Portfolium ABA 634
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School
National University *
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Course
634
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
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Portfolium ABA 634: In this course, I want to learn more about ABA definitions in scenario type because I see it as
more challenging than memorizing them. My second goal is to apply what I’m learning from this
course to my work and practice it that way. My last goal is to work on 30-seconds timing on
SAFMED daily to get more comfortable with new materials. I anticipate helping children in the
ABA field to change their behavior by manipulating the environment to help them live proactive
life. I feel like the materials are getting heavier and harder to keep up with, so, it’s essential to
make a plan in advance and follow it every week. Celeration Chart ABA 634: Fluency Deck Chart 634
“ABA 634 Course Assessment"
For the pre-assessment, the score was 63.64%. The midterm’s score was 86.36%. lastly, the final’s score was 100%. "ABA 634 Overview Video"
ABA 634: Supervision and Management
Yasamin Rezaei Tehrani
National University
Professor: Archana Rajareddy
January 31, 2024
Abstract
In this paper, I will focus on visuals and data on how I did on my SAFMEDS throughout ABA 634
supervision and management. The beginning portion of this course shows the visual part of the
course of my upward trends on my celebration chart that I kept track of on my accel and decel
for eight weeks. I reflect on the interventions in the eight weeks and how I obtained my scores
on my assessments and tests in this course. This paper will help explain the interventions that
were used in this course to be able to see the progress that was made on my discussion boards,
quizzes, and SAFMEDS. After reading this paper, you will be able to understand the steps and
procedures that were taken to finish this course and what are my future steps and goals I plan
to continue.
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Component 1 Visual Analysis
Baseline Pre-Assessment:
When taking my pre-assessment, I did not do well, but this is something that I have gotten used
to with all of my previous courses. I have learned in this course and previous courses that the
pre-assessment is to get a baseline on the knowledge you know when beginning the course. My
pre-assessment, it helps me to realize that there is a lot for me to learn in this course. On the
pre-assessment test, I scored a 63.64%. In the mid-term, I got 86.36%. This score was a lot
higher than my pre-assessment, which I got excited about. Lastly, the final’s score was 100% and
I am so happy about my result. Going into the exam, I was confident that I had done all I could and that my study plan was
working. The score showed me that I was progressing and understanding the material faster
than expected. Assessment Scores:
Assessment
Mid-term
Final
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
Assessment Scores
Intervention/Graphing:
Week
Accel
Decel Week 1 (Deck 1)
15
0
Week 2 (Deck 1)
16
0
Week 3 (Deck 2)
16
0
Week 4 (Deck 2)
16
0
Week 5 (Deck 2)
16
0
Week 6 (Deck 3)
14
0
Week 7 (Deck 3)
15
0
Week 8 (Deck 3)
17
0
Fig.1 SAFMED Scores of Final Data Collection of the Week
Baseline to Midterm Assessment:
As week four approached, a midterm exam was released and was very similar in structure to the
first exam. The achieved score for the midterm was 19 out of 22. This score is equivalent to
86.36%.
I am pleased with my progress from the pre-assessment in week one to the mid-term
assessment in week four. I did not change my study plan because it was already working. When
studying for the assessments, SAFMEDS proved extremely valuable for memory retention. I saw
a consistent upward trend in my SAFMEDS data for all decks.
Trends
- In the first half of this course, I observed a consistently increasing trend in my
acquisition accel scores while running my SAFMEDS trials. The data from my SAFMEDS
celebration charts in weeks one through four display my ability to consistently meet and exceed
the AIM goal and weekly increases in my accel scores from week to week for decks one and
two. I did not meet the AIM at first, but by practicing for one more week, writing down the
definitions, and highlighting the terms, I met the AIM for day five. On day five, I achieved an
accel of 14 when mastering my deck one.
Midterm to Final Assessment:
On my final exam, I scored 100%. I am really happy with this score, and I saw an upward trend
from the midterm. The satisfaction from succeeding academically with no error scales to
unimaginable levels. Based on the final score, it can be said that hard work was put into
studying. Similarly, in the first half of the course, I saw a consistent upward trend in my SAFMEDS data
leading up to the final. I mastered deck two in week four of the course, and I maintained the
mastery criterion till moving it to my mastered deck in week six. For deck three, I received a 2
for accel and a 2 for decel on the first day of timed trials. This score continued to increase
steadily until I hit the mastery criterion at the beginning of week five.
