Category: Psychology

For this assignment, you will fill out the DSM-5 Intervention Matrix Template [DOCX], as a foundation for your ASD treatment plan you will complete in the Weeks 7 and 9 assignments.
Download and save DSM-5 Intervention Matrix Template [DOCX] to your computer.
Review the Core Autism Symptoms and Behavior Analytic Intervention table in this template.
Define operationally one behavior that would fall under each category.You may review the Gilliam Autism Rating Scale-2 (GARS-2) Sample Results [DOCX] (or other resources) for some possibilities.
Behaviors can be something you are actually seeing as a clinician (remember to leave out all names and identifying information), or can be hypothetical behaviors or behaviors you find in a case study.
Make sure definition is observable and measurable, clearly stated, and includes examples and non-examples.
Review the peer-reviewed literature to find behavior analytic intervention that would be appropriate for that particular behavior.You might start your search by reviewing evidence-based practices in this week’s readings.
Week 5: DSM-5 Potential Intervention MatrixLinks to an external site. reading list.
Make sure the intervention is behavior analytic and has a strong scientific evidence base.
Review the literature to find at least two peer-reviewed journal articles that support that intervention. One must have been written in the last 5 years. (Contact instructor if you are unable to find this.)
Be sure to consider functions (hypothetically if needed) when reviewing the literature, if you are targeting a challenging behavior.
Fill out the remainder of the DSM-5 Intervention Matrix Template.Write an ABA intervention strategy you could use, and cite your chosen journal articles. (This should be 2-4 paragraphs.) Remember that you could combine several strategies (you don’t have to for purposes of this assignment), or you can use the same strategy for different behaviors (differences would be found as you develop your comprehensive plan).Note: This should be written below the table in the template, after the “ABA Intervention Strategy” header.
Overall, your assignment submission will be assessed based on the following criteria:
Define at least one behavior for each of the seven DSM-5 criteria: Deficits.
Identify at least one behavior analytic intervention for the defined behavior for each of the seven DSM-5 criteria: Deficits.
Describe an ABA intervention strategy that is supported by specific evidence from credible and relevant sources.
Convey purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Apply APA style and formatting to scholarly writing.
Additional Requirements
Your assignment should also meet the following requirements:
Template: You must submit your completed DSM-5 Intervention Matrix Template [DOCX] for this assignment.
References: Cite a minimum of four sources of scholarly or professional evidence. At least one of the resources should be no more than five years old.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

This assignment involves filling out the DSM-5 Intervention Matrix Template to define behaviors related to ASD, identify appropriate interventions, and provide evidence-based support for those interventions. Here’s a step-by-step guide to help you complete the task effectively:

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Step 1: Download the DSM-5 Intervention Matrix Template

• Locate and download the [DSM-5 Intervention Matrix Template DOCX] to your computer.
• Familiarize yourself with the structure of the template, particularly the Core Autism Symptoms and Behavior Analytic Intervention table.

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Step 2: Define Operational Behaviors for Each DSM-5 Criteria

For each of the seven DSM-5 deficits, define one specific behavior:

1. Use the GARS-2 Sample Results or other case studies for inspiration.
2. Ensure your definitions are operational:
   • Observable: Focus on actions you can see.
   • Measurable: Include criteria such as frequency, duration, or intensity.
   • Clear: Provide examples and non-examples to avoid ambiguity.

Example:

• Deficits in Social-Emotional Reciprocity: A child does not respond to greetings, such as “Hi,” from peers but instead looks away or remains silent.
  • Example: The child does not respond when a teacher asks, “How are you?” in a group setting.
  • Non-Example: The child responds with, “I’m fine,” even if the answer is brief.

Repeat this process for all seven categories.

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Step 3: Identify Behavior Analytic Interventions

For each behavior:

1. Search the literature for evidence-based ABA interventions. Use databases like PubMed, PsycINFO, or Google Scholar.
2. Choose interventions that are:
   • Grounded in behavior analysis (e.g., discrete trial training, naturalistic teaching strategies).
   • Supported by strong scientific evidence.
3. Cite at least two peer-reviewed journal articles per intervention, ensuring one is from the last five years.

