ABA 527 Project
zanuyekeh
ABA527M2ProjectCreateanAnnotatedBibliography.docxCreate an Annotated Bibliography (ongoing)
Description
Throughout the project assignments, you will be responsible for the use of research articles to supplement your work. This will help you develop an annotated bibliography for your personal portfolio. You will research articles (from scholarly journals) that support ABA in public schools. These should be geared toward your chosen path. This week you will research 3 articles relating to your path.
1. Articles about student-specific consultation, FBA/FA, and/or functional analyses conducted in a public school setting setting
2. Articles that focus on specific classroom-based work: group contingencies, consultation, PBIS, etc.
3. Articles pertaining to district-wide consultation in areas such as SW-PBIS, Social-Emotional programming, Trauma-Informed interventions, etc.
You must write one paragraph (NO MORE THAN ONE PARAGRAPH) describing the purpose of each article, the methods used, the findings, and a concluding statement about how the article contributes to special education and, in particular, your chosen path in public school. See rubric below.
Each annotation must be in APA format.
Helpful resources/samples:
https://guides.lib.uoguelph.ca/AnnotatedBibliographyLinks to an external site.
Open this document with ReadSpeaker docReader Open this document with ReadSpeaker docReader (see page 2)
SAMPLE
The following is a sample annotated bibliography (written by a former student):
Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of FBA function-based and non-function-based intervention plans. Journal of Positive Behavior Interventions, 7(4), 224-236. https://doi.org/ 10.1177/10983007050070040401 (THIS NEEDS TO BE APA FORMAT. For some reason, it is not indenting the second line here).
As challenging behaviors can interfere with one’s learning environment, appropriate behavioral interventions should be considered. This study compared the effectiveness of function-based versus non-function-based interventions for two students from a suburban public school. Two behavior intervention plans (BIPs) were presented to each student, the first being function-based from information compiled through FBAs and direct observations of problem behaviors. The other BIP was not function-based, utilizing consequences that were not supported by completed FBAs. In a single subject ABCBC design, both BIPs were alternated for each participant. The percentage of intervals with problem behaviors occurring during baseline ranged from 49-61%, decreasing to 9-38% when the function-based BIPs were implemented. An increasing trend was observed as each subject endured non-function-based BIPs. The findings of this analysis highlight functional control as problem behaviors decreased and alternative responses increased with the use of function-based BIPs, while non-function-based BIPS resulted in an opposite effect. The implications of this study emphasize the utility and social validity of conducting FBAs in public school settings to create individualized behavior plans.
Rubric
Project Rubric 2
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Project Rubric 2 |
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Criteria |
Ratings |
Pts |
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This criterion is linked to a Learning OutcomeAPA citation |
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5 pts |
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This criterion is linked to a Learning OutcomeArticles from peer-reviewed behavior analytic journal |
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5 pts |
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This criterion is linked to a Learning OutcomeArticles align with chosen path and/or topic |
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5 pts |
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This criterion is linked to a Learning OutcomeAnnotated paragraph includes a summary (purpose/method/findings) AND concluding statement how it contributes to special education/your chosen path |
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5 pts |
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This criterion is linked to a Learning OutcomeAnnotations are thoughtful, complete, and well-written |
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5 pts |
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Total Points: 25 |
