the response in both the training and generalization settings). (See the section entitled “Contrive a Mediating Stimulus,” pp. 743-744 in Cooper et al. (2020).)
The behavior analyst decided to create a mediating stimulus in the form of a “Break Card” that John would use to request his break during the intervention (instead of simply raising his hand). During the “Break Card” phase, he was given a card with the word “Break” to put on his desk. He was also provided with instructions to raise it up when he needed a 5-minute break to visit the calm corner, and he was allowed to do that one time during the class. A similar “Break Card” was placed on his desk in Classrooms 2 and 3 as a mediating stimulus, but John was not provided with any instructions on how he could use the card to ask for a break.
4. What (if any) effect did the break card and instructions in Classroom 1 (plus the presence of a break card in Classrooms 2 and 3 without instructions) have on the dependent variable in Classroom 2 and 3? How did behavior change or not change in each Classroom? Was generalization shown in Classrooms 2 and/or 3?
Next the behavior analyst decided to implement the Break Card treatment in Classroom 2. This meant that she provided specific instructions to John that he could use the break card on his desk in that classroom to ask for a break one time during the class.
5. What (if any) effect did the introduction of the break card phase (break card + instructions) in Classroom 2 have on the dependent variable in classroom 2 and classroom 3? Was generalization shown in Classroom 3?
6. Why do you think the behavior analyst did not implement the break card intervention (break card + instructions) in Classroom 3?
7. Write a summary statement to explain under what conditions generalization did and did not occur in this study.
8. Make a suggestion for future treatment based on what was learned about generalization in this study.
Please note: Your assignment should be submitted in a Word Document format using Times New Roman 12. The assignment must use APA format (See link to APA publication style in the course site resources.) Please include an appropriate heading on your paper and references to support methods or procedures used.
Please be sure to save your work using the naming convention:
Student last name, first name, ABA 504 Assignment 1
To view how you will be graded on this assignment, refer to the Grading Rubric . (Attached)
It is expected that your assignment submissions will conform to the American Psychological Association (APA) Style and Grammar Guidelines .
,
ABA504 Assignment Table Days Baseline Intervention
(Break
Requests)
Baseline Intervention
(Break
Requests)
1 4
2 5
3 4
4 6
5 2
6 0
7 2
8 1
9 4
10 6
11 4
12 5
13 1
14 2
15 0
16 1
,
Please read the following case study and use it to answer the questions for the assignment.
John is a 12-year-old boy who has been diagnosed with Attention Deficit Hyperactivity Disorder
(ADHD). Sometimes when in class at school, John engages in disruptive behavior, particularly
when the teacher is asking questions that John does not know how to answer. This can happen
several times during the day (typically 4-5 times on average), and occurs in three of his classes
(math, language arts, and science).
John’s disruptive behaviors specifically include yelling profanities, kicking over his desk or the
desk of another student, and tipping over his chair such that it falls to the floor with him in it. All
of his classes are general education classes, and other students complain when John has one of
his outbursts. At times he has injured himself or another student as well.
After John engages in a disruptive behavior (as described above), his teachers typically tell him
to go sit in the “calm corner” where there are books to read. He is allowed to stay there for 5-10
minutes before he is required to resume working on his tasks.
A behavior analyst conducts a functional behavior assessment and determines that the function
of the disruptive behavior is escape from task demands. She collects baseline data on the
dependent variable and then implements an intervention that involves John being given access to
the calm corner based on requesting a break from his schoolwork (and NOT based on engaging
in disruptive behavior). At first, John is allowed to ask for a break up to 5 times a day in the class
where the intervention is introduced (Classroom 1). (Later this will be faded down to one time
per day.)
After collecting data for several sessions while the intervention is in place, the intervention is
removed such that John does not get access to the calm corner based on requesting a break, but
instead gains access as a result of his disruptive behavior (as in baseline). In the fourth phase of
the study, the intervention is reinstated and the effect on disruptive behavior is again measured.
,
ABA504 Assignment 1 Rubric
Part I: Treatment Effectiveness
1. Identify the dependent variable being addressed in the case study. To do this, you should specify at least three specific target behaviors that are considered part of the
overall response class (i.e., the set of responses that achieve the same function).