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Trends: I think I had a positive trend from the beginning, and I could keep my scores high and
steady for all my SAFMEDS assignments and my mid-term. I did well on my pre-assessment, and
with a proper study plan, I maintained my score with my midterm assessment. Future Goals:
For the next class, I plan to continue using my planner and calendar to keep myself on task more
consistently throughout each week. I’m also going to use reminders and alarms on my phone to
assist in keeping track of my work as well. Even though I was able to pass the final, I didn’t
receive the score I would have liked and I still found myself procrastinating to finish
assignments. I have learned through the resources provided throughout the graduate program
that setting myself up for success in meeting my goals requires me to be more specific than
stating, “I want to improve my time management skills” (UCOP,2016). Using these resources to
focus on SMART goal setting has proven effective for me so far, and I hope that focusing on
these two specifics, measurable, attainable, realistic, and time-bound goals will allow me to
pinpoint methods that can use to improve the time-management skills I am currently lacking
(UCOP,2016). Another goal I would like to set, if compatible with my schedule, is to attend as
many live lectures as possible to increase my collaboration with my instructors and colleagues. I
have benefitted a lot from my participation in this course, and I believe that attending these
meetings makes me hold myself more accountable for being involved in class discussions and
course topics. I hope that by striving to attain these goals, I will avoid the feelings of senioritis
and finish strong in time for the commencement ceremony this June. Component Two: Data Analysis and Interventions
Baseline: For this section of the paper, every student had to develop their course goals personally. My
goals were initially related to getting better scores on future exams and achieving mastery
criteria for all SAFMEDS vocabulary decks. However, as time passed, another goal developed;
one such goal pertained to seeking control over time management. The rationale behind
creating these goals was not only to improve and pass but also to help reduce the amount of
stress that can accumulate over time. Interventions and Adjustments: As someone who is working in the field of ABA as a behavior therapist, my days can be
extended. I work in a school setting every day. After the first week, I could see how much time I
would need to study, review lectures, work on SAFMEDS, and read the textbook. During the
intervention phase of data collection, I recall doing multiple things. One of which included the
act of making sure that there was a consistent routine for my studying time. I would make sure I
would be up by 6:00 AM and do what I needed to do for my mastery decks. For the evenings, I
would try to be home by 4:30 PM to start my acquisition deck. During the startup of my
intervention sessions, I would ensure at least 30 minutes of exposure to SAFMED cards before
taking actual data. One thing to note is that I would usually only utilize the 30-minute procedure
for weeks when I am trying to improve data that has not hit the AIMS count. My rationale for
doing this is that I only had the incentive to study more when I failed in the initial week I was
exposed to novel decks. Doing this not only brought promise to outstanding results, but it also
showed a positive correlation between increased studying time and higher quality performance.
I also made sure that the reinforcers I had were compelling enough to keep me motivated.
Because my study plan was working, I decided to keep it the same way until the end of the
course for all decks. One thing that would change was the reinforcers. I would add a higher
reinforcer when I knew I needed to maintain the AIM for acquisition and fluency decks. Another intervention added after week one was making physical flashcards and recording
myself while practicing SAFMEDS. I believe this also contributed to my progress in this course. I
would use these flashcards to study when I was at lunch. I think this helped me memorize the
terms and definitions. Data Collection:
While conducting data, it was essential to plot data into the precision X. Plotting immediately
contributed to the quick understanding of what trends were looking like regarding acceleration
and deceleration scores. Throughout this course, SAFMEDS showed several trends on a week-to-
week basis. My decels were decreasing, and my accels were increasing as the weeks passed.
During the last week of the course, I noticed my decels mainly stayed at 0, with an outline of 1
or 2 with some trials. For this course, I collected my data after the 5
th
trial of running SAFMEDS. Previously, I would
run SAFMEDS 5 times in the morning and five times during the evening and then record the last
trial of the evening score. I am a visual learner, so seeing my accels and decels charted helped
me determine whether I needed to increase my study time or keep it the same. It also showed
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me whether or not my reinforcements were motivating enough to meet or maintain the AIM for
all decks throughout the course. Goals: I made wonderful progress towards my goals in this course. My first goal was to improve my
score by at least 5 points from the pre-assessment to the mid-term, which I exceeded. My
second goal was to score at least 80% on my final assessment, which I also exceeded. My final
goal for this course was to submit all coursework by the due date, which I did meet during this
course. I am hopeful that creating more specific goals in the next course will assist me in
working on my time management skills more efficiently. Still, I do not believe any adjustments
to my study methods are necessary. The methods have proven effective, as displayed through
my assessment scores and SAFMEDS data. My main goal was to deepen my understanding of
concepts introduced in the course while trying my best to apply them in the field. From
everything that has happened throughout the past eight weeks, I would say that I don’t regret a
single thing that I’ve done since most of it has led me to get what I sought. This course has
assisted me in learning what should be prioritized when developing a heavier plan and different
forms of verbal behaviors. I could keep track of my data with precision X every day and see
whether or not my accel was improving compared to the baseline data at the beginning of each
new week. Next Steps:
Based on my reflection on the baseline, interventions, and data collection, I will be executing
the next course goal in the same way. My goals for this course were pretty straightforward, and I
did meet all the goals I set. I did not set challenging goals because I did not want to be burned
out from them. As this is my sixth class, I felt more confident about time management. Setting
simple goals allows me to go step by step and not be overwhelmed; this helps the goal to be
more achievable. About the ABA 634 course, I can say that I learned a lot during our class discussion and Zoom
meetings; although it was a challenging time for me on a personal level, I had no issues or
objections to the course outline. I enjoyed our lectures, my professor’s discussions, and our
interactions. Overall, I had a great experience with this educational system and how the content
was presented and laid out.
References
UCOP. (2016, October). SMART Goals: A How to Guide. University of California Office of the
President. Retrieved from https://www.ucop.edu/local-human-resources/_files/performance-
appraisal/How%20to%20write%20SMART%20Goals%20v2.pdf