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College of Social and Behavioral Sciences Arts and Sciences Assignment Rubrics Course: PS497 Bachelor’s Capstone in Applied Behavior Analysis A description of all Assignments/Projects to be completed can be found under each of the units in the course. Rubrics for all assignments/projects can be found below. An explanation of the points earned, as well as where your work could be improved, will be included with your grade. Unit 6 Assignment – Due October 25th Grading Criteria Points Possible Points Earned Content Analyzes behavior using each component of the Functional Behavior Assessment, as follows: · Indirect Assessment · Operationally defines target behaviors · Direct Assessment/Observation utilizing appropriate data collection form(s) · Hypothesizes the function of the target behavior from data 30 Selects one of three target behaviors for intervention: · Explains the choice of target behaviors by summarizing the considerations that must be taken into account when a client has multiple interfering behaviors. 30 Designs assessment tools: · Interview Form for Indirect Assessment · Line graph of baseline data of the selected target behavior 30 Synthesizes results of the Functional Behavior Assessment (FBA) in the Functional Behavior Assessment Report for Parents (FBARP) in understandable terms. · Projects possible positive outcomes of utilizing Applied Behavior Analysis (ABA) in a Behavior Intervention Plan (BIP) aimed at modifying the target behavior 30 Writing Structure: · Paper includes a title page, introduction with thesis statement, conclusion, and in-text citations and reference page using APA style. · Paper is appropriate in length. · Paper includes reference to the textbook and at least three other academic source. 15 Mechanics: · Paper uses Standard English including correct grammar, spelling, and punctuation, and complete sentences and paragraphs. · Paper is free of typographical errors. · Paper includes a highly developed viewpoint and purpose. · Paper demonstrates superior organization; communication is highly ordered, logical and unified. 15 Total 150 Unit 9 Assignment Due November 15 Grading Criteria Points Possible Points Earned Content Summarize the results of each component of the Functional Behavior Assessment (FBA) conducted in the Unit 6 Assignment, as follows: · Indirect Assessment · Direct Assessment/Observation utilizing appropriate data collection form(s) · Hypothesis of the function of the target behavior from data 20 Design a Behavior Intervention Plan for the target behavior selected for analysis in the Unit 6 Assignment: · Antecedent Modifications (Motivating Operations/Establishing Operations; Setting Events) and rationale · Reinforcement (Preference Assessment); Punishment; Criteria for each; Schedule of Reinforcement and rationale · Research Design and rationale · Replacement/Alternative Behavior and rationale · Behavior Modification tactic(s) · Prompt hierarchy · Generalization · Maintenance 50 Select appropriate data collection devices for the behavior: · Employ appropriate measurement procedure · Identify criterion for mastery 25 Analyze effectiveness of BIP: · Prepare a line graph depicting treatment/intervention data · Compare treatment data with baseline to determine change in behavior 25 Writing Structure: · Paper includes a title page, introduction with thesis statement, conclusion, and in-text citations and reference page using APA style. · Paper is appropriate in length (body of the paper should be 2-6 pages in length, not including the title page or reference page). · Paper includes reference to the at least two academic sources. 15 Mechanics: · Paper uses Standard English including correct grammar, spelling, and punctuation, and complete sentences and paragraphs. · Paper is free of typographical errors. · Paper includes a highly developed viewpoint and purpose. · Paper demonstrates superior organization; communication is highly ordered, logical and unified. 15 Total 150 Updated: October 2018 Due October 20th Instructions: After you have completed the reading, and without reviewing your classmates’ responses, post your initial response to the following Discussion. Your post should be at least 300 words in length and should extend the discussion of the group supported by your course materials and/or other appropriate resources. After you have submitted your initial post, review some of your classmates’ posts and respond to at least two of your classmates 100 words each. Refer to your Discussion Board Rubric for specific grading explanation. Discussion Topic #5 Behaviors serve one or more functions, i.e., to gain access to a tangible, to gain attention, self-stimulation, and escape/avoidance of demand. Analyze the following three graphic data displays. Please respond to the following: · In the graph below, identify the probable function of the target behavior. Identify the level of the target behavior for each antecedent. · Based upon the information you have gained from your visual analysis of the graph, discuss how you would address the behavior based upon the function. · In the line graph below, identify the level and trend in the data during baseline and during intervention. Discuss the change in level upon beginning the intervention with regard to extinction programs? Discuss the procedure for such a situation. · Jeremy’s self-stimulatory behavior, pulling his hair while twirling it, occurs throughout the day. His parents and day care teacher have been recording data on the occurrence of the behavior and the settings/circumstances in which it occurs. Review the line graphs below. Identify the settings/circumstances in which Jeremy’s self-stimulatory behavior occurs most frequently from a visual analysis of the data. Compare the levels with regard to the settings in which the self-stimulatory behavior occurs. Hypothesize a possible antecedent for this behavior and discuss a possible antecedent modification to reduce this behavior. · Through visual analysis of the line graph (below), determine whether the behavior has reached a “steady state.” · Discuss the