2. Define each of the target behaviors in specific, observable, and measurable terms.
3. Identify what measurement dimension of the overall dependent variable will be assessed (i.e., frequency, duration, latency, etc.) with what type of recording system (e.g.,
permanent product recording, event recording, interval recording, etc.). (Please refer to Table 7.2 on page 152 in your textbook by Mayer et al. (2022) for a chart of
possible methods and reasons to use them.)
4. Identify what single-subject design is being used to evaluate the effects of the intervention.
5. Create a graph of the data during the four phases (see the table). (You can refer to Exercise 2 to learn how to graph this type of single-subject design using Excel.)
6. Examine your graph and state whether the intervention was effective.
7. Explain your conclusion based on principles of visual analysis. Refer to the magnitude/level of performance, the trend in performance, and the variability in performance
for the data in each phase.
Part II: Treatment Generalization
1. When the behavior analyst had teachers collect data in all three classrooms throughout the study such that the data could be plotted on three graphs aligned vertically,
what type of single-subject design was the behavior analyst using?
2. The behavior analyst was interested in analyzing the presence or absence of change in the dependent variable in Classrooms 2 and 3 in order to evaluate what type of
generalization?
3. Based on the data in Classrooms 2 and 3 when the initial intervention and fading procedures were implemented in Classroom 1, did the treatment effects generalize to the
other classrooms? How do you know?
4. What (if any) effect did the break card and instructions in Classroom 1 (plus the presence of a break card in Classrooms 2 and 3 without instructions) have on the
dependent variable in Classroom 2 and 3? How did behavior change or not change in each Classroom? Was generalization shown in Classrooms 2 and/or 3?
5. What (if any) effect did the introduction of the break card phase (break card + instructions) in Classroom 2 have on the dependent variable in Classrooms 2 and 3? Was
generalization shown in Classroom 3?
6. Why do you think the behavior analyst did not implement the break card intervention (break card + instructions) in Classroom 3?
7. Write a summary statement to explain under what conditions generalization did and did not occur in this study.
8. Make a suggestion for future treatment based on what was learned about generalization in this study.
Grading item
Completely accurate
in content and
clearly articulated
Partially inaccurate
in content OR
somewhat unclear in
articulation
Partially inaccurate
in content AND
unclear in
articulation
Item is missing or
completely
inaccurate in
content
Total
Part I: Treatment Effects
1. Identify the overall dependent variable and
state at least three specific target behaviors
that make up the response class
4
(1 point per item)
1-3
(Based on # items)
1 0
2. Provide an operational definition of each
target behavior.
6
(2 points per item)
4
(Based on # items)
2
(Based on # items)
0
3. Identify what dimension of the dependent
variable will be measured.
5 3 1 0
4. Identify what type of recording system will
be used.
5 3 1 0
5. Identify what single-subject design is being
used.
5 3 1 0
6. Create a graph of the data.
10 7 4 0
7. Explain whether the intervention was
effective, referring to the level, trend, and
variability in each phase.
9 6 3 0
PART II: Generalization Effects
1. Identify the type of single-subject design
used when data were collected across three
classrooms.
5 3 1 0
2. Identify the type of generalization being
evaluated when looking at changes in
Classrooms 2 and 3 during the intervention
in Classroom 1.
5 3 1 0
3. Explain if the initial treatment effects of
requesting breaks generalized to
Classrooms 2 and 3.
5 3 1 0
4. Explain if the effects of the Break Card
intervention in Classroom 1 generalized to
classrooms 2 and 3.
5 3 1 0
5. Explain the effects of introducing the Break
Card intervention in Classroom 2 on the
dependent variable in Classrooms 2 and 3,
including whether generalization was
shown in Classroom 3.
5 3 1 0
6. Explain why the intervention was not
introduced to Classroom 3.
5 3 1 0
7. Explain under what conditions
generalization did and did not occur in this
study.
9 6 3 0
8. Suggest a future treatment based on what
was learned about generalization in the
study.
5 3 1 0
Overall Writing (clarity, APA style formatting)
12 8 4 0
Final Grade
,
Applied Single-Subject Project
Instructions:
Design and present a single-subject research study based on a case study. Students will define the
dependent variable (based on the target problem behaviors) in measurable and observable terms,
utilize an appropriate measurement system, and evaluate the effects of a treatment through
graphing the data in an appropriate single-subject research design. Students will then assess the
generalization of the treatment effects and evaluate the effectiveness of a strategy for promoting
treatment generalization.
Please read the following case study and use it to answer the questions below.
