Reflective Analysis: Boosting Exam Scores Through Self-Monitoring

Reflective Analysis 1 Treavor Champion National University ABA 634 Supervision and Management Amber Madrid November 17, 2023

Reflective Analysis 2 Component 1: Visual Analysis In component one, I will begin by addressing my pre-assessment, midterm, and final scores. After discussing that portion, I will move on to discuss my weekly SAFMEDS (say, all, fast, every, day, shuffle) scores by giving you a more in-depth description. First, I will discuss the raw data. Secondly, I will discuss the trends for weeks 1-8. Lastly, I will discuss my future goals moving forward. Baseline-Pre-Assessment and Intervention and Graphing Data Scores Figure 1- Exam Scores Exam Raw Score Percentage Pre-Assessment 5/22 22.73% Midterm 12/22 54.55% Final 21/22 95.45%

Reflective Analysis 3 Accel Decel Week 1 13 1 Week 2 15 0 Week 3 14 0 Week 4 12 2 Week 5 12 3 Week 6 11 1 Week 7 10 2 Week 8 9 2 Figure 2 - SAFMEDs Highest Weekly Scores Figure 3 - Standard Celeration Chart

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Reflective Analysis 4 Figure 4 - Fluency chart After finishing ABA 632, I had high hopes of going into ABA 634. After taking my pre-assignment and receiving a score of 5 out of 22 with a percentage of 22.73%, I was very disappointed not only in myself but in my score, but it motivated me to come up with a goal to do better on the midterm in week four. Self-established goals can equate to motivating operations. Motivating operations (MO) are environmental variables that strengthen or weaken the effect of an object, stimulus, or event as a reinforcer. Motivating operations produce a behavior-altering effect (DiNovi & Gavoni, 2020, p. 373). Going into the mid-term, I felt prepared, I scored 12 out of 22 with a percentage of 54.55%. The score was a slight increase, but it still showed I had a lot to learn. After taking the final exam, I received a 21 out of 22 with a percentage of 95.45%. Based on the variability and level of the three exams, the data indicated an upward trend from the baseline to the final exam. Baseline to Mid-Term Assessment

Reflective Analysis 5 As I had mentioned in the previous section, after taking my pre-assessment, I received a score of 5 out of 22 with a percentage of 22.73%. After receiving this score, it motivated me to study harder. After taking my midterm , I received 12 out of 22 with a percentage of 54.55%. This showed a slight increase which helped me achieve my goal, but it showed I had a lot to learn. I still was disappointed at the overall score and believed that I could do better. From my baseline to my midterm, the accel data demonstrated a moderate increase with moderate variability for each deck (Fig.2). The decel data from my baseline to midterm showed a downward trend with a low level (Fig 2). I believe this is due to creating my self made flash cards. I made a slight increase in my SAFMEDS scores from the pre-assessment to the midterm. Mid-Term Assessment to Final Exam Self-monitoring can function as a positively or negatively reinforcing consequence, depending on how a participant rates themselves. Without consequences, response patterns will not change in any lasting way (Mayer et al., 2019, p. 29) After receiving a 12 out of 22 with a 54.55% on my midterm, getting a passing score on the final exam was my next goal. I started out by monitoring my study habits, and when I took my final exam, I scored 21 out of 22 with 95.45%. Overall, I saw a substantial increase in my scores from my midterm to my final. I believe it's due to finding an effective study plan for the exam. From midterm to final exam, I noticed that I saw a decrease in my accel when I studied in my room, which eventually led to my first adjustment. Unlike my baseline to pre-assignment data, the accel data from midterm to final exam demonstrated a moderate decrease with high variability for each deck. (Fig.2) The decel data from my midterm to final exam showed an

Reflective Analysis 6 upward trend with a low level (Fig.3). I believe this is due to not finding an effective study plan for SAFMEDS. Future Goals Although I struggled grasping the last decks 2 and 3 of this course, after reflecting on my baseline of 22.73%, interventions, data collection, and goals, I still have a long way to go, as you can see by looking in figures 1 and 2. Going forward, I will make some changes to my current study plans, which will allow me to retain the information going into my next course. My current goals will continue to influence how I make my adjustments in the next course. According to (Cooper et al.,2020,p.36), reinforcement is the most essential principle of behavior. I will also look to find a better reinforcer. Burnout is the result of prolonged exposure to job-related stress. Various environmental factors can lead to job-related stress, including an imbalance between demands and resources and persistent conflict in the work environment. Empirical studies suggest that an employee exposed to high and unrealistic work demands will only immediately succumb to burnout once . unachievable demands are present for an extended time period (Platinveau et al., 2018, p. 197). which is something I experienced in this course and want to avoid in the next. Component Two: Data Analysis and Interventions Implemented In component two, I will begin by addressing the rationale on how I developed my goals based on my evaluation from baseline to pre-assessment. Next, I will discuss what adjustments I made during the course. I will discuss what interventions were used. Following that, I will