Example for Deficits in Social-Emotional Reciprocity:

• Intervention: Naturalistic Teaching Strategies (NTS) to encourage reciprocal communication during play.
  • Supporting Article: Example articles could include research on the effectiveness of NTS for improving verbal responses in children with ASD.

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Step 4: Write the ABA Intervention Strategy

Below the table in the template, compose a 2–4 paragraph explanation of your intervention strategy. Include:

1. Overview: Summarize the intervention(s) and how they address the behavior(s).
2. Scientific Evidence: Reference the peer-reviewed studies you found, explaining how they support your strategy.
3. Hypothetical Functions: Address the possible functions of the behavior (e.g., attention, escape, sensory stimulation) and how the intervention aligns with these functions.

Example:

To address deficits in social-emotional reciprocity, the intervention will use Naturalistic Teaching Strategies (NTS) during playtime to encourage verbal responses to greetings. NTS involves embedding learning opportunities into naturally occurring activities, such as asking, “How are you?” during snack time or while playing games. Smith et al. (2020) found that NTS significantly improved verbal reciprocity in children with ASD within two months. This strategy will focus on attention as the hypothesized function of the behavior.

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Step 5: Complete the Matrix

Fill out the matrix with your operational behavior definitions, corresponding interventions, and citations. Double-check for:

• Clarity: Ensure definitions and interventions are easy to follow.
• APA formatting: Properly format all in-text citations and references.

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Step 6: Apply APA Style and Finalize References

• Add at least four scholarly sources to your reference list, formatted in APA style.
• Include peer-reviewed journal articles and reputable books or resources.

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Step 7: Review and Submit

• Proofread your completed template for grammatical errors and organization.
• Submit the document per your instructor’s instructions.

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Final Tip:

By clearly defining behaviors, supporting your interventions with credible evidence, and aligning everything with ABA principles, you’ll create a strong foundation for the Week 7 and 9 treatment plans.

Once a week, you will write a brief journal entry (1-2 paragraphs) explaining how a recent social interaction demonstrates a concept discussed in lecture. Each entry is worth a maximum of 5 points. Points will be awarded based on how clearly you described the social interaction and how accurately you related it to a social psychology concept. Journal entries will be made – and available for others to view – on this discussion forum. Each will be due at 11:59PM on Sunday night between Weeks 1-10. Click on the “Reply” button below to begin your entry.
Example journal entry:
Today as I was driving into work, a car cut me off on I-5 and almost caused me to rearend him. I was furious. I drove up next to him to look into his car and saw exactly what I was expecting: a young, a male driver. I immediately thought, “what an asshole!” My assumption that his behavior (cutting me off) was a product of his disposition (being a young man), rather than his situation illustrates the fundamental attribution error discussed in class. Perhaps he is not an asshole, but was late for work. We are more likely to commit the fundamental attribution error when explaining others’ behavior, so I bet that if I were the one to have cut somebody off, I would have more quickly considered the impact of the situation.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step-by-Step Guide to Writing Your Journal Entry

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Step 1: Begin with the Interaction

Start by describing the social interaction you experienced. Keep it brief but detailed enough so that your reader can easily understand what happened. Include the context, what occurred, and who was involved. You can talk about any conversation, encounter, or situation where you observed social behavior. For example, you might describe a situation at work, a conversation with a friend, or an event at school.

Example:

This morning, while I was having coffee with a friend, we got into a discussion about a recent decision she made to switch jobs. She was unsure about the change but expressed excitement about new opportunities.

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Step 2: Relate the Interaction to a Social Psychology Concept

Once you’ve described the interaction, connect it to a social psychology concept discussed in class. Be specific about which concept you’re addressing (e.g., cognitive dissonance, social norms, groupthink, conformity, etc.) and explain how the interaction exemplifies that concept. Consider any social influences that may have shaped the behavior or perceptions of those involved in the interaction.

