All instructions were uploaded including the paper turned in in week 3 that were referencing the feedback from week 3 is the comments uploaded and the behavior is aggression
Category: Applied Behavior Analysis
Instructions
State and define three measures of behavior and provide a novel example of when you might use each and why. Some types of measurement (rate/frequency) include a time component. Other types of measurement do not (percent correct).
What are some benefits to including a time component when you are measuring behavior?
What are some situations where including a time component may be unnecessary/not practical or possible?
This assignment meets the following Module Learning Outcome(s):
5th Edition Task List Items
C-7 Design and implement sampling procedures (i.e., interval recording, time sampling). – CLO 4
C-8 Evaluate the validity and reliability of measurement procedures. – CLO 5
C-9 Select a measurement system to obtain representative data given the dimensions of behavior and the logistics of observing and recording. – CLO 6
Information
Part 2—Measurement System: Given a behavioral scenario, students will design an appropriate measurement system, design an appropriate data sheet, and design procedures to assess the quality of data collected with the measurement system. (2 @ 15 points)
Instructions
This is the second of seven assignments that will culminate in your Unit 15 Final Signature Assignment. When composing this assignment, ensure that you reference Modules > Measurement and Research Design Project.
You should continue using the two scenarios you selected for Part 1 for all remaining signature assignment submissions for the remainder of the term.
Given the dependent variable chosen for each behavioral scenario, its operational definition, and any considerations that should be made based on information in the scenario, select an appropriate measurement system. With this, describe how the measurement procedure will be implemented for each scenario. In addition, design a data sheet that will allow for the collection of all required information. Lastly, select a method to assess the quality of the data collected with the measurement system and describe the procedures for the quality assessment.
Write your response in APA format, taking care to proofread each part, and submitting assignments free of grammatical, spelling, and APA errors. Incorporate any feedback given on Part 1 into your submission.
AB545 Signature Assignment Part 2: Measurement System Rubric
AB545 Signature Assignment Part 2: Measurement System Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeScenario 1
2 pts
Full Marks – The student selects an appropriate measurement system.
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeScenario 1
3 pts
Full Marks – The student provides a technological description of the measurement procedure.
0 pts
No Marks
3 pts
This criterion is linked to a Learning OutcomeScenario 1
2 pts
Full Marks – The student designs an appropriate datasheet based on the measurement system.
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeScenario 1
2 pts
Full Marks – The student selects an appropriate method for assessing the quality of data collected.
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeScenario 1
3 pts
Full Marks – The student provides a technological description of the method of assessing quality.
0 pts
No Marks
3 pts
This criterion is linked to a Learning OutcomeScenario 1
2 pts
Full Marks – The assignment is free of grammatical, spelling, and APA errors.
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeScenario 1
1 pts
Full Marks – The student incorporates feedback given on the previous section, making appropriate edits.
0 pts
No Marks
1 pts
This criterion is linked to a Learning OutcomeScenario 2
2 pts
Full Marks – The student selects an appropriate measurement system.
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeScenario 2
3 pts
Full Marks – The student provides a technological description of the measurement procedure.
0 pts
No Marks
3 pts
This criterion is linked to a Learning OutcomeScenario 2
2 pts
Full Marks – The student designs an appropriate datasheet based on the measurement system.
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeScenario 2
2 pts
Full Marks – The student selects an appropriate method for assessing the quality of data collected.
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeScenario 2
3 pts
Full Marks – The student provides a technological description of the method of assessing quality.
0 pts
No Marks
3 pts
This criterion is linked to a Learning OutcomeScenario 2
2 pts
Full Marks – The assignment is free of grammatical, spelling, and APA errors.
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeScenario 2
1 pts
Full Marks – The student incorporates feedback given on the previous section, making appropriate edits.
0 pts
No Marks
1 pts
Total Points: 30
Instructions
Define validity (internal and external) and reliability and the importance of each of these ideas to scientific research.
Instructions
Find and select a graph or table of data (e.g., in a newspaper, magazine, webpage, other source) that has some count of some number of things or events, across years, or across months, weeks, or days. An example might be the number of cases of autism per year for some state. The data do not need to be about behavior per se, just so long as you can obtain some frequency count across some standard calendar time span. You should check with your instructor to see if you have an applicable dataset. For these data, select and obtain the appropriate chart. Use your imagination and find some interesting, fun, or unusual data, but use real data only!
