Paper/For Tutor Faith
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research_final_unit_8.docxDescription:
In this assignment, you will assemble the final draft of your Research Paper you have been working on throughout the
course. Your Research Paper Final Draft should include the elements listed below.
Elements:
The grade of your Research Paper Final Draft is largely based on your inclusion of these elements and the overall quality
of your writing. Your paper must contain the following elements.
1. Cover page and APA formatting:
You should include an APA-style cover page for your Research Paper. See the example on page 16 of The CSU
APA Guide (6th edition). Your cover page should include the following: the title of your paper, your name, and the
name of your university (Columbia Southern University). The running head should include up to 50 characters from
the title of the paper, along with a sequential page number in the upper right-hand corner.
2. Abstract:
The abstract is a 150-250 word summary of your Research Paper, and it should be written only after you have
finished writing the entire paper because how your abstract is worded largely depends on the development of your
paper. Your abstract should be accurate, self-contained, concise and specific, non-evaluative, coherent, and
readable. Your abstract may be modeled after the theoretical paper model or empirical study model. For
information or an example of an abstract, see p. 12 of The CSU APA Guide (6th edition) and p. 511 of Strategies for
Writing Successful Research Papers. Note that the abstract presented references MLA, but yours should be in
APA style. The abstract should be the second page in the paper, after the cover page, and the abstract should be
on its own page. The text of the paper itself should begin on page 3. Your abstract must meet the following
standards:
• Be 150-250 words
• Be located on the second page of your final draft
• Have a heading of Abstract that is centered at the top of the page.
H 1020, English Composition II 14
3. Introduction:
There are some pitfalls to writing an introductory paragraph, and you can avoid some of them by reading through
the Checklist: “Avoid Certain Mistakes in the Introduction” on p. 495 of Strategies for Writing Successful Research
Papers.
4. Review of literature:
The review of literature should be a smooth transition from the introduction of your paper and should present a
controlled summary of the conversation surrounding your topic.
5. Body paragraphs:
Each paragraph of the body of your Research Paper should be a cohesive unit. It should be tight, but developed. It
should serve a function, and its purpose should always be to bolster the thesis. Therefore, you should use the
following order for each paragraph in the body.
a. Topic sentence: This sentence summarizes the entire paragraph in one strong, well-written sentence,
and it directly supports the thesis statement.
b. Explanation of topic sentence (1-2 sentences): Often times there is more to be said about the topic
sentence, more explanation that is necessary in order for it to be a clear idea, so there are usually a few
sentences that follow the topic sentence that explicate the idea more for the reader. These sentences not
only “unpack” the topic sentence, but they also anticipate the evidence that will be used to support the
topic sentence, usually indirectly.
c. Introduction to evidence (1-2 sentences): No piece of evidence (quotation, example, paraphrase, etc.)
should be dropped into a paragraph without first introducing it. An introduction might include the title of the
source, the author, and/or a short description of the source/author’s credentials. In this way, no evidence is
presented without a context because it is this context that makes the evidence meaningful.
d. Evidence: The evidence that you present backs up your topic sentence, and by extension, supports your
thesis statement. The evidence that you supply can be a number of things: a quotation from a source; a
reasonable, illustrative example; a statistic; commentary from an interview; etc.
e. Explanation of evidence: No piece of evidence stands on its own or is convincing on its own. Although it
may seem to draw a direct line to your topic sentence to support it, often the reader needs you to make the
connection between the two. Further, the general rule is that for each sentence of quoted material, your
explanation should be just as long, so if you include a block quotation, the block quotation should be met
with an equally long explanation.
f. Transition (1-2 sentences): Transitions are essential for research papers because body paragraphs,
especially, are written as units, and it is the transitions that allow for these units to be linked together. Take
a look at the list of transitional expressions on pp. 44-45 in The Little, Brown Compact Handbook with
Exercises.
