Week 4 field activity - Raw Data PDF

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Behavioural Science Tech- Week 4 field activity - Raw Data...

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George Brown College

Behavioural Science Technology

BST2027 Seminar - Week 4 field activity assignment RAW DATA AND ASSESSMENT STRATEGY Due: Monday November 18, 2019 by midnight on blackboard Student: N.D. Complete the following sections of the assessment report and submit for marking and feedback. Target Behaviours •

Washing hands (accelerating): When N.D. hears the instruction “wash hands”, he will wash his hands independently within 0-3 seconds of hearing the instruction in the absence of problem behaviour following the task analysis (see below). Examples: 1- Turn on both taps 2- Pump soap 3- Rub hands 3 times 4- Rinse hands 5- Turn off taps 6- Get paper towel (from dispenser) 7- Dry hands (transfer paper from one hand to the other) 8- Throw away paper towel Non-Examples: 1- Turn on one tap 2- Play with soap 3- Drink water from the sink Rationale: Appropriate handwashing can improve personal hygiene significantly and reduce the risks of infection and/or diseases. The target is important for N.D. as it will improve his self-help skills and independence.

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For each, give a rationale why each behaviour was chosen as a target (social significance). If decelerating one behaviour, accelerate an incompatible or alternative behaviour – why was it chosen?

Choose one – either reduction or skill acquisition depending on your target behaviour. Provide draft write-up of section below and all necessary graphs. Assessment Procedures and Results (Skill Acquisition) a) Pre-requisite Skills Assessment The target behaviour doesn’t require any pre-requisite skill(s) to be firmly established. N.D. has basic motor imitation skills to physically perform the steps in the chain (i.e. turn on/off the sink, rub hands). b) Baseline Assessment Task Analysis (Prompt Levels): Task Analysis data was collected for direct observation baseline for 9 sessions (3 sessions per day). All the sessions were recorded in the same time frame everyday for consistency. It was collected along with the different I.T.s in the washroom after N.D.’s toileting. I.T.s prompted N.D. in different levels when the data was being taken. Out of 8-step task analysis, percentage of correct (independent) responses calculated.

Percentage of Independent Responses in Task Analysis

80% 70% 60% 50% 40% 30% 20% 10% 0%

1

2

3

4

5

6

7

8

Sessions Figure 1: Results from N.D.’s 8-Step Task Analysis Baseline Data for Handwashing

Preference Assessment: Paired Stimulus Preference Assessment conducted in the classroom where N.D.’s most 5 preferred items are presented 2 at a time for 20 trials. All the items were presented in both sides to prevent side bias. The items are ranked based on frequency of selection. The assessment showed that N.D.’s most preferred item is colouring, moderate preferred item(s) are Play-Doh and Puzzle, lowest preferred item is Piano (please refer to Figure 2).

Paired Stimulus Preference Assessment

Number of Times Item Chosen

6 5 4 3 2 1 0

Colouring

Play-Doh

Giraffe

Piano

Items Figure 2: Results from N.D.’s Paired Stimulus Preference Assessment

Skill Acquisition – total 16 marks, 6% final Behaviour Reduction – total 20 marks, 6% final

Puzzle

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George Brown College

Behavioural Science Technology

c) Indirect Assessments: 

Informal Interview(s): N.D.’s primary instructive therapist Nadia M. (pseudonym) and her supervisor Marry K. (pseudonym) were interviewed, and the following information were collected: a. N.D.’s background (age, sex, diagnoses, etc.) and current treatments/ behaviour plans; I. “N.D. is a 2-year-old boy who is diagnosed with autism. He has been receiving IBI for one month from Aisling Discoveries. He lives with his family. Therapists taught him using PECS but then they removed it from his program since he was able to communicate (he is verbal). Some of his intervention plans include “pairing with table, eye contact, demand/request, teaching him tokens (pairing it with preferred edibles), toilet training.” b. Suggestions for choosing target behaviour for N.D.; I. They were both proposed handwashing for N.D. since he is on toilet training that it will be a fundamental skill for him. They also informed me that the target is parents’ goal. c. N.D.’s preferred items/ favorite activities; I. N.D.’s primary I.T. stated that some of the items/ activities N.D. likes are as follows: bubbles, numbers, gym, puzzle, colouring.

The interview took place in the IBI therapy centre. They were both interviewed on October 30, 2019.

Marking for skill acquisition

Target Behaviours

0-1 Missing or incomplete

Indirect assessment

Item is missing or incomplete

Direct

Item is missing or incomplete

2-3 Lists accelerating behaviour but operational definitions lack specificity – rationale is vague Have included a single indirect measure only or multiple measures referred to but not included in this section. They are weighted too heavily. Language reflects this Some description of baseline data collection that is direct observation. Data is confused or samples aren’t specific enough. Summary lacks technical language.

Skill Acquisition – total 16 marks, 6% final Behaviour Reduction – total 20 marks, 6% final

4 Lists accelerating behaviour clearly Operational definition is behaviourally specific. Rationale describes social significance. Included multiple measures that are explained well and related to the accelerating behaviour. Pre-requisite skills assessment accurately describes related pre-requisite skills and how the skills were assessed.

Excellent description of how baseline data was collected using direct observation. Type of data used & how data was recorded is included. Summary provides appropriate technical language and presentation flows well and is coherent. Narrative

George Brown College

Behavioural Science Technology

Presentation is confusing

Graphs

Item is missing or incomplete

Some graphs present but are improperly constructed. Data is represented by inappropriate graph type. Graphs do not reflect baseline data collected.

uses appropriate confidence language Preference assessment: Type of preference assessment used, items tested, and results are clearly included. All appropriate graphs are present, constructed accurately and all components of graph are labelled properly. Graphs reflect baseline data collected and preference assessment

Marking for reduction 0-1 Missing or incomplete

2-3 Lists decelerating behaviour but Operational definitions lack specificity – rationale is vague

FBA – Indirect

Item is missing or incomplete

Have included a single indirect measure only or multiple measures referred to but not included. They are weighted too heavily in determining possible function.

FBA Indirect graph and written summary

Graph and/or write up is missing for at least one indirect measurement tool.

FBA – Direct (graph)

Item is missing or incomplete

Graph for indirect measures requiring a graph is included but contains formatting errors. And/or, write up of results does not reflect the graph and/or is not a clear description of results. Included some ABC data. Data is confused or samples aren’t specific enough. Graph is incorrectly formatted in areas. Written summary lacks technical language, presentation is confusing and/or it does not accurately describe the graph.

Target Behaviours

FBA - Direct Item is missing or (Written summary) incomplete

Skill Acquisition – total 16 marks, 6% final Behaviour Reduction – total 20 marks, 6% final

4 Operational Definition is behaviourally specific. Rationale describes social significance of target behaviour. Included multiple measures with raw data/written summary. Information identifies possible limitations of the information. Language reflects this. Interview results are summarized in a way that provides the reader with understanding of possible function. Graph for indirect measures requiring a graph is included and properly formatted. A write up of results is included that reflects the graph and demonstrates clear clinical description of results. Excellent samples of ABC data provided in graph that is correctly formatted. Written summary provides appropriate technical language, presentation flows well, is coherent and describes accurately what is within the graph. Narrative uses appropriate confidence language.

George Brown College

Skill Acquisition – total 16 marks, 6% final Behaviour Reduction – total 20 marks, 6% final

Behavioural Science Technology...