Consider All Of The Designs We Have Discussed, Select A Beha

Consider All Of The Designs We Have Discussed Select A Behavior And A

Consider all of the designs we have discussed. Select a behavior and an intervention and indicate which design you could implement to determine the validity of the intervention. Answer the following questions: Who would your participant(s) be? Do not enter any identifying information. For example, you may have "Student A was a 14-year-old girl diagnosed with ADHD" or "Participant was an 8-year-old boy at the Adult Day Treatment Program".

What behavior will you measure? (2 points)

What is your intervention? (2 points)

What is your experimental question? (5 points)

What design are you using? Why? (5 points)

How will you know your intervention was successful (hypothetically)? Here you will have to sketch (but not submit) what your ideal graph should look like and be sure to describe the wanted descriptions of the visual analysis. For example, trend, level, variability, and latency to change (5 points)

For next week's response to a peer, provide any constructive feedback or request clarification to their responses to the above prompts. Same response cost applies.

Paper For Above instruction

In behavioral research, selecting an appropriate intervention and an experimental design is crucial for establishing the validity of the intervention. For this paper, I will illustrate this process through a hypothetical example involving the use of a Functional Behavior Assessment (FBA) to address disruptive classroom behavior in elementary school students.

The participants in this study would be elementary school students exhibiting frequent disruptive behaviors, specifically classroom outbursts. To ensure confidentiality and adhere to ethical standards, no personal identifiers will be used; instead, the participants will be described as a group of elementary school children aged 8 to 10 years displaying disruptive behaviors in classroom settings.

The targeted behavior for measurement is the frequency of disruptive outbursts, including yelling, hitting, or leaving the seat without permission. This behavior will be recorded using direct observation through interval recording methods during classroom activities to obtain precise quantitative data.

The intervention proposed involves implementing a token economy system combined with teacher praise contingent on on-task behavior. The goal of this intervention is to increase appropriate classroom engagement while decreasing disruptive incidents. The token system will reward students for periods of focused behavior, which students can exchange for preferred items or privileges.

The experimental question guiding this study is: "Does the implementation of a token economy system combined with contingent praise reduce the frequency of disruptive behaviors in elementary school students?" This question aims to empirically evaluate the effectiveness of the intervention in modifying the targeted behavior.

The appropriate design to determine the validity of the intervention in this context is a Single-Subject Multiple Baseline Design across Participants. This design allows for the sequential introduction of the intervention to different students while continuously monitoring behavior, thereby strengthening causal inference. The rationale for choosing this design is its suitability for educational settings, its ability to demonstrate functional control, and the ability to account for individual differences among students.

To evaluate whether the intervention was successful, data would be plotted on a graph with the x-axis representing time and the y-axis representing the frequency of disruptive outbursts. Ideally, the graph would show a stable baseline with relatively high and variable levels of disruptive behavior, followed by a clear decrease in frequency after implementing the intervention. Signs of success would include a sustained reduction in disruptive incidents, a downward trend in the data, and low variability during the intervention phase. The latency to change would be measured as the time from intervention implementation to noticeable behavioral change. A successful intervention is characterized by a change in level (reduction), a trend downward, and consistent behavior over time.

In conclusion, selecting an appropriate behavioral intervention and correlating it with an effective research design enhances the ability to establish causal relationships. The single-subject multiple baseline design, in particular, offers a robust framework for evaluating interventions in educational settings by demonstrating a functional link between intervention implementation and behavioral change.

References

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