New porposal 1

pdf

School

University of Central Florida *

*We aren’t endorsed by this school

Course

3703

Subject

Psychology

Date

Feb 20, 2024

Type

pdf

Pages

Uploaded by ColonelSeahorse1785

BEHV 415 T 6:00-9:00 Single Subject Design Proposal Presentation Guidelines – BEHV 415 For this hypothetical project, you will choose a behavior of a real or hypothetical student whose behavior you want to change. This can be a behavior to increase or decrease. You will follow the steps outlined below to write multiple versions in Word documents and then present the final product as a PowerPoint-style presentation. Make sure to include all points in the guidelines below. You will submit each of these versions by 12:00 pm on the due date. I will provide feedback, and for each subsequent version, you will add on to the previous version after incorporating my feedback. You will lose points if you do not incorporate my feedback. Use the bold headings when preparing the versions. Version 1 – Due Week 4 – 5 points 1. Statement of the Problem : a. What is your student’s challenge? What behavior do you want to increase or decrease? My students' challenges include throwing a tantrum during circle time. The behavior I would like to decrease is throwing a tantrum during circle time. The behavior I would like to increase is staying on the carpet area during circle time. b. Explain how you used the strategies of selecting and prioritizing target behaviors (Class 1) to select your target behavior. Why is it socially significant to change behavior? Target behavior: 1. Defining the problem behavior: The problem behavior was identified as Marisa throwing a tantrum during circle time, which disrupts the classroom environment and interferes with the learning of other students. Definition of problem behavior (tantrum): During circle time Marisa will not engage in throwing a tantrum, which refers to any behavior lasting 8

seconds or longer that deviates from teacher instructions (kicking, screaming, crying, rolling, falling down, ect). 2. Gathering information: I collected data on the frequency and duration of Marisa's tantrums during circle time, as well as any antecedents and consequences of the behavior. 3. Selecting a target behavior: Based on the data collected, I selected the target behavior of decreasing Marisa tantrums during circle time. 4. Prioritizing the target behavior: I prioritized this target behavior because it is a socially significant issue that affects not only Marisa but also her classmates and the classroom environment. It is socially significant to change Marisa's behavior because her tantrums during circle time negatively impact her and her classmates' learning experiences. It can also be disruptive to the overall classroom environment. It makes it very difficult for the teacher to maintain a productive learning environment. By decreasing the frequency of Marisa's tantrums during circle time and increasing her ability to stay on the carpet area, the teacher can create a more positive and effective learning environment for all students. 2. Participant Description . Write one paragraph describing your participant. Use fake names for students, schools, and agencies. Describe any of the following relevant information: age, grade, strengths, disability, school/classroom characteristics, living situation, challenges, and/or current interventions. Make sure to include strengths. Student participant is Marisa. Marisa is attending Jim Stone elementary school. She is a six years old girl in the first grade. The classroom environment she is currently placed in is a self contained elementary classroom grades kindergarten through second. Marisa is diagnosed with Autism. Her current interventions are based on her IEP plan focused on academic and social behaviors. She also gets pulled out for ABA, PT, OT, and Speech therapy throughout the week. Marisa is currently living with both of her biological parents who work full time. She is considered the only child on her fathers side but has step siblings. Her parents are big advocates for her since she is still very young. Marisa sees her grandparents often because she goes to her grandparents house after school when her parents are working. Marisa's challenges and weaknesses included refusals on tasks, eloping from assignments, throwing tantrums, and having a short attention span. Marisa's strengths included a high capacity for empathy and social understanding. Having strong visual short term memory. Also having age appropriate self help and daily living skills.