Next, rechart these data onto the appropriate, assigned behavior chart (the name of the unit is the chart you need to be creating). Be sure to fill in all the available blanks on the chart, and be sure to include both the reference source in APA format to the original graph or data, and include a copy of the original graph or data (copied for educational purposes only under Fair Use). Next, attach a brief 1 to 2 page write-up about the data, indicating what, if any, differences show up from recharting, and then state your evaluation of the quality of the data source, and what inferences that you can make from the data. To infer something requires that you look at the data and notice levels, trends, and variability as well as any outliers or anomalies.
One objective for this project is for you to observe that the same dataset can be charted and viewed in a couple of different ways. No one method is necessarily “better” than another. But you should realize what a particular “view” of charted data will and will not tell you. Another objective is to add to your charting skills: You can, on your own, rechart frequency data so as to determine standard celerations over time. You may notice that by doing so that you can sometimes draw different conclusions from what the original authors drew. Or you may notice trends or changes that perhaps they did not see. A third objective is to continue to observe how events change and relate to one another across real time.
RUBRIC
Histogram Rubric
Histogram Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeStudent provides copy of raw data (copy of original article or web page, etc. replete with its chart or data table), that have been re-charted on the paper chart.
2 pts
Full Marks
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeData are charted with: Phase change lines shown and labeled (when applicable). Sometimes there might be a “de facto” phase change (not official or necessarily planned). Are there any abrupt changes or gaps in the data set that could indicate a possible phase change? If so, note that on the chart.
2 pts
Full Marks
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeData are charted with: Data set is appropriate for display in a line graph (integrate readings).
8 pts
Full Marks
0 pts
No Marks
8 pts
This criterion is linked to a Learning OutcomeData are charted with: A minimum of 20 data points have been charted. Please rechart a full data set, not a sample of the original. (E.g., if the original data set had 55 data points, then your chart should as well.)
3 pts
Full Marks
0 pts
No Marks
3 pts
This criterion is linked to a Learning OutcomeData are charted with: Frequencies are charted within the correct chart ranges.
5 pts
Full Marks
0 pts
No Marks
5 pts
This criterion is linked to a Learning OutcomeUse APA format, with your data source cited in a Reference section at the end of your paper. The length of your paper should be determined by how well you address the following rubric points:
2 pts
Full Marks
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeState or describe what event, or quantity, had been counted by the authors or researchers of the original article or dataset.
5 pts
Full Marks
0 pts
No Marks
5 pts
This criterion is linked to a Learning OutcomeDescribe the original data source (newspaper, journal article, government document, web document, etc.).
3 pts
Full Marks
0 pts
No Marks
3 pts
This criterion is linked to a Learning OutcomeEvaluate the quality of the data source. In what sense would the original data source be credible? Why should anyone give it credence? (This point addresses “philosophical doubt.”)
5 pts
Full Marks
0 pts
No Marks
5 pts
This criterion is linked to a Learning OutcomeState some inferences about the data: (1) describe the overall and/or most-recent change trend(s), (2) describe the bounce (variability) to the data (and note whether the variability increased or decreased over time), (3) note any frequency changes including outliers, and (4) any possible effects of events (independent variables) on the frequency or change to frequency (the dependent variables). Note, please pay particular attention to this section of your paper, because it is important that you be able to look at a chart or graph and be able to “read” it and then to draw inferences and conclusions from it. (This point addresses a skill required for Research Methods.)
15 pts
Full Marks
0 pts
No Marks
15 pts
Total Points: 50
Information
Part 1—Dependent Variable: Given a behavioral scenario, students will identify and operationally define the dependent variable. (2 @ 5 points)
Instructions
This is the first of seven assignments that will culminate in your Unit 15 Final Signature Assignment. When composing this assignment, ensure that you reference Modules > Measurement and Research Design Project.
You should select two scenarios in Part 1 and continue using these scenarios for all remaining signature assignment submissions for the remainder of the term.
Choose two behavioral scenarios. For each behavioral scenario, identify the dependent variable that should be measured. Given information in the scenario, write an operational definition of the target behavior that is objective, clear, and complete.