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Reflective Analysis 7 discuss data collection. I will continue to discuss when I plotted my data and whether it was effective or not. Lastly, I will be discussing my goals and next steps. Baseline After talking to my supervisor at my previous company, I asked what some things were that I needed to work on, and from there, my goal was formed, which was to become comfortable with ABA terminology. My rationale for developing this goal was also based on what my clinical director said when she shadowed my case, which was; I am perfect in sessions, but if I ever want to move up, I have to know the terminology like the back of my hand. Another goal of mine was to find a way to retain the information. My rationale for this goal was based on my condition, in which I struggle to retain/remember information. With effective adjustments, I was able to complete this goal. Interventions and Implementation/ Adjustments I was able to implement my studying every day for approximately 1 hour For weeks 1-6. For Weeks seven and eight I increased my study time by 5 minutes bringing my study time to a full 1 hour and 5 minutes. which entails 1) Reading over said flashcards, 2) shuffling them, then laying them definition facing up. 3) Then flip them over. I did this with both my self-made flashcards and SAFMEDS. When studying at night, the first hour is just focused on going through the steps without being timed to make sure I've retained the information. For the last 5 minutes of studying, I would run five or more 30-second timings. As I have mentioned, I struggled to grasp decks 2 and 3 during this course, and because of that, I have to continuously make adjustments. After making my first adjustment, I still hadn't

Reflective Analysis 8 seen any improvements in my accel data, but I did see improvements in my test scores. Direct measurement enables practitioners to detect small improvements in performance (Cooper et al., 2020, p. 19). The first adjustment was adding 5 minutes to my studying. After making my first adjustment, I was still unable to achieve my weekly goal, which was to meet the AIM. The following adjustment I made was making new flashcards for me to understand. I would always make my flashcards the same way, but this time, I tried shortening the definition on one side. My reinforcer at the start of this course was sleep, But after receiving feedback, I decided to change my reinforcer to watching anime series. As you can see in figure 2, Weeks 4 - 8, I still hadn't met the AIM for both decks 2 and 3. I also made a slight adjustment to the time of day I studied. Instead of 3:30 pm, like my last course, because of my new schedule and heavy caseload, my study time has been pushed back later or really early. This course influenced and shaped my behavior and how I retained the information. Data Collections: After collecting data from SAFMEDS each night on my laptop, I transferred the best timing to the standard celeration chart. I chose to plot this frequency so that I knew what I needed to focus on the next day when I studied, just in case there was a need for an alteration in the intervention. I believe this strategy wasn't effective due to the fact that I didn't meet the AIM. However, it allowed me to know what I needed to focus on during studying. Behavior is vulnerable to committing mistakes (Cooper et al., 2020, p. 75). My condition (epilepsy) also played a role in retaining the information, which sometimes caused me to forget the cards when running my trials.

Reflective Analysis 9 When I analyzed my data and trends every night after doing SAFMEDS, I noticed I was not projected to meet the AIM and that a change was needed in my studying. I increased my study time by 5 minutes, changed my reinforcer and made new flashcards. As mentioned, I plotted my accel and decel data every night after running my 30-second timings. Goals As I mentioned before, my goals for ABA 634 were to become comfortable with ABA terminology and find a way to retain the information learned in this course. I don't believe that I meet both of my course goals. Implementing a different intervention plan didn't allow me to be able to retain the information in this course. As you can see in figure 3 each week, there was a decrease in my accel data. I believe that was due to not finding an effective study plan. As you can see in figure 1, after making adjustments throughout the course, there are increases from my pre-assessment to my midterm and from my midterm to my final . Next Steps A powerful behavior hack is to develop goals and then shift them to accomplishments for achieving goals (Dinovi & Gavoni, 2020, p. 15). Reflecting back on the course, after receiving a low score on my baseline/pre-assessment, it influenced me to set a goal to do better by the midterm. As I mentioned before, my first adjustment to increase my study time didnt help me achieve my goal. As for data collection, I will continue to plot my SAFMEDS data daily. I will continue to look for an effective study plan, which will allow me to retain the information going into my next course. My current goals will continue to influence how I make my adjustments in the next course.

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Reflective Analysis 10 I plan on changing my current intervention going to the next course. If I need to continue to adjust that one week, I will do so. The only suggestion I have for this course, like the previous courses, is for the work to be more spaced out. Having a big load during the final week can be overwhelming. I have no concerns though, my instructor was great, and she helped me when I asked. Her instructions were clear, and she brought energy to every collaboration. As I mentioned, I'll keep my current goals going into the next course, which is to be comfortable with ABA terminology and find a way to retain the information. The only additional goal I have going into the next course is doing better in my pre-assessment. Doing better in my pre-assessment will give me a sense of confidence to push me through the course. Also, I would like to become a better writer. This course has taught me that I have a lot to work on in formal writing. Another goal I would like to add would be to avoid burnout.

Reflective Analysis 11 References Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis . (3 rd ed.) Pearson DiNovi, B., & Gavoni, P. (2021). The 5 Scientific laws of leadership: Behavioral karma . Cranberry Press. Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2019). Behavior analysis for lasting change . Sloan Publishing. Platinveau, C., Dounavi, K., Virue ́s-Ortega, J. High levels of burnout among early-career board-certified behavior analysts with low collegial support

Reflective Analysis 12

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