Example:

This interaction illustrates cognitive dissonance, as my friend seemed to be experiencing a clash between her excitement for the new job and her lingering doubts. Cognitive dissonance occurs when a person holds two contradictory beliefs or attitudes, and in an attempt to reduce discomfort, they may justify their behavior. My friend was trying to convince herself that the job change was a good decision, but her mixed emotions showed the typical stress that comes with such dissonance. She mentioned that even though she liked the current job, she felt the new position would offer greater career growth, which reflected her attempt to justify the decision and reduce the conflict in her mind.

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Step 3: Conclude with Your Reflection

End your entry with a short reflection on the experience. You could discuss what you learned from this interaction or how you might respond differently in a similar situation in the future. This shows your ability to critically analyze the social dynamics at play.

Example:

Reflecting on this conversation made me more aware of how people often try to justify decisions to reduce dissonance, even when they are conflicted. In the future, I will try to be more mindful of the contradictions others may feel when making major decisions and offer support to help them process their thoughts.

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Formatting Your Journal Entry

• Length: 1-2 paragraphs
• Clarity: Be clear and concise in your description of the social interaction.
• Concept Application: Make sure to accurately apply the social psychology concept to the interaction.
• Tone: Maintain a casual yet reflective tone, similar to the example.

This guide will help you write a structured and insightful journal entry, connecting your social experiences to the concepts discussed in your course. By following these steps, you’ll ensure your entry is relevant, reflective, and well-organized.

Description from the teacher:
In this exercise, you will identify the different personality traits and research methods available by assessing your personality.

LINK FOR CASE:
https://supreme.justia.com/cases/federal/us/362/402/
Discuss the case of Dusky v. United States PDF (1960) with your classmates. Using the appropriate terminology, examine the background, participants, and historical significance of the case in relation to competency assessments used in today’s forensic practice. In your discussion, provide the psychometrics of two competency assessment tools that you would utilize in a competency evaluation.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Victimology is an important area of the criminal justice system that we should not forget, but it gets less attention than other areas within forensic psychology. When criminal cases and the perpetrators of victim crimes are viewed and scrutinized in the news, media, or documentaries, the primary focus is often on the perpetrator of the crime. This discussion will draw attention to the victims by discussing the impact the crime had on them, as well as how they are affected by the criminal justice system.
After completing the readings for this week, please answer the following.
*Provide an overview of victimology for a reader with no knowledge of the concept.
*How has society’s perspective of victims evolved over time?
*Compare and contrast the perspectives of retributive and restorative justice?
*Does one of these perspectives offer more satisfaction to victims? If so, why?
References
Constanzo, M., & Krauss, D. (2021). Forensic and legal psychology: Psychological science applied to law (4th ed.). Worth Publishers. (Chapter 11)
Mawby, R. I., & Walklate, S. (1994). Critical victimology: International perspectives. SAGE Publications, Inc. Chapter 1: “Perspectives on Victimology” and Chapter 5: “Immediate Help for the Victims of Crime”
Malsch, M., & Kaptein, H. (2017). Crime, victims and justice: Essays on principles and practice. Routledge. Chapter 1: “Doubts on the Upsurge of the Victim’s Role in Criminal Law” and Chapter 2: “Gearing Justice Action to Victim Satisfaction Contrasting Two Justice Philosophies: Retribution and Redress”

