Assignment On Conducting Time Series Research

Assignment Conducting Time Series Researchtraditional Experimental Re

Conducting Time-Series Research Traditional experimental research dictates that there must be one or more experimental groups (groups receiving a treatment or intervention) and a control group (which does not receive the intervention). Participants are assigned randomly to the experimental and control groups. Although experimental designs may be preferable to other designs, even in action research, they are not always feasible for practitioners for many reasons. There may be ethical issues regarding withholding an intervention from a client group; or time, financial, or logistical constraints may make it impossible to include random assignment into groups. In such cases, the use of time-series research can provide a meaningful alternative to true experimental research.

Time-series designs are quasi-experimental, meaning that they still seek to evaluate the impact of a treatment or intervention on a target group (or individual) but do not include random assignment to treatment and control groups. Researchers still have control over admittance criteria to the treatment group (e.g., mothers under the age of 21). Times series then allows researchers to take measurements of treatment effectiveness at various intervals over time. Taken together, these data points provide information about the intervention under consideration. In this Assignment, you apply time-series research techniques to a case study.

To Prepare Imagine that you are a human and social services professional working with a child, Kaya, who is having some behavioral problems at her elementary school. As a scholar practitioner, you approach your work with her from an empirical standpoint and want to measure the effectiveness of your recommended services. To date, you have provided information about resources to the family and coordinated services for the child and family. As such, you pose the following research question: "What impact do the services the child is currently receiving have on reducing off-task behavior, physical aggression, and verbal aggression for the identified child?" For the purposes of this research, the target behaviors are as follows: 1. Off-task: failure to maintain eye contact with task at hand for more than 3 consecutive seconds 2. Physical Aggression: hitting/pushing/kicking peers/teachers, throwing objects 3. Verbal Aggression: threatening, yelling

Consider the following observation report: During the first observation period, which was conducted on Monday (in math class) between 11:20 and 11:30, 10-minute, 10-second, partial interval recording was used to assess the frequency of off-task behaviors, physical aggression, and verbal aggression. Kaya was observed to be off-task during 12% of the intervals observed, engaged in physical aggression 0% of the intervals observed, and engaged in verbal aggression 2% of the intervals observed. During the second observation (during recess), which was conducted on Wednesday from 9:00 to 9:30, Kaya was observed to be off-task during 15% of the intervals observed, engaged in physical aggression 20% of the intervals observed, and engaged in verbal aggression 3% of the intervals observed. Kaya was also observed on Friday from 10:30 to 10:40 during a group activity. Kaya was observed to be off-task during 20% of the intervals observed, was observed to engage in physical aggression 7% of the intervals observed, and was observed to engage in verbal aggression 10% of the intervals observed. Off-task, Physical Aggression, Verbal Aggression: 12%, 0%, 2%; 15%, 20%, 3%; 20%, 7%, 10%.

Paper For Above instruction

To investigate the impact of the behavioral intervention for Kaya, a multiple baseline time-series design would be appropriate. This design involves collecting data on Kaya's target behaviors over a specified period both before and after the implementation of the intervention, allowing for visual analysis of changes aligned with intervention onset. The data collection would involve repeated measurements at regular intervals—such as daily or weekly—using partial interval recording to consistently monitor each of the target behaviors: off-task behavior, physical aggression, and verbal aggression.

Specifically, I would record Kaya's behavior during each observation session over a baseline phase, continuing until a stable measurement pattern is established. Subsequently, the intervention would be introduced gradually across different settings or behaviors, with continued data collection throughout. This staggered introduction helps control for external factors, ensuring that observed changes can more confidently be attributed to the intervention.

Additional data points would be gathered by setting aside designated observation times each day during Kaya's class periods, recess, and group activities. During each session, partial interval recording would mark whether each behavior occurred during specified intervals—such as every 10 seconds within the 10-minute observation periods. These data would provide a detailed, continuous portrait of behavioral trends over time. Recording this data systematically in a spreadsheet would facilitate visualization and analysis.

To graphically represent the data, a line graph would be most effective. Each target behavior would be plotted over time, with the x-axis representing the sequential observation sessions (e.g., days or weeks) and the y-axis indicating the percentage or frequency of intervals in which the behavior occurred. Different colored lines could differentiate between off-task behaviors, physical aggression, and verbal aggression, providing clear visual cues for analyzing behavioral trends before and after intervention implementation.

Using Excel, I would create a line chart with multiple series—each series corresponding to one target behavior's data across sessions. This visualization would reveal whether target behaviors decrease consistently following the intervention, indicating potential effectiveness. For example, a declining trend in the percentage of off-task and aggressive behaviors after intervention onset would suggest success.

Analyzing the data entails inspecting the plotted graphs for visual change points—such as a noteworthy downward shift in the behaviors’ frequency shortly after the intervention begins. If a reduction occurs consistently across different phases or settings, it strengthens the evidence that the intervention is influencing behavior. Conversely, stable or increasing trends would suggest that the intervention may need adjustment or that factors outside the intervention are affecting behaviors. Statistical analyses such as interrupted time-series analysis can be employed for more rigorous evaluation, but visual analysis remains a fundamental component of initial assessment.

Overall, the use of a multiple baseline time-series design, coupled with detailed data collection and graphical visualization, allows for an empirical evaluation of Kaya’s behavioral changes over time associated with the intervention. This approach provides a systematic and continuous method to determine the intervention’s effectiveness, supporting data-driven decision-making in social and behavior management practices.

References

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