Write your response in APA format, taking care to proofread each part, and submitting assignments free of grammatical, spelling, and APA errors. Use the template provided (two separate documents should be submitted; one for each scenario).
This assignment meets the following Module Learning Outcome(s)
C.1. Create operational definitions of behavior.
D.1. Distinguish between dependent and independent variables.
Rubric
AB545 Signature Assignment Part 1: Dependent Variable Rubric
AB545 Signature Assignment Part 1: Dependent Variable Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeScenario 1
2 pts
Full Marks – The student identifies an appropriate dependent variable based on the scenario.
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeScenario 1
2 pts
Full Marks – The student writes an operational definition of the identified dependent variable that is objective, clear, and complete.
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeScenario 1
1 pts
Full Marks – The assignment is free of grammatical, spelling, and APA errors.
0 pts
No Marks
1 pts
This criterion is linked to a Learning OutcomeScenario 2
2 pts
Full Marks – The student identifies an appropriate dependent variable based on the scenario.
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeScenario 2
2 pts
Full Marks – The student writes an operational definition of the identified dependent variable that is objective, clear, and complete.
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeScenario 2
1 pts
Full Marks – The assignment is free of grammatical, spelling, and APA errors.
0 pts
No Marks
1 pts
Total Points: 10
INSTRUCTIONS
Answer the following:
Describe the value and purpose of behavioral definitions and defining target behaviors.
Then think about how one might behaviorally define a term like “play”.
Do your best to provide such a definition, and explore the difficulties and possible solutions.
This assignment meets the following Module Learning Outcome(s):
C-1 Establish operational definitions of behavior. – CLO 1
C-2 Distinguish among direct, indirect, and product measures of behavior. – CLO 2
C-3 Measure occurrence (e.g., frequency, rate, percentage). – CLO 2
C-4 Measure temporal dimensions of behavior (e.g., duration, latency, interresponse time). – CLO 2
C-5 Measure form and strength of behavior (e.g., topography, magnitude). – CLO 2
C-6 Measure trials to criterion. – CLO 2
Instructions
Create a data sheet. You must select from ONE of the examples provided below:
Duration – off-task behavior
Frequency/rate – screaming behavior
Response latency – following direction behavior
The data sheet needs to contain:
1. Definition of target behavior
2. Directions on how to use the data sheet
3. Section for recording the data
4. Visually easy to follow
This assignment meets the following Module Learning Outcome(s)
A-01 Measure frequency (i.e., count). – CLO1, 2 & 3 (4th ed.)
A-02 Measure rate (i.e., count per unit time). CLO 1, 2 & 3 (4th ed.)
A-03 Measure duration. – CLO1, 2, & 3 (4th ed.)
A-04 Measure latency. – CLO1, 2, & 3 (4th ed.)
A-05 Measure interresponse time (IRT). – CLO1, 2, & 3 (4th ed.)
A-06 Measure percent of occurrence. – CLO1, 2, & 3 (4th ed.)
A-07 Measure trials to criterion. – CLO1, 2 & 3 (4th ed.)
A-11 Design, plot, and interpret data using a cumulative record to display data. – CLO6 & 7 (4th ed.)
A-14 Design and implement choice measures. CLO 6 (4th ed.)
C-1 Establish operational definitions of behavior. – CLO 1 (5th ed.)
C-2 Distinguish among direct, indirect, and product measures of behavior. – CLO 2 (5th ed.)
C-3 Measure occurrence (e.g., frequency, rate, percentage). – CLO 2 (5th ed.)
C-4 Measure temporal dimensions of behavior (e.g., duration, latency, interresponse time). – CLO 2 (5th ed.)
C-5 Measure form and strength of behavior (e.g., topography, magnitude). – CLO 2 (5th ed.)
C-6 Measure trials to criterion. – CLO 2 (5th ed.)