Certification by the Behavior Analyst Certification Board (BACB) as a board certified behavior analyst (BCBA) is different and a separate qualification than licensure of behavior analysts at the individual state level. How behavior analysts practice in schools is determined by licensure laws and regulations, depending on the state. Licensure holds more power than certification and impacts the way in which you can practice. This assignment will help you discover if licensure exists in your state and how that affects how behavior analysts practice in schools.
Preparation
To prepare for this assignment, complete the following:
Research the licensure requirements for a behavior analyst in your state. Visit U.S. Licensure of Behavior Analysts Links to an external site. to get started.
If your state does not require licensure, research the requirements in a nearby state.
Review the Individuals with Disabilities Education Act, or IDEA Links to an external site..
Research your state’s special education laws.
Research any other requirements that may exist at the state level that would affect a behavior analyst’s practice in public school settings.
Instructions
Create a presentation as a means of organizing the following information:
BACB Certification and State Licensure
Describe at least 2–3 differences and similarities between BACB certification and state licensure.
Discuss the state licensure requirements for behavior analysts in your state.
If licensure does exist, what are the requirements to become licensed? What board or council has governance over the behavior analyst license? What does the license allow you to do? What are the limitations? What are the pros and cons of having a licensure requirement at the state level?
If there is no licensure requirement in your state, research a nearby state and answer the questions above.
Explain how licensure requirements, or the absence of licensure, affect a behavior analyst’s practice in public school settings. What limitations exist if any?
Identify and discuss any other specific guidance at the state level (licensure board, state professional association of behavior analysis, state department of education) that affect a behavior analyst’s practice in public school settings.
Special Education Law
Explain the role of the behavior analyst on an individualized education program (IEP) team according to the federal law (IDEA).
Explain how any specific state special education laws affect a behavior analyst’s practice in public school settings.
Use the Notes section to write out a script for your presentation.
Additional Requirements
Written communication: Should be free of errors that detract from the overall message.
APA formatting: Use current APA style and formatting for citations and references. Refer to Evidence and APA Links to an external site. for citing and referencing tips.
Length: 8–10 slides, not including the title slide or reference slide.
References: A minimum of four credible professional resources.
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:
Competency 3: Identify laws and regulations centered around behavior-analytic consultation in educational settings.
Describe differences and similarities between BACB certification and state licensure.
Discuss state licensure requirements for behavior analysts in a particular state.
Explain how licensure requirements affect a behavior analyst’s practice in a public school setting.
Explain how federal and state special education law affect a behavior analyst’s practice in a public school setting.
Competency 5: Communicate in a manner that is scholarly and consistent with expectations for professionals in the field of psychology.
Create a well-organized presentation with a clear purpose, addressing the appropriate audience in discipline-specific language and terminology.
Apply APA formatting to references.

I have attached the paper summary that needs to be included in this paper. Please use those two sources plus one additional source.
The paper should demonstrate the ability to evaluate, analyze and synthesize information from multiple sources. The main body of the paper must be a minimum of 750 words in length, excluding the cover page and the reference page. Other sections, such as the cover page and the reference page are part of the paper format. Use your text as your main source. You do not need to provide any additional sources. The paper should be submitted in Word, double-spaced, with 1-inch margins and font consistent with current APA guidelines. All sources should be included in the list of references. The paper is worth 175 points. It is due by 11:59 pm CT Sunday to the appropriate Dropbox folder.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Understand the Assignment Requirements

• Objective: Write a 750-word paper demonstrating your ability to evaluate, analyze, and synthesize information from your textbook.
• Format: Follow APA guidelines—double-spaced, 1-inch margins, and a clear font (e.g., Times New Roman, 12 pt).
• Submission: Save your document in Word format and upload it to the designated Dropbox by the deadline.

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Step 2: Plan Your Paper Structure

1. Cover Page
   • Include the title of your paper, your name, course name, instructor name, and the submission date (formatted per APA guidelines).
2. Main Body (750 Words Minimum)
   • Introduction (100–150 words):
     • Briefly introduce the topic and provide background information.
     • State the purpose of the paper or your thesis.
   • Body Paragraphs (600–650 words):
     • Paragraph 1: Analyze a key concept or theme from your textbook.
     • Paragraph 2: Evaluate how this concept applies to real-world situations or examples.
     • Paragraph 3: Synthesize information by connecting different ideas from the text and explaining their broader implications.
     • Paragraph 4 (Optional): Discuss limitations or alternative perspectives related to the topic.
   • Conclusion (100–150 words):
     • Summarize your key points.
     • Restate your thesis or main argument in light of the analysis you provided.
3. Reference Page
   • Include a list of all sources cited, formatted according to APA guidelines.

