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Treatment Effectiveness & Generalization

1. Dependent Variable and Target Behaviors

The dependent variable is disruptive behavior, consisting of the following three target behaviors: – Yelling profanities: Any instance of John shouting inappropriate or offensive language that can be heard from a distance of at least 5 feet. – Kicking over a desk: Using force from the foot or leg to tip or move a desk from its upright position. – Tipping over his chair: Deliberately leaning or shifting his weight such that the chair falls to the ground, with or without him in it. Comment by Microsoft Office User: 1.1 Nice job with the dependent variable. 4/4

2. Operational Definitions Comment  by Microsoft Office User: It’s a little confusing to have both an explanation of the behavior and operational definitions. I would recommend taking off descriptions and just leaving the operational definitions.

– Yelling profanities: A vocal outburst containing inappropriate words at a volume exceeding conversational level. – Kicking over a desk: Contact with the desk using the foot or leg resulting in the desk tipping or being displaced. – Tipping chair: Purposeful movement leading the chair to fall onto the floor from an upright position. Comment by Microsoft Office User: 1.2 This is a hard one to define. What makes it hard is trying to not use subjective words like inappropriate. Words can be considered inappropriate by one person and be viewed differently by another individual. Look for using words other than inappropriate in your definition. Maybe you could say ‘uses profane words’ or ‘words that are not allowed in the setting’. 1/2 Comment by Microsoft Office User: 1.2 Great job with this definition. 2/2 Comment by Microsoft Office User: 1.2 When we are writing operational definitions, we are not trying to determine the intention, just defining what to observe. 1/2

3. Measurement Dimension and Recording System

The measurement dimension used is frequency, and the recording method is event recording. This approach is appropriate for discrete, observable behaviors that have a clear beginning and end, allowing for accurate counts of how often the target behaviors occur. Comment by Microsoft Office User: 1.3 Excellent, this is correct. 5/5 Comment by Microsoft Office User: 1.3 Good job. 5/5

4. Single-Subject Design

An ABAB reversal design was used to assess the intervention’s effectiveness. Comment by Microsoft Office User: 1.4 Nice work. 5/5

5. Graph of the Data

Graph displaying data across four phases of intervention: Comment by Microsoft Office User: 1.6 For proper formatting you will want to put the graph in this section and not at the end of the paper. Additionally, we typically don’t connect the data points across the phase change line. This will help with the visual analysis process. 7/10

6. Intervention Effectiveness Treatment Effectiveness & Generalization

Yes, the intervention was effective. Disruptive behaviors decreased significantly during intervention phases and increased again during baseline phases.

7. Visual Analysis

– Level: Sharp reduction in frequency noted in intervention phases. – Trend: Decreasing trend in intervention; increasing trend during baselines. – Variability: Moderate variability in baseline phases, more stability during intervention. Comment by Microsoft Office User: 1.7 You will need to add more detail in your analysis and explanation of why the intervention is effective. 6/9

 

Part II: Treatment Generalization

1. Single-Subject Design for Generalization

Multiple baseline across settings was used. Comment by Microsoft Office User: 2.1 That is correct. 5/5

2. Type of Generalization Evaluated

Setting generalization. Comment by Microsoft Office User: 2.2 Correct. 5/5

3. Initial Generalization Effect

Generalization did not occur initially in Classrooms 2 and 3 during the first intervention in Classroom 1. Disruptive behavior remained unchanged in those settings. Comment by Microsoft Office User: 2.3 I would like to see a little more explanation on what you are analyzing and seeing in the data. What led you to this conclusion? 3/5

4. Effect of Break Card Without Instruction

– Classroom 2: Slight decrease, not significant. – Classroom 3: No change. Generalization was not evident without instruction. Comment by Microsoft Office User: 2.4 Think back to the definition of setting generalization. Generalization is the decrease, in this scenario, of the behaviors in the novel settings without instruction occurring. 3/5

5. Effect of Break Card + Instruction in Classroom 2

– Classroom 2: Disruptive behavior decreased noticeably. – Classroom 3: No change. Generalization did not occur in Classroom 3. Comment by Microsoft Office User: 2.5 I want you to look again the data in classroom 3. 0/5

6. Why Not Implement in Classroom 3

To test whether generalization would occur naturally through mediated stimuli without additional instruction. Comment by Microsoft Office User: 2.6 You are almost there. Generalization is not going to occur ‘naturally’ it is from deliberate programming. How did the behavior analyst in this scenario program for generalization? 1/5

7. Summary Statement Treatment Effectiveness & Generalization

Generalization only occurred when the break card was paired with specific instruction. The presence of the card alone was not sufficient to produce behavior change. Comment by Microsoft Office User: 2.7 This is incorrect. The intervention worked but that does not mean there was generalization. Review the definition of setting generalization. 0/9

8. Suggestion for Future Treatment

Future interventions should ensure that mediating stimuli are introduced with explicit instruction across all relevant settings. Booster sessions and consistent prompts can support generalization. Comment by Microsoft Office User: 2.8 –It is unethical and impractical to provide instruction in all targeted settings. Ethically, as behavior analysts, we have to program for generalization. Can you imagine having to teach what 2+2 is in the home environment, in the store, at McDonalds, at school, at the park, at a friend’s house, etc.? We can’t provide instruction in all settings. 0/5

Graphical Analysis of Treatment Generalization

The following figure illustrates disruptive behavior across the three classrooms:

What were the dependent variable and target behaviors?, What were the operational definitions used?, What measurement dimension and recording system were applied?, Was the intervention effective and why?, How was treatment generalization evaluated and what were the outcomes?