6. Conclusion:
Your conclusion should pull together your entire paper. Do not consider the conclusion a summary of your paper;
your abstract is the summary of your paper. Instead, your conclusion is your opportunity to suggest what might be
done with your findings. A good conclusion will restate the thesis, place a judgment on the issue discussed,
discuss the implications of your findings, issue a directive or call to action to the reader, and close out the paper
with a strong final thought. However, depending upon your topic and your treatment of that topic, the conclusion
may take different forms. Your conclusion for this paper must be at least 150 words. If the conclusion is less than
the word count, it is likely you have not fully developed your conclusion, and this lack of development can severely
impact your grade for this assignment. For an example and explicit instructions on how to write a conclusion, see
pp. 501-506 of Strategies for Writing Successful Research Papers.
Faith, in the next page is my draft three of my research paper.
ABA And Its Successful Use In the Treatment of Autism
Darin Bullock
Columbia Southern University
Is a home based ABA Program the best treatment?
Abstract
The entry of profound research into behavior analysis to advance the suitable method in curative response to autism in home set up. The success of advanced behavioral analysis and its application in curative cases of autism prompt a diversified application in a home set up to yield a greater impact on the patients of autism. The proponents and advancers of advanced behavioral analysis pose different views with a home care being a dominant proposition to incorporate early intervention with a family group help such as behavior therapy.
Introduction
Several scholars, who have also given proposals on which is the best approach of treatment, have studied advanced Behavioral Analysis and its successful use in treatment of autism. This draft gives an outlay of what the researchers have studied and proposed as the best form of treatment. This article looks at the different proposals, how they are related, and how they differ. The question that makes up the thesis statement is whether there are several different advanced behavioral analyses that have been developed to help deal with the problem of with the problem of autism. One of these ways is for parents to start a home-based intense behavior therapy program.
Research Methods
The analytic research method applies various approaches of qualitative inquiry to yield an analytical solution to a specific study. First, there is use of content analysis as well as narrative analysis alongside comparative method of grounded theory which results in a direct observation of the interaction between researchers and their subjects. In actual fact, the diversity of the approaches allows for a comprehensive set of tools in various scenarios. These tools as are applied to achieve qualitative research objectives whilst preparing a report on the subject. This method is applicable in study autistic people. First, the narrative approach would suit best the objective of information gathering by interviewing the autistic people and content analysis would follow in a quest to understand the plight of the autistic people (Creswell, 2010).
The descriptive research method entails an approach of gathering information to describe the subject of investigation as to what exists or rather its current status with reference to related. The approaches involved include use of surveys to describe and analyze the status quo and a correlation study to investigate the relationship between the variables of the study. In addition, the descriptive research method employs developmental studies to establish change of the status quo over time. This method is suitable and practically applicable to the study of autistic persons. First, the use survey is a comprehensive method of collecting data that can be used in an analysis and review of the date to yield statistical significance and interpretation. The correlation study would serve the purpose of linking the factors that have led to a dynamic curative of autistic people. Lastly, the developmental study method would yield results on the changes that have revolutionized the population of autistic people over time (Jackson, (2014).
The evaluation research method seeks to systematically evaluate the worth merit of a research topic or question. This research method is applicable in the study of autistic people in the assessment of the gravity of the condition and related factors that are instrumental to its premises (Jackson, 2014).
According to (MJ, MD, & JN, 2012), use of the Advanced Behavioral Analysis model will be an effective cog and maintain integrity and reinforcement together with behaviors that showed signs of improvement. In reference to Di Gennaroe, the research points out that there is an improved relationship between improved integrity and intervention effectiveness when they compared procedures aimed at improving special educators’ development in classroom. A Majority of the system has been based on the classroom development that has to be in reinforced through integrity.