Regarding Marisa's visual short-term memory, there are criterion-referenced assessments available that can provide information about her performance. One such assessment is the Test of Memory and Learning, Second Edition (TOMAL-2), which measures various aspects of memory, including visual short-term memory. The TOMAL-2 assesses a student's memory performance through a series of subtests that require visual recall of information. An example subtest requires the student to recall a series of shapes presented visually for a brief period, and then recall them in the correct order immediately after. The assessment provides a score for visual memory based on the student's performance on these subtests. Having a criterion-referenced assessment like TOMAL-2, educators can obtain a more objective and detailed understanding of Marisa's visual short-term memory skills. This information can help create more effective instructional strategies and support Marisa's academic and behavioral success in the classroom. 3. Setting and Materials . Explain where the study will take place and what materials are required for conducting the sessions. Indicate the location and duration of each session, or perhaps the number of trials in each session. The study will take place at Jim Stone elementary school in the second grade self contained classroom during circle time. Materials that are required for conducting the sessions included timer, data collection worksheet, and pen. The duration of each session will start from the time the tantrum starts till the time the tantrum ends in each session. 4. Definition of the Dependent Variable . Provide an objective, clear, and complete definition for the target behavior. Make sure to include: (1) the name of the behavior, (2) the definition of the behavior, (3) examples and non-examples of the behavior, (4) and when each instance begins and ends. Name of the behavior is throwing tantrums. Marisa's tantrum behavior during circle time involves a combination of two or more of the following behaviors: crying, screaming, kicking, falling to the floor, and/or refusing to comply with requests or participate in the activity. For example, Marisa may start crying and refuse to sit on the carpet with her classmates, then begin screaming and kicking her legs while lying on the floor. This behavior may persist for several minutes, resulting in disruption to the classroom environment and interference with the learning of other students. Non examples included crying and laying on the floor in response to the child injuring herself. The behavior starts when she begins to fall on the floor screaming, crying, kicking and ends when 3 seconds has gone by without screaming, crying and kicking.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

5. Measurement of the Dependent Variable . State the relevant dimension of the target behavior (e.g., rate, duration, latency). State the measurement system and explain the procedures for data collection. Include a data sheet. The relevant dimension of the target behavior is duration and the measurement system is Timing. The procedure for data collection would be duration recording on long duration timing. Specific duration sheets will be used that include a start time, end time, and duration time. This will allow you to obtain precise information on the actual length of time the behavior is occurring.

Duration recording Form Student: Marisa Observer: Sammy Date:02/07/2023 Target/Problem Behaviors: During circle time Marisa will not engage in throwing a tantrum, which refers to any behavior lasting 8 seconds or longer that deviates from teacher instructions (kicking, screaming, crying, rolling, falling down, ect). Start Time End Time Total Duration Total time observed: Total time off- task Tantrum (seconds):

Related Documents

memory(2).docx

PDFgoal_attainment_scaling_PSY603.pdf

Literature Review Bibliography-Williams_K.docx

Discussion 6.docx

The Impact of Alcohol on the Stroop Effect.docx

Discussion 2.docx

Midterm Exam Practice MC Questions - 2023.docx

Unit 4 Discussion 1.docx

u07_a01 History of The Three Major Schools of Psychology.docx

Transactional analysis.docx

u07_a01 Significant momemts in life that shaped cognition and morality.doc

u09_a01 Human Development project.doc

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)

Psychology

ISBN:9780134477961

Author:Saundra K. Ciccarelli, J. Noland White

Publisher:PEARSON

Cognitive Psychology

Psychology

ISBN:9781337408271

Author:Goldstein, E. Bruce.

Publisher:Cengage Learning,

Introduction to Psychology: Gateways to Mind and ...

Psychology

ISBN:9781337565691

Author:Dennis Coon, John O. Mitterer, Tanya S. Martini

Publisher:Cengage Learning

Psychology in Your Life (Second Edition)

Psychology

ISBN:9780393265156

Author:Sarah Grison, Michael Gazzaniga

Publisher:W. W. Norton & Company

Cognitive Psychology: Connecting Mind, Research a...

Psychology

ISBN:9781285763880

Author:E. Bruce Goldstein

Publisher:Cengage Learning

Theories of Personality (MindTap Course List)

Psychology

ISBN:9781305652958

Author:Duane P. Schultz, Sydney Ellen Schultz

Publisher:Cengage Learning

SEE MORE TEXTBOOKS

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)
Psychology
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:PEARSON
Cognitive Psychology
Psychology
ISBN:9781337408271
Author:Goldstein, E. Bruce.
Publisher:Cengage Learning,
Introduction to Psychology: Gateways to Mind and ...
Psychology
ISBN:9781337565691
Author:Dennis Coon, John O. Mitterer, Tanya S. Martini
Publisher:Cengage Learning
Psychology in Your Life (Second Edition)
Psychology
ISBN:9780393265156
Author:Sarah Grison, Michael Gazzaniga
Publisher:W. W. Norton & Company
Cognitive Psychology: Connecting Mind, Research a...
Psychology
ISBN:9781285763880
Author:E. Bruce Goldstein
Publisher:Cengage Learning
Theories of Personality (MindTap Course List)
Psychology
ISBN:9781305652958
Author:Duane P. Schultz, Sydney Ellen Schultz
Publisher:Cengage Learning