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Step 3: Writing Your Paper

• Use Your Textbook as the Main Source:
  • Identify relevant sections or chapters that align with your topic.
  • Quote or paraphrase content effectively, citing the textbook according to APA format (e.g., Hutchison, 2019, p. 45).
• Stay Analytical and Synthesized:
  • Evaluate by breaking down the material into its components and explaining its significance.
  • Analyze by interpreting and comparing ideas.
  • Synthesize by linking multiple concepts or themes into a coherent narrative.

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Step 4: Formatting Guidelines

1. Margins and Spacing:
   • Ensure 1-inch margins and double-spacing throughout the document.
2. Font:
   • Use Times New Roman, 12-point font, as required by APA style.
3. Headings:
   • Use proper APA-style headings to organize your sections (e.g., Introduction, Analysis, Conclusion).
4. Citations and References:
   • Cite your textbook in the body of your paper (e.g., “According to Hutchison (2019)…”).
   • Include a full reference on the reference page:
     Hutchison, E. D. (2019). Dimensions of human behavior: Person and environment (6th ed.). Sage Publishing.

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Step 5: Review and Edit

• Proofread:
  • Check for grammar, spelling, and APA formatting errors.
• Word Count:
  • Ensure the main body is at least 750 words long.
• Clarity:
  • Make sure your argument flows logically, and each paragraph connects to your thesis.

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Step 6: Submit Your Paper

• Save your file as a Word document (e.g., “Lastname_AssignmentTitle.docx”).
• Upload it to the appropriate Dropbox folder before the deadline (11:59 pm CT Sunday).

By following this guide, you’ll create a well-structured, insightful paper that meets all requirements. Good luck!

The Assessment Project is designed to provide students with experience in a) selecting and conducting direct and indirect assessment for various purposes, b) analyzing and interpreting assessment results to develop individualized intervention programs for home, school, or community settings, and c) writing reports and designing visual data displays to convey results of assessment to readers ranging in experience and expertise.
Activity Details
In this module, you will begin Part 1 of the Assessment Project.
Part 1: Conduct a Skills Assessment – VB-MAPP or PEAK (student choice)
[BACB Task List (5th edition) content areas F1, F2, F3, F4, F9]
1. Select a learner for this project and obtain requisite permissions (participant, parent/guardian, employer) to conduct a skills assessment. If you do not work with learners, you are welcome to use a friend or family member – children under 5 are best suited for the VB-MAPP assessment; PEAK and AFLS can be used with any age learner/person. The assessment may be conducted virtually. Please obtain or create the permission form on your own, which should include: your name, the purpose of the assessment (in partial completion of this course) and what will occur with the results (they will be submitted for a grade to your CI, using a pseudonym, and may be provided to the family upon request – they may not be used for any official records for the learner). You will not turn in this permission form.
2. Conduct and score at least 2 sections (domains) of the assessment you select (see below for details on obtaining the assessments).
3. Analyze results of the assessment and identify strengths and areas of need.
4. Develop instructional goals for 5 prioritized skills for the learner based on assessment results. Substantiate social significance of these goals for your participant.
NOTE: Your actual assignment document will be submitted in Module 4; please do not submit any documents here.
Once you have identified your learner, please respond to this assignment by typing the following statement ONLY:
I have identified my participant and obtained necessary permission.

Obtaining the Assessments:
Option 1: The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP):
For the VB-MAPP, you will only complete domains from the Milestones portion of the Assessment. You will need access to VB-MAPP scoring forms and scoring grid. If you do not have access to the assessment, an electronic version is available for purchase ($19.99) at VB-MAPP AppLinks to an external site..
This complete Electronic Version of the VB-MAPP includes both the Protocol and Guide, providing unlimited assessments and progress reporting for life. Platforms: iPhone, iPad, Web (Web version at vbmappapp.com allows PC, Mac, laptop, Android phones and Tablets to all use the app). Please note that downloading and submitting the “report” generated by this online program is NOT permitted. Additionally, using any direct quotes from this report is considered plagiarism. It will result in a zero on the assignment and a request to revise and re-submit using your own words. You must submit your own original report, and you may not submit the app’s auto-generated report.
Option 2: Promoting Emergence of Advanced Knowledge (PEAK):
Assessor scriipt and scoring guideLinks to an external site.
Flip Book (materials for assessment)Links to an external site.
A webinar with additional information is provided in Module 2.