Literature review
As per the concept developed by (Layne, 2007), she has used a different approach that looks upon screening tools and diagnostic assessments that are used to identify autism in children mostly around the age two. She uses a different approach compared to Frylinget. She looks at what impacts that this diagnosis can create on families as well as the counselors. She looks at what autism does which would include impaired language, social interactions, and play skills. Also included is cognitive and adaptive function. The statistics that she uses is that one out of one hundred and sixty six children will be diagnosed with autism in the contemporary days. Diligence in the early days of diagnosis have been viewed as the best way of handling the situation especially when it comes to the teachers, parents, as well as clinicians. Public awareness has helped as well and the fact that either autism is increasing, or clinicians are more apt to diagnose children with autism rather than another developmental disability (Layne, 2007),
In understanding the third form of argument it means that we have to look at the work developed by Pulse I & Em-atlena. Chetounjo’s utterances at a press conference on a certain date in July 2012, can give you wider scope of understanding what the warning signs are when it comes to autism, which are characterized by social symptoms, repetitive behavior, and communication deficit. The child needs to be elevated after the appropriate evaluation by a professional with vast knowledge so that they can be given professional treatment against the prescribed problem. There are certain circumstances when early intervention will be seen to have a considerable impact on reduction of symptoms and raising the child’s ability to manage new skills. Just like Layne had thought on this case, there is a suggestion that items should be put in place to diagnose children with autism at the tender age of two since it has been observed that information on autism at the very early days is very scarce. Parents can be relied upon to use their level of intuition as a mode of determining the symptoms even before the actual diagnosis. They are required to engage in pathological process through the interactive pattern with the children at the early age(Layne, 2007),
T.Snuth has given us another angle from which we can argue the case of autism from article to meet the work of a psychiatrist who managed to pioneer the applied Behavioral Analytics that would later be researched on by other psychiatrists. The approach that can be taken here is queue since it focuses on decreasing every challenging behavior and establishes a model communicative language. Language if taught to children, who initially had problems with understanding it, would inept with the development of other forms of behavior that include social interaction. Through this understanding, we tend to believe that this approach has been found to be helpful to children who have been diagnosed with autism. A researcher by the name of Lovaas has worked with a young girl named Beth who had autism, where he had spent much time with the child in order to develop a more thorough system with the patient. It has been considered that he pioneered Advanced Behavioral Analysis based on this research. He found that by doing repetitive behaviors, the child could retain things more easily, and keep them with her. According to AI & JE (2011), argue that early intervention is very key to ensuring that the children who suffer autism make a breakthrough. They found that the earlier the age, the more the child is able to retain what is being taught (AI & JE, 2011).
(Smith, Tristram, Eikeseth, & Svein, March,2011) also made the argument is much alike to Lovaas, a theory was coined, “receptive-before expressive” which is key to the development of the ABA therapies. This approach has also developed strategies of teaching receptive and more expressive language skills to a JI, the individual who had a history of autism. Based on the results of research by Lovaas and others, it has been found that by using an intense therapy calling for repetitive instruction, the child learned and was able to stop certain behaviors. It was also found that the child could be mainstreamed into a regular school class situation. Parents need to understand there is an option for their autistic child, rather than putting them into a special needs school. A home based program is the only answer in helping these children to lead better lives. (Smith, Tristram, Eikeseth, & Svein, March, 2011).
Conclusion
The studies on behavioral changes and curative outcomes are suggestive of a definitive model for autism treatment which evidently has proved material value for earlier interventions at onset of autism. The literature review accord the study by researchers such as Lovaas that offers an introduction of systematic intervention to realize a receptive response. This clears a research problem that has held and propelled the thought of autism curative measures as being bound to end result of supportive care. In the study, the preventive method of early intervention builds a basis for receptiveness and learning and language retention. The premises and foundation of these findings set the benchmark of autism curative approaches with a new perspective of procedural concerns. It is defined that receptiveness comes before expressive stage can be achieved. Through learning at an early creates a threshold for receptiveness which in turn fosters expression. Thus, behavioral analysis comes in handy a research tool in study of curative measures especially autism cases (Smith, Tristram, Eikeseth, & Svein, March, 2011).
Works Cited
AI, P., & JE, C. (2011). A review of recommendations for sequencing receptive and expressive language instruction. National Center for Biotechnology Information, 2011.
Layne, C. M. (2007). Early Identification of Autism: Implications for Counselors. Journal of Counseling & Development, 2007.
MJ, F., MD, W., & JN, Y. (2012). Impact of treatment integrity on intervention effectiveness. National Center for Biotechnology Information, 2012.
MJ1, F., MD, W., & JN., Y. (2012). Impact of treatment integrity on intervention effectiveness. National Center for Biotechnology Information,2012.
Smith, Tristram, Eikeseth, & Svein. (March,2011). Pioneer of Applied Behavior Analysis and Intervention for Children with Autism. Academic Journal, 2011.