Assignment Rubric
Unit 2 Assignment Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeTarget behavior stated
5 pts
Full Credit
2.5 pts
Half Credit
0 pts
No Credit
5 pts
This criterion is linked to a Learning OutcomeDirection about how to use the data sheet is provided
5 pts
Full Credit
2.5 pts
Half Credit
0 pts
No Credit
5 pts
This criterion is linked to a Learning OutcomeMeasuring system follows logical order
5 pts
Full Credit
2.5 pts
Half Credit
0 pts
No Credit
5 pts
This criterion is linked to a Learning OutcomeEasy to follow visually
5 pts
Full Credit
2.5 pts
Half Credit
0 pts
No Credit
5 pts
Total Points: 20
Instructions
Find and select a graph or table of data (e.g., in a newspaper, magazine, webpage, other source) that has some count of some number of things or events, across years, or across months, weeks, or days. An example might be the number of cases of autism per year for some state. The data do not need to be about behavior per se, just so long as you can obtain some frequency count across some standard calendar time span. You should check with your instructor to see if you have an applicable dataset. Use your imagination and find some interesting, fun, or unusual data, but use real data only!
Next, rechart these data onto a histogram using a certain bin size (this may depend on your data set). Save this figure and rechart these data one more time using different bin sizes on your histogram. Be sure to include both the reference source in APA format to the original graph or data and include a copy of the original graph or data (copied for educational purposes only under Fair Use). Next, attach a brief 1 to 2 page write-up about the data, indicating what, if any, differences show up between the chart types, and within the two histograms, and then state your evaluation of the quality of the data source, and what inferences that you can make from the data. To infer something requires that you look at the data and notice levels, trends, and variability as well as any outliers or anomalies.
One objective for this project is for you to observe that the same dataset can be charted and viewed in a couple of different ways. No one method is necessarily “better” than another. But you should realize what a particular “view” of charted data will and will not tell you. Another objective is to add to your charting skills: You can, on your own, rechart frequency data so as to determine standard celerations over time. You may notice that by doing so that you can sometimes draw different conclusions from what the original authors drew. Or you may notice trends or changes that perhaps they did not see. A third objective is to continue to observe how events change and relate to one another across real time.
Please see the grading rubric for more details.
Histogram Rubric
Histogram Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeStudent provides copy of raw data (copy of original article or web page, etc. replete with its chart or data table), that have been re-charted on the paper chart.
2 pts
Full Marks
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeData are charted with: Phase change lines shown and labeled (when applicable). Sometimes there might be a “de facto” phase change (not official or necessarily planned). Are there any abrupt changes or gaps in the data set that could indicate a possible phase change? If so, note that on the chart.
2 pts
Full Marks
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeData are charted with: Data set is appropriate for display in a line graph (integrate readings).
8 pts
Full Marks
0 pts
No Marks
8 pts
This criterion is linked to a Learning OutcomeData are charted with: A minimum of 20 data points have been charted. Please rechart a full data set, not a sample of the original. (E.g., if the original data set had 55 data points, then your chart should as well.)
3 pts
Full Marks
0 pts
No Marks
3 pts
This criterion is linked to a Learning OutcomeData are charted with: Frequencies are charted within the correct chart ranges.
5 pts
Full Marks
0 pts
No Marks
5 pts
This criterion is linked to a Learning OutcomeUse APA format, with your data source cited in a Reference section at the end of your paper. The length of your paper should be determined by how well you address the following rubric points:
2 pts
Full Marks
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeState or describe what event, or quantity, had been counted by the authors or researchers of the original article or dataset.
5 pts
Full Marks
0 pts
No Marks
5 pts
This criterion is linked to a Learning OutcomeDescribe the original data source (newspaper, journal article, government document, web document, etc.).
3 pts
Full Marks
0 pts
No Marks
3 pts
This criterion is linked to a Learning OutcomeEvaluate the quality of the data source. In what sense would the original data source be credible? Why should anyone give it credence? (This point addresses “philosophical doubt.”)
5 pts
Full Marks
0 pts
No Marks
5 pts
This criterion is linked to a Learning OutcomeState some inferences about the data: (1) describe the overall and/or most-recent change trend(s), (2) describe the bounce (variability) to the data (and note whether the variability increased or decreased over time), (3) note any frequency changes including outliers, and (4) any possible effects of events (independent variables) on the frequency or change to frequency (the dependent variables). Note, please pay particular attention to this section of your paper, because it is important that you be able to look at a chart or graph and be able to “read” it and then to draw inferences and conclusions from it. (This point addresses a skill required for Research Methods.)
