Participation #4 Target Learning Goal 2

Participation #4 Target Learning Goal 2

Participation #4 Target Learning Goal 2

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Descriptive Grading Rubric:  Once again you are focusing on your graphing of data ability in APA. You will create a graph of the data regarding Sheila’s behavior.  It is provided below and takes place in different locations and different durations. In the last participation activity, you earned full credit if you are engaged.  This time you must post fully and correctly to earn full credit (10 points total).

Participation #4 Target Learning Goal 1: Learn to operationally define behaviors and practice plotting data for not just the date but also location as an extremely important communication skill for teachers.

  • read the operationally defined target behavior for the Sheila data below and see if you agree that it is observable and measurable.
  • Your first entrymust be an operational definition
  • Post your baseline graphusing the data given below on Shelia. In order to include the location, type in Excel the location name in the same box as the date. (4 points)
  • For embedding your graph in DB, see directions in Announcements.
Date (Recess)    5
Date (Cafeteria)    4  

 

Participation #4 Target Learning Goal 2: Create one fluid graph showing baseline and intervention phases for the operational definition demonstrated.

Shelia was taught a replacement behavior. You are deciding what “you want the intervention to be for Sheila.” You do not have to say what the intervention was.

  1. a)  Post what you think the new skill she was taught is. This is the functional equivalent replacementbehavior (FERB) –  (1 point).
  2. b)  Post your Sheila graph for both the baseline and intervention phases as an APA formatted graph using the data provided below (5 points).

 

Here is Sheila’s data:

Baseline Data: Self-Isolation Behavior data is given here.

Target Behavior:  Sheila removes herself from contact with peers and adults for various periods of time across school settings.

Remember the Dead Man’s Test? If a dead man can do it, it is not a behavior to collect data on.

Before you can decide on a replacement behavior for the target behavior, the definition of the target behavior must be written so the behavior is operational – observable, and measurable. Is the one written observable and measurable?

This means as your data collection colleague, after reading your operational definition, I could collect data without more explanation from you.  If it was frequency data collection I could say, Yes, I see Sheila doing this behavior, and without questioning you for more clarity I can use frequency data collection and tally Yes or No as I helped observe her behavior.  I could use my Post-It official data form here.

However, what has been provided is called duration data collection. So the vertical axis title will be titled “Duration in …….”  This is how long Sheila does ……what? Your method of data collection is not frequency.

Therefore, the timer begins the moment Sheila moves away from peers and adults to be alone. She could even hide in her hoodie to do this behavior while at the same desk. You can see how negative the outcome of this behavior can be for this Sheila, right?

 

Baseline

 

 
11/3/** (Cafeteria lunch) 5 minutes
11/3/** (Reading class) 3 minutes
11/4/** (Math class) 0 minutes
11/5/** (Recess) 10 minutes
11/6/** (Lining up) 5 minutes
11/7/** (Science) 2 minutes
 Intervention

 

 
11/8/** (Cafeteria) 5 minutes
11/9/** (Recess) 3 minutes
11/10/** (Cafeteria) 2 minutes
11/11/** (Recess) 0 minutes
11/12/** (Lining up) 0 minutes

 

 

 

 

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