John is a 12-year-old boy who has been diagnosed with Attention Deficit Hyperactivity Disorder
(ADHD). Sometimes when in class at school, John engages in disruptive behavior, particularly
when the teacher is asking questions that John does not know how to answer. This can happen
several times during the day (typically 4-5 times on average), and occurs in three of his classes
(math, language arts, and science).
John’s disruptive behaviors specifically include yelling profanities, kicking over his desk or the
desk of another student, and tipping over his chair such that it falls to the floor with him in it. All
of his classes are general education classes, and other students complain when John has one of
his outbursts. At times he has injured himself or another student as well.
After John engages in a disruptive behavior (as described above), his teachers typically tell him
to go sit in the “calm corner” where there are books to read. He is allowed to stay there for 5-10
minutes before he is required to resume working on his tasks.
A behavior analyst conducts a functional behavior assessment and determines that the function
of the disruptive behavior is escape from task demands. She collects baseline data on the
dependent variable and then implements an intervention that involves John being given access to
the calm corner based on requesting a break from his schoolwork (and NOT based on engaging
in disruptive behavior). At first, John is allowed to ask for a break up to 5 times a day in the class
where the intervention is introduced (Classroom 1). (Later this will be faded down to one time
per day.)
After collecting data for several sessions while the intervention is in place, the intervention is
removed such that John does not get access to the calm corner based on requesting a break, but
instead gains access as a result of his disruptive behavior (as in baseline). In the fourth phase of
the study, the intervention is reinstated and the effect on disruptive behavior is again measured.
Part I: Treatment Effectiveness
1. Identify the dependent variable being addressed in the case study. To do this, you should
specify at least three specific target behaviors that are considered part of the overall response
class (i.e., the set of responses that achieve the same function).
2. Define each of the target behaviors in specific, observable, and measurable terms.
3. Identify what measurement dimension of the overall dependent variable will be assessed (i.e.,
frequency, duration, latency, etc.) with what type of recording system (e.g., permanent product
recording, event recording, interval recording, etc.). (Please refer to Table 7.2 on page 152 in your
textbook by Mayer et al. (2022) for a chart of possible methods and reasons to use them.)
4. Identify what single-subject design is being used to evaluate the effects of the intervention.
5. Create a graph of the data during the four phases (see table below). (You can refer to Exercise
2 from Course ABA504 to learn how to graph this type of single-subject design using Excel.)
6. Examine your graph and state whether the intervention was effective.
7. Explain your conclusion based on principles of visual analysis. Refer to the magnitude/level of
performance, the trend in performance, and the variability in performance for the data in each
phase.
Days Baseline Intervention
(Break Requests)
Baseline Intervention
(Break Requests)
1 4
2 5
3 4
4 6
5 2
6 0
7 2
8 1
9 4
10 6
11 4
12 5
13 1
14 2
15 0
16 1
Part II: Treatment Generalization
After the behavior analyst evaluated the effectiveness of the treatment, she wanted to fade the
number of times John asked for breaks so that he would not miss as much classwork. She
continued to collect data on the dependent variable while fading the number of allowed requests
from 5 to 1.
She was also interested in knowing if the effects would generalize to the other two classrooms
where John displayed disruptive behavior. She had asked the teachers of those classrooms to
collect data on John’s disruptive behavior throughout the baseline and intervention implemented
in Classroom 1.
The figure below shows additional data on the disruptive behavior across all three Classrooms at
the end of the second intervention phase of classroom 1, and during the phase when the number
of break requests were faded down to only one.
0
1
2
3
4
5
6
7
0 5 10 15 20 25 30
Fr eq
u en
cc y
o f
D is
ru p
ti ve
B eh
av io
rs
Day
Classroom 1
0
1
2
3
4
5
6
7
0 5 10 15 20 25 30
Fr eq
u en
cc y
o f
D is
ru p
ti ve
B eh
av io
rs
Day
Classroom 2
0
1
2
3
4
5
6
7
0 5 10 15 20 25 30
Fr eq
u en
cc y
o f
D is
ru p
ti ve
B eh
av io
rs
Day
Classroom 3
Break
Requests Fading Break Card
1) When the behavior analyst had teachers collect data in all three classrooms throughout
the study such that the data could be plotted on three graphs aligned vertically, what type
of single-subject design was the behavior analyst using?
2) The behavior analyst was interested in analyzing the presence or absence of change in the
dependent variable in Classrooms 2 and 3 in order to evaluate what type of
gen
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