importance of allowing baseline data to reach a steady state before beginning the intervention? Assignment 9 The Final Assignment is a 4–6 page Behavior Intervention Plan (BIP) that incorporates the information gathered in the Unit 6 Assignment and uses the Functional Behavior Assessment (FBA). The pressure is on! You have been busy the last few weeks with direct observations of Axel at his home, in his preschool classroom, and in his weekly Occupational Therapy (OT) sessions. You have operationally defined his target behaviors and chosen one to address with a behavior intervention plan (BIP). It is time to get creative! Write a Behavior Intervention Plan for Axel addressing the target behavior you chose for the Unit 6 Assignment. You will include the following in the Plan: · Name and Date of Birth of Client · Parents’ names and contact information Referral Information: · Referral information (Why did the family call for help?) Summary of Indirect Assessment: · Briefly summarize the information you learned through interviews, records reviews, and questionnaires. Summary of Direct Assessment: · Briefly summarize your direct observation data (Include the type of data collection forms that were utilized – A-B-C Data; Frequency; Interval, Duration; and Latency) · Copy and paste the Graph of Baseline Data that you created for the Unit 6 Assignment under the summary of your direct observation data. · Identify the probable/hypothesized function of the target behavior Design a Function-Based Behavior Intervention Plan: · Antecedent Modifications: motivating operations/establishing operations; setting events – if appropriate · Identify the research design you will be using and discuss your reasons for choosing the design. (A-B Design, Reversal Design, Alternating Treatments Design, Multiple Baseline Design, and Changing Criterion Design) · Alternative/Replacement Behavior (How will you teach and reinforce this?) · Identify your Reinforcement (Positive; Negative; Non-contingent) (Did you conduct a preference assessment?) · Schedule of Reinforcement (Continuous or Intermittent) (Discuss the reasons for your choices.) · Criteria for Reinforcement · Differential Reinforcement (DR) and Extinction (if part of your BIP) · If using DR and Extinction, for what effect(s) must you be prepared? · How will you approach training? (Naturalistic training; Discrete Trial; Contrived Settings/events, etc.) · Will you use a prompt hierarchy? Briefly discuss. · Include generalization and maintenance approaches in your BIP. · Will you train others in the implementation of the BIP? If so, who will you train? How will you insure that the Plan will be implemented correctly? · Data collection – for home, school, OT, and ABA Therapy sessions (Continuous or Interval data collection?) · Criteria for Mastery · Criteria for Discharge · How often will you be working one-on-one with Axel? How will you address the target behavior during therapy? What supplies/activities will you need? · Sign and Date your behavior intervention plan (BIP) Successful papers will be those that incorporate information from your readings with ideas of how those concepts can be applied to your individualized Behavior Intervention Plan. Put your Assignment in a Word document. Your Assignment should be double-spaced; in 12-point, Times New Roman font; and in APA format. Please use your textbooks and journal articles you have read in your program as your main sources for this paper. Contact the Writing Center for help with APA formatting. All information written in the Behavior Intervention Plan must be in your original words. Paraphrased and quoted material must be cited in the body of your paper and listed on your reference page. Final Assignments are due on Tuesday at midnight, ET, of this unit, so plan your work accordingly. The following Course Outcomes will be assessed with this Assignment: PS498-3 Critical Thinking Skills: Use analytical thinking, skeptical inquiry, and the scientific approach in solving problems related to behavior and mental processes. PS498-4 Application: Apply conceptual knowledge of principles of applied behavior analysis to case examples and scenarios that reflect everyday problems within, individuals, families, and organizations. Assignment 6 Functional Behavior Assessment Please review previous coursework regarding conducting the Functional Behavior Assessment (FBA), which can be found in the following courses: · PS360: Applied Behavior Analysis I · PS365: Applied Behavior Analysis II · PS410: Screening and Assessment After you met with Jeanette (the client’s mother from the Unit 3 Assignment), you learned the following: · The family consists of a mother, father, and older sister; and they are 2nd – and 3rd -generation Americans whose grandparents were originally from Mexico. · Axel, the son, was diagnosed with Autism 3-months ago. He is a very active 4-year-old; he takes no prescription medications; and he has Occupational Therapy (OT) once per week. · The three behaviors that Jeannette listed as “concerns” were tantrum behaviors, rigidity, and non-compliance. Conduct a Functional Behavior Assessment (FBA) · Apply the single-subject research design to this FBA. · Employ Indirect Assessment with those who are familiar with Axel: Prepare an interview form for the indirect assessment. · Choose one, or more, data collection/behavior measurement forms for your direct observation from the list below (Forms can be found and downloaded in Course Documents). Using “creative license,” fabricate data for use in this Assignment. · Antecedent-Behavior-Consequence Form (Hint: you must identify the antecedents and consequences before you can hypothesize the function of the behavior(s). Behavior plans based upon the probable function of the behavior(s) are more effective.) · Frequency Data Sheet · Interval Recording Form · Duration Recording Form · Latency Recording Form · Based upon information gathered during the indirect assessment, schedule direct observation visits at the times, and in the environments, in which the target behaviors are likely to occur. · Develop operational definitions of the target behaviors