Psychology ABA 504- Assignment 1
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ABA504Assignment1rubric.pdf
ABA504 Assignment 1 Rubric
Part I: Treatment Effectiveness
1. Identify the dependent variable being addressed in the case study. To do this, you should specify at least three specific target behaviors that are considered part of the
overall response class (i.e., the set of responses that achieve the same function).
2. Define each of the target behaviors in specific, observable, and measurable terms.
3. Identify what measurement dimension of the overall dependent variable will be assessed (i.e., frequency, duration, latency, etc.) with what type of recording system (e.g.,
permanent product recording, event recording, interval recording, etc.). (Please refer to Table 7.2 on page 152 in your textbook by Mayer et al. (2022) for a chart of
possible methods and reasons to use them.)
4. Identify what single-subject design is being used to evaluate the effects of the intervention.
5. Create a graph of the data during the four phases (see the table). (You can refer to Exercise 2 to learn how to graph this type of single-subject design using Excel.)
6. Examine your graph and state whether the intervention was effective.
7. Explain your conclusion based on principles of visual analysis. Refer to the magnitude/level of performance, the trend in performance, and the variability in performance
for the data in each phase.
Part II: Treatment Generalization
1. When the behavior analyst had teachers collect data in all three classrooms throughout the study such that the data could be plotted on three graphs aligned vertically,
what type of single-subject design was the behavior analyst using?
2. The behavior analyst was interested in analyzing the presence or absence of change in the dependent variable in Classrooms 2 and 3 in order to evaluate what type of
generalization?
3. Based on the data in Classrooms 2 and 3 when the initial intervention and fading procedures were implemented in Classroom 1, did the treatment effects generalize to the
other classrooms? How do you know?
4. What (if any) effect did the break card and instructions in Classroom 1 (plus the presence of a break card in Classrooms 2 and 3 without instructions) have on the
dependent variable in Classroom 2 and 3? How did behavior change or not change in each Classroom? Was generalization shown in Classrooms 2 and/or 3?
5. What (if any) effect did the introduction of the break card phase (break card + instructions) in Classroom 2 have on the dependent variable in Classrooms 2 and 3? Was
generalization shown in Classroom 3?
6. Why do you think the behavior analyst did not implement the break card intervention (break card + instructions) in Classroom 3?
7. Write a summary statement to explain under what conditions generalization did and did not occur in this study.
8. Make a suggestion for future treatment based on what was learned about generalization in this study.
Grading item
Completely accurate
in content and
clearly articulated
Partially inaccurate
in content OR
somewhat unclear in
articulation
Partially inaccurate
in content AND
unclear in
articulation
Item is missing or
completely
inaccurate in
content
Total
Part I: Treatment Effects
1. Identify the overall dependent variable and
state at least three specific target behaviors
that make up the response class
Clearly name the overall dependent variable
addressed in the case study.
• List at least three specific target behaviors that
make up the response class (behaviors that serve
the same function).
• Explain briefly how these behaviors are
functionally related.
4
(1 point per item)
1-3
(Based on # items)
1 0
2. Provide an operational definition of each
target behavior.
Define each target behavior in observable,
measurable terms so another observer could
reliably record it.
• Avoid vague terms such as “off task” or
“disruptive.” Instead, specify exact topographies
(e.g., “leaving seat for >5 s”).
6
(2 points per item)
4
(Based on # items)
2
(Based on # items)
0
3. Identify what dimension of the dependent
variable will be measured.
5 3 1 0
Grading item
Completely accurate
in content and
clearly articulated
Partially inaccurate
in content OR
somewhat unclear in
articulation
Partially inaccurate
in content AND
unclear in
articulation
Item is missing or
completely
inaccurate in
content
Total
State which dimension of the dependent variable
is measured (frequency, duration, latency, rate,
etc.).
• Explain why this dimension best captures
meaningful change in the behavior.
4. Identify what type of recording system will
be used.
Name and describe the recording method used
(e.g., event, interval, permanent product,
momentary time sampling).
• Explain how this system suits the target
behavior and setting.
5 3 1 0
5. Identify what single-subject design is being
used.
Specify which experimental design is used to
evaluate intervention effects (e.g., ABAB
reversal, multiple baseline, changing criterion).
• Describe how the design demonstrates
experimental control.