 

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Identify and Obtain Permission from Your Learner

• Choose a learner who fits the criteria for either the VB-MAPP or PEAK assessment. Since children under 5 are ideal for VB-MAPP, consider someone from that age group for your assessment.
• Ensure you get the necessary permissions from the learner’s parent/guardian, and if applicable, an employer. The permission form should include:
  • Your name and purpose of the assessment.
  • An explanation of how the results will be used (graded assignment, provided to family on request, etc.).

Step 2: Conduct the Assessment

• Select the domains from the assessment (VB-MAPP or PEAK) that you’ll be focusing on. You need to score at least two sections.
  • VB-MAPP: Focus on domains from the Milestones portion.
  • PEAK: Follow the provided script and scoring guide.
• Ensure the assessment is completed accurately, whether it’s done virtually or in person.

Step 3: Analyze the Results

• Once you’ve scored the assessment, analyze the results to identify the learner’s strengths and areas of need.
• Focus on what skills need to be prioritized and which areas can be built upon.

Step 4: Develop Instructional Goals

• Based on the results of the assessment, develop 5 prioritized instructional goals for the learner.
• Make sure these goals are socially significant for the participant. This means they should improve the learner’s everyday life and have value in real-world settings (home, school, or community).

Once you’ve completed these steps, submit the required statement indicating that you’ve identified your participant and obtained permission. Good luck with your project! Let me know if you need any help along the way!

Instructions
1. Find at least three peer-reviewed articles containing research on SAFMEDS written within the last ten years. These should be studies with single-subject research designs written in behavioral journals. If you want to use a study that does not meet these criteria, please discuss this with your instructor.
2. Synthesize the research in three to four pages, in which you address the following:
Analyze the behavioral principles at work in the SAFMEDS process, specifically discussing them in the context of precision teaching.
Analyze the procedures, describing how the procedures in each study are similar to and different from one another.
Analyze the results of each study and describe how the results are similar to and different from one another.
Analyze the strengths and limitations of each study and discuss how these are similar to and different from one another.
Evaluate future directions, identifying areas requiring additional research.
Evaluate your own process in relation to the research, indicating how you will use the information gleaned from these studies to guide you through the SAFMEDS process.
3. Scan and upload your SAFMEDS celeration chart. You should have between three and seven data points plotted on your chart. Refer to the third study in Week 1, Setting Up SAFMEDS Daily Activity, for complete instructions.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

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Step 1: Find Relevant Peer-Reviewed Articles

Start by finding at least three peer-reviewed articles on SAFMEDS research. These should focus on single-subject research designs published in behavioral journals within the last ten years. It’s important to select studies that match these criteria, but if you come across a study that doesn’t fit, talk to your instructor for approval.

• Tip: Use databases like PubMed, Google Scholar, or JSTOR to search for relevant articles. Keywords such as “SAFMEDS,” “single-subject design,” and “precision teaching” can help narrow down your search.

Step 2: Synthesize the Research (3–4 Pages)

After gathering your articles, you’ll need to synthesize the research. This means combining information from the articles and comparing them across different areas. Break this section into five main analyses:

A. Behavioral Principles in SAFMEDS

• Start by discussing the key behavioral principles at work in the SAFMEDS process.
• Specifically, connect these principles to precision teaching (a teaching method focused on measurement and decision-making).
• Analyze how these principles manifest in each of the studies you’re reviewing.

B. Analyze the Procedures

• Discuss how the procedures used in each study are similar to or different from one another.
• Consider aspects such as how the data were collected, the setting in which the study took place, and any variations in the application of SAFMEDS.

C. Analyze the Results

• Evaluate the results of each study.
• Point out similarities and differences between the findings.
• Discuss what each study contributes to our understanding of SAFMEDS and precision teaching.

