ABA 628 Week 2

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National University College *

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628

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Statistics

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Jan 9, 2024

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Figure 1.1 VO Acquisition Standard Celeration Chart Table 1.1 VO Acquisition Raw Data

Figure 2.1 VO Acquisition Application Deck Report Table 2.1 VO Acquisition Application Deck Report Timeline Figure 3.1 VO Fluency Application Deck Report

Table 3.1 VO Fluency Application Deck Report Timeline Data Analysis Figure 1.1 displays the acquisition data collected throughout ABA 620,ABA 622, ABA 624, 626 and 628. The data collected from October 2nd-6th during week 2 of studying acquisition deck 1 for ABA 628 is presented in Figure 1.1. Acquisition accel data is present at a medium to high level with low variability. The accel data shows an upward trend. The last accel score of the week was 14, which indicates that AIM has been met. Acquisition decel data displays at a low level with low variability with a downward trend. The last decel score of the week was a 0. Figure 3.1 displays the fluency deck report for week 2 studying fluency deck 1 for ABA 628. The fluency data collected from October 2nd-6th is presented in Figure 3.1. Fluency accel data is present at a high level with no variability and no trend. Fluency decel data is present at a low level and displays no trend with no variability. The fluency data collected this week indicate that AIM was maintained for the previously mastered cards. Study Approach and Adjustments Antecedent For week 2 studying acquisition deck 1 for ABA 628, the student’s goal was to achieve an accel of 14 and a decel of 0 by day 5. The students weekly goal was met for accel and decel data. After setting their weekly goal, the student organized their reinforcement plan. The reinforcement procedure that the

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student uses consists of a daily and weekly reinforcer. The daily reinforcement of watching the new episodes of love is blind is earned if all timings are taken and the data is entered into the Precision X graph by 8pm at the end of each day. The weekly reinforcement of attending a fall festival is earned if the weekly goal is met by the set deadline. On days 1-5, the student studies the physical flashcards that were made by the student during week 2 of acquisition deck 1 for 30 minutes making sure to shuffle between each practice run-through. The student removes the cards that the student got consistently wrong after 15 minutes and studies those. After the 30 minutes of studying is over, the student uses the practice mode setting on the SAFMEDS app to run through their five trials for the day. The student runs through all the cards in the deck five times and then takes their best timing and adds it to the Precision X graph. This study method is utilized for both the acquisition and fluency decks. Before completing their timings, the student looks over the previous data to determine what scores are needed to improve upon their performance for the next day. The student studies and completes their timings after work in the late evening. To engage in effective studying and minimize distractions, the student studies in their room as there can be many distractions in the rest of the students house. These environmental arrangements help the student to remain focused while studying and taking their timings. Behavior On day 1-5 this week, the student runs five 30-second timings of acquisition deck 1 on the SAFMEDS app. The student reads the definition on the card on the computer screen and says the answer aloud. Then, the student flips the card and clicks “correct” or “incorrect.” After this, a new card is presented. The student progresses through as many cards as possible in 30 seconds, and the SAFMEDS app automatically shuffles the cards. After their five acquisition timings are completed, the student enters the best data point into the Precision X graph. For fluency deck 1, the student runs three 30-second timings on the SAFMEDS app using the same procedure as the acquisition deck. After the fluency timings are taken, the data plots itself into the Central Reach deck report graph.

Consequence After completing the last acquisition timing of the day, the student enters their best data point into Precision X. Next, the student looks over the previous data to see if there is variability in the data and if AIM was met. This is done each day to determine if there are any mid-week changes that need to be made. For week 2 studying acquisition deck 1 for ABA 628, the student did reach AIM. The student was able to reach their weekly accel and decel goal which indicates that the student did earn their daily and weekly reinforcement. Adjustments No adjustments were needed during this week as the student reached aim and will be moving on to a new deck next week.

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