Unit 6 Assignment Template

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Feb 20, 2024

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1 Descriptive Assessment Your Name Capella University PSY7712 Behavior Analytic Assessments Professor Celia L. Heyman Month Day, 2021

Descriptive Assessment You can provide a brief description of this assignment. Benefits and Limitations of a Descriptive Assessment Provide a brief overview of what a descriptive assessment is, including benefits and limitations. Describe the level(s) of scientific rigor exemplified in a descriptive assessment. Use supporting evidence such as scholarly sources. Compassionate and Cultural Variables Describe the actions you have taken in this descriptive assessment that demonstrate compassionate and cultural variables. Be sure to provide supporting evidence such as the Capella Compassion Code, Quantifying the Target Behavior Using the information gathred from the indirect assessment, select appropriate measurement procedures to obtain baseline data for your target definitions. Take data of the concerning behaviors and provide a visual display (graph) of your data. For example, quantify how often the behavior is occuring by using count, rate, time sampling data. You can also provide data such as duration, latency, or IRT. Target Behavior Provide the operational definition that meets the criteria of objective, clear, and complete. Visual Display Display your line graph(s) 2

Interpretation Provide a summary interpreting the visual display. ABC Data Collection and Analysis Conduct a minimum of five observations informed by your indirect assessment and take ABC data. Provide a paragraph on the general antecedents observed that occasioned the problem behavior. Provide a paragraph on the general consequences observed that followed the problem behavior. Contingency Analysis Describe the purpose of conducting a contingency diagram/analysis for each occurrence of the target behavior. Explain what is a positive stimulus change, a negative stimulus change, and no stimulus change mean. Based on the sequence of events observed, you can then present your contingency analyses in a table like this: Target Behavior Attention Demand Tangible 3 Ensure the following are adhered in the contingency analysis: -Antecedents and consequences are RELATED. “Apples and Apples” -Antecedents and Consequences should be about the environment and NOT another behavior of James. -Remember what positive and negative mean. Ex: Positive vs. Negative Reinforcement, etc.

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Instance 1 A: C: SC: A: C: SC: A: C: SC: 2 A: C: SC: A: C: SC: A: C: SC: 3 A: C: SC: A: C: SC: A: C: SC: 4 etc. Etc. Etc. ABC QA: You can provide the purpose of the ABC-QA. ATTENTION Present in Antecedent Absent in Antecedent Present in Consequence Absent in Consequence TANGIBLE Present in Antecedent Absent in Antecedent Present in Consequence 4 The number of instances diagrammed should be the total number of problem behaviors observed across the five observation periods. Ex: If you have a total of 15, you have have 15 instances diagrammed. The number reflected in the four quadrants of the Attention ABC-QA should total up to the number of behaviors you observed across 5 observation periods. The number reflected in the four quadrants of the Tangible ABC-QA should total up to the number of behaviors you observed across 5 observation periods.

Absent in Consequence DEMAND Present in Antecedent Absent in Antecedent Present in Consequence Absent in Consequence Visual Display of ABC Data Provide a graph displaying the ABC data collected. Provides appropriate baseline data and a visual display with no errors and a clear explanation of alignment with indirect assessment Ensure you do not break apart the contingency. Refer to ICS on graphing. For example, you might show something like this 5 The number reflected in the four quadrants of the Demand ABC-QA should total up to the number of behaviors you observed across 5 observation periods.

Interpretation of the Contingency Analysis You can identify the hypothesized function(s) or environmental contingencies influencing the problem behavior that align with the data from the descriptive assessments. Interpret the degree the data suggests a correlation or lack of one. Acknowledges the limitations of a lack of control in the assessments conducted thus far and recommend that an experiment is warranted to validate and/or to clarify the findings of the descriptive assessment. 6

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References Heyman, L. K. & Hanley, C. M. (2015). The ball got tossed away . Pearson. 8 If you provide a reference citation in this section, you must use the source as supporting evidence. This means you need to include parenthetical and/or in-text citations in your narrative. See the examples provided in Updates and Handouts for correct reference citations on journal articles and books. Here is an example. See models in APA Exanples document.

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