D. Strengths and Limitations of Each Study

• For each article, identify its strengths (e.g., robust methodology, clear findings) and limitations (e.g., small sample size, potential biases).
• Compare and contrast these strengths and limitations to get a holistic view of the body of research.

E. Future Directions

• Reflect on the future of SAFMEDS research.
• Identify areas that need further exploration or improvement.
• Suggest potential directions for future studies based on the gaps you noticed in the current research.

F. Your Own Process and Reflection

• Finally, evaluate how you can apply the insights gained from these studies to your own SAFMEDS process.
• Reflect on how you will integrate the information you learned into your own study or learning process.

Step 3: Scan and Upload Your SAFMEDS Celeration Chart

This part of the assignment involves uploading a scanned copy of your SAFMEDS celeration chart.

• Ensure that you have between three and seven data points plotted on your chart.
• You can refer to the third study in Week 1, “Setting Up SAFMEDS Daily Activity,” for specific instructions on how to create and label the celeration chart.

Step 4: Finalize Your Paper

Once you’ve completed the synthesis of research and included your celeration chart, review your paper.

• Check for clarity and flow between the sections.
• Make sure each section is clearly labeled and that you’ve covered all the analyses required.
• Proofread your work to eliminate errors and ensure consistency in formatting.

Step 5: Submit Your Paper

Once everything is polished and complete, submit your paper according to your instructor’s submission guidelines. Be sure to keep a copy for yourself!

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By following these steps, you’ll be able to break down the assignment into manageable parts and complete it successfully. Stay focused on the instructions, and remember that this is an opportunity to deeply engage with SAFMEDS research and improve your understanding of precision teaching!

What are the independent and dependent variables?
Are there any other kinds of variables used in this study?
How well are the variables operationalized in this research?
What are the hypotheses?

To answer these questions thoroughly, I’ll provide a general framework for analyzing variables, hypotheses, and operationalization in a study. Once you share the specific study or research you’re referring to, I can apply this structure directly to it.

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Framework for Identifying Variables and Hypotheses in a Study

1. Independent and Dependent Variables

• Independent Variable (IV):
  The variable that is manipulated or categorized by the researcher to observe its impact. Ask: What is being tested or changed?
• Dependent Variable (DV):
  The variable being measured to see how it is affected by the IV. Ask: What is the outcome being studied?

Example:

• In a study examining the effect of exercise (IV) on stress levels (DV), the IV is exercise (e.g., frequency, intensity, or duration), and the DV is the level of stress (e.g., measured via a self-reported questionnaire or cortisol levels).

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2. Other Variables

• Control Variables:
  These are variables the researchers keep constant to ensure they do not influence the DV (e.g., age, gender, environmental conditions).
• Extraneous Variables:
  These are any other variables that could unintentionally affect the DV and are not controlled or accounted for.
• Moderator Variables:
  Variables that change the strength or direction of the relationship between the IV and DV (e.g., age may moderate the effect of exercise on stress levels).
• Mediator Variables:
  Variables that explain the process through which the IV affects the DV (e.g., improved sleep quality may mediate the effect of exercise on stress levels).

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3. Operationalization of Variables

• Definition:
  Operationalization refers to how abstract concepts (variables) are defined and measured in the study. For example, stress could be operationalized as self-reported stress levels on a Likert scale or cortisol concentrations in saliva.
• Evaluation:
  To assess how well the variables are operationalized, consider:
  • Are the measures reliable and valid?
  • Do the operational definitions match the conceptual definitions?
  • Are the measures appropriate for the research context?

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4. Hypotheses

• Null Hypothesis (H₀):
  A statement predicting no effect or no relationship between the IV and DV (e.g., “Exercise has no effect on stress levels”).
• Alternative Hypothesis (H₁):
  A statement predicting a specific effect or relationship (e.g., “Exercise reduces stress levels”).
• Hypotheses should be clear, specific, and testable.

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Your Turn

Please share the specific study, and I can help you:

1. Identify the IVs, DVs, and any other variables.
2. Evaluate the operationalization of the variables.
3. Outline the hypotheses as presented in the study.