5 3 1 0
6. Create a graph of the data. 10 7 4 0
Grading item
Completely accurate
in content and
clearly articulated
Partially inaccurate
in content OR
somewhat unclear in
articulation
Partially inaccurate
in content AND
unclear in
articulation
Item is missing or
completely
inaccurate in
content
Total
• Produce a clearly labeled single-subject
graph that includes:
– X axis (sessions or days) and Y
axis (behavior measure)
– All phases with vertical phase-
change lines
– Data points connected within
phases and correctly labeled
baseline/intervention/fading
phases
• Ensure consistent scaling
and readable titles.
7. Explain whether the intervention was
effective, referring to the level, trend, and
variability in each phase.
Using visual analysis, describe whether the
intervention was effective.
• Reference:
– Level (mean change between phases)
– Trend (direction and slope of data)
– Variability (consistency within and across
phases)
• Provide a concise conclusion supported by data.
9 6 3 0
Grading item
Completely accurate
in content and
clearly articulated
Partially inaccurate
in content OR
somewhat unclear in
articulation
Partially inaccurate
in content AND
unclear in
articulation
Item is missing or
completely
inaccurate in
content
Total
PART II: Generalization Effects
1. Identify the type of single-subject design
used when data were collected across three
classrooms.
• State the specific single-subject design
used when the behavior analyst collected
data across the three classrooms
• Explain why this design fits
5 3 1 0
2. Identify the type of generalization being
evaluated when looking at changes in
Classrooms 2 and 3 during the intervention
in Classroom 1.
Specify which kind of generalization the analyst
was evaluating when looking for changes in
Classrooms 2 and 3 (e.g., setting/situation
generalization or response generalization).
• Define the type of generalization in your
answer
5 3 1 0
3. Explain if the initial treatment effects of
requesting breaks generalized to
Classrooms 2 and 3.
5 3 1 0
Grading item
Completely accurate
in content and
clearly articulated
Partially inaccurate
in content OR
somewhat unclear in
articulation
Partially inaccurate
in content AND
unclear in
articulation
Item is missing or
completely
inaccurate in
content
Total
Describe the data patterns you see.
• Use behavioral terms: mention
whether there was a change in
level, trend, or variability in the
other classrooms.
4. Explain if the effects of the Break Card
intervention in Classroom 1 generalized to
classrooms 2 and 3.
When the “Break Card” was introduced (with
instructions in Classroom 1 and only visual
presence in Classrooms 2 and 3), describe:
• What happened to disruptive behaviors in
each classroom?
• Whether any generalization was shown
(partial, full, or none).
5 3 1 0
5. Explain the effects of introducing the Break
Card intervention in Classroom 2 on the
dependent variable in Classrooms 2 and 3,
including whether generalization was
shown in Classroom 3.
When the full Break Card intervention (with
instructions) began in Classroom 2:
• Describe how behavior changed in
Classrooms 2 and 3.
5 3 1 0
Grading item
Completely accurate
in content and
clearly articulated
Partially inaccurate
in content OR
somewhat unclear in
articulation
Partially inaccurate
in content AND
unclear in
articulation
Item is missing or
completely
inaccurate in
content
Total
• State whether generalization occurred to
Classroom 3.
6. Explain why the intervention was not
introduced to Classroom 3.
Explain why the behavior analyst might have
chosen not to implement the full Break Card
intervention in Classroom 3.
• Tip: Consider design logic (e.g., clear
demonstration of effect without need for
replication) and ethical efficiency.
5 3 1 0
7. Explain under what conditions
generalization did and did not occur in this
study.
Create a summary of the following:
• When and where generalization
did occur (and why).
• When and where generalization
did not occur (and why).
• Relate your explanation to applied
behavior analysis principles (e.g.,
stimulus generalization, mediating
stimuli, programming common
stimuli).
9 6 3 0
Grading item
Completely accurate
in content and
clearly articulated
Partially inaccurate
in content OR
somewhat unclear in
articulation
Partially inaccurate
in content AND
unclear in
articulation
Item is missing or
completely
inaccurate in
content
Total
8. Suggest a future treatment based on what
was learned about generalization in the
study.
Based on the results,
• propose one data-based recommendation
for improving generalization (e.g.,
training across settings, teaching
mediating stimuli, using sequential
modification, or adding reinforcement in
new settings).
5 3 1 0
Overall Writing (clarity, APA style formatting)
Your paper should be clearly organized, use APA
style, and demonstrate conceptual accuracy and
graduate-level writing.
12 8 4 0
Final Grade