15 pts
Full Marks
0 pts
No Marks
15 pts
Total Points: 50
PreviousNext
Instructions
Find and select a graph or table of data (e.g., in a newspaper, magazine, webpage, other source) that has some count of some number of things or events, across years, or across months, weeks, or days. An example might be the number of cases of autism per year for some state. The data do not need to be about behavior per se, just so long as you can obtain some frequency count across some standard calendar time span. You should check with your instructor to see if you have an applicable dataset. For these data, select and obtain the appropriate chart. Use your imagination and find some interesting, fun, or unusual data, but use real data only!
Next, rechart these data onto the appropriate, assigned behavior chart (the name of the unit is the chart you need to be creating). Be sure to fill in all the available blanks on the chart, and be sure to include both the reference source in APA format to the original graph or data, and include a copy of the original graph or data (copied for educational purposes only under Fair Use). Next, attach a brief 1 to 2 page write-up about the data, indicating what, if any, differences show up from recharting, and then state your evaluation of the quality of the data source, and what inferences that you can make from the data. To infer something requires that you look at the data and notice levels, trends, and variability as well as any outliers or anomalies.
One objective for this project is for you to observe that the same dataset can be charted and viewed in a couple of different ways. No one method is necessarily “better” than another. But you should realize what a particular “view” of charted data will and will not tell you. Another objective is to add to your charting skills: You can, on your own, rechart frequency data so as to determine standard celerations over time. You may notice that by doing so that you can sometimes draw different conclusions from what the original authors drew. Or you may notice trends or changes that perhaps they did not see. A third objective is to continue to observe how events change and relate to one another across real-time.
Please see the grading rubric for more details.
Line Graph Rubric
Line Graph Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeStudent provides copy of raw data (copy of original article or web page, etc. replete with its chart or data table), that have been re-charted on the paper chart.
2 pts
Full Marks
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeData are charted with: Phase change lines shown and labeled (when applicable). Sometimes there might be a “de facto” phase change (not official or necessarily planned). Are there any abrupt changes or gaps in the data set that could indicate a possible phase change? If so, note that on the chart.
2 pts
Full Marks
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeData are charted with: Data set is appropriate for display in a line graph (integrate readings).
8 pts
Full Marks
0 pts
No Marks
8 pts
This criterion is linked to a Learning OutcomeData are charted with: A minimum of 20 data points have been charted. Please rechart a full data set, not a sample of the original. (E.g., if the original data set had 55 data points, then your chart should as well.)
3 pts
Full Marks
0 pts
No Marks
3 pts
This criterion is linked to a Learning OutcomeData are charted with: Frequencies are charted within the correct chart ranges.
5 pts
Full Marks
0 pts
No Marks
5 pts
This criterion is linked to a Learning OutcomeUse APA format, with your data source cited in a Reference section at the end of your paper. The length of your paper should be determined by how well you address the following rubric points:
2 pts
Full Marks
0 pts
No Marks
2 pts
This criterion is linked to a Learning OutcomeState or describe what event, or quantity, had been counted by the authors or researchers of the original article or dataset.
5 pts
Full Marks
0 pts
No Marks
5 pts
This criterion is linked to a Learning OutcomeDescribe the original data source (newspaper, journal article, government document, web document, etc.).
3 pts
Full Marks
0 pts
No Marks
3 pts
This criterion is linked to a Learning OutcomeEvaluate the quality of the data source. In what sense would the original data source be credible? Why should anyone give it credence? (This point addresses “philosophical doubt.”)
5 pts
Full Marks
0 pts
No Marks
5 pts
This criterion is linked to a Learning OutcomeState some inferences about the data: (1) describe the overall and/or most-recent change trend(s), (2) describe the bounce (variability) to the data (and note whether the variability increased or decreased over time), (3) note any frequency changes including outliers, and (4) any possible effects of events (independent variables) on the frequency or change to frequency (the dependent variables). Note, please pay particular attention to this section of your paper, because it is important that you be able to look at a chart or graph and be able to “read” it and then to draw inferences and conclusions from it. (This point addresses a skill required for Research Methods.)
15 pts
Full Marks
0 pts
No Marks
15 pts
Total Points: 50