- Premium Academic Help From Professionals
- +1 323 471 4575
- support@essaybasket.com
How Data Based Decisions Effectively Change Human Behavior Essay
How Data Based Decisions Effectively Change Human Behavior Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
How Data Based Decisions Effectively Change Human Behavior Essay
Introduction
This paper will apply data measurement, data display, and data-based decisions to effectively change human behavior. The process of measurement used for this case study will be analyzed and explained. A graph will be applied to visually show data. Lastly, data-based decisions will justify the form of data display will be described.
Case Study
This case study will focus on the noncompliance of a 22-year-old female. Noncompliance is defined as any time the individual is asked to perform or carry out a task and she does not take action to do so for the 60 seconds following the direction. Her actions must be towards the completion of the task asked of her and nothing else.
If she is sitting on the couch and asked to clean her dishes, she must make movement towards the dishes. If she gets up but goes to get water this is noncompliant behavior. While she did get off the couch, she did not make any action towards the task asked of her.
Lipschultz and Wilder (2017) describe noncompliance as a common behavior problem and being defined more specifically as doing anything other than what was originally asked or requested within a specific time frame. Noncompliance falls within the “dead person behavior” concept that Malott and Suarez (2004) explain as behavior that a dead person can exhibit is not actually a behavior.
Therefore, simply ignoring something/someone is something a dead person can do and does not make that lack of action a behavior. Noncompliant behavior is socially significant for this individual to be successful as a self-sufficient adult and remain employed.
Measurement
The environment in which this case study will be performed is the work place of the 22-year-old female. She will be able to be observed without interference to her job duties and responsibilities. Cooper, Heron, & Heward (2007) explain that systematic observation enhances the understanding of a given phenomenon, because it allows the researcher the ability to accurately describe the events in a quantified and classified manner.
If the woman is asked to stock the refrigerator with water, she will first need to get out of her seat and move towards the refrigerator and water. However, if she takes 30 seconds to get up, then takes another 30 seconds to play with the water bottles, she is still exhibiting noncompliant behavior. While she did get up and make movement towards the water, she did not take action to comply with the directions.
Data Display
Cooper, Heron, & Heward (2007) explain that applied behavior analysts need to measure behavior and use data displays to visually depict the data to assist them in obtaining answers to questions about the relationship between socially significant behavior and environmental variables.
A line graph has been used to disply the observations of the subject’s noncompliant behavior. Cooper, Heron, & Heward (2007) describes graphs as a relatively simple format with which to display relationships between a series of measurements and relevant variables. It is how people “make sense” of quantitative information.
The line graphs are the most common data display option in behavior analysis (Cooper, Heron, & Heward 2007). The horizontal axis, also known as the x axis, most often represents time and/or the value of the independent variable. The vertical axix, also known as the y axis is always some kind of quantifiable dimension of behavior Cooper, Heron, & Heward (2007).
This case study would not benefit from a bar graph. While used in some cases, this particular case it would not be appropriate for another type of visual display like pie charts, bar graphs, or a combination style graph. These are data display options that are beneficial for some things, however they are not the most appropriate method for this applied behavior analysis instance.
The line graph used is a representation of baseline. The observation is simply watching the subject and recording her behavior when asked to perform tasks. No interventions or treatments will be applied at this time.
Baselines are an important part of treatment plans as they provide information that sets the groundwork from which to compare results of treatments. Without baselines it would be difficult to know if treatments are effective. The following is a line graph of the subject’s response time when asked to perform a task.
Minutes until task start
Figure 1: Recorded time it takes the subject to start each task
Data-based Decisions
Figure 1 shows the subject taking between three to five minutes to start a task once asked. This baseline shows that she is 100% noncompliant. Out of the five tasks she was asked to accomplish, she did not start working on the tasks within 60 seconds, therefore she showed noncompliant behavior of all five tasks.
The overall trend of the graph shows a slight downward slope, however, if more data were to be collected, it is predicted that the trend would remain the same, within the 3-to-5-minute range. The overall data shows significant noncompliant behavior, even if it does appear to trend downwards, intervention is needed to get the numbers to 1 minute or below. The target behavior is 1 minute or less for task start initiation.
Conclusion
Figure 1 shows a clear need for intervention. The intended goal is to modify her noncompliant behavior until she can be asked to perform a task and begins to work on the task within 60 seconds. Now that a baseline has been established, intervention methods can be explored. Once more data has been collected with applied intervention methods, the line graph will be updated.
The new and updated line graph will show if the intervention plans are successful in reducing the amount of time it is taking the subject to begin tasks. If the subject begins tasks within 60 seconds, the intervention was successful in eliminating the noncompliant behavior. If the data remains the same or worsen with the intervention methods, new interventions must be chosen.
It may be necessary to establish another baseline in some case, however, in this case it does not seem necessary. The ineffective interventions will simply be ceased ad new interventions will begin. Data will once again be collected and analyzed.
References
Bailey, J. S., & Burch, M. R. (2016). Ethics for behavior analysts (3rd ed.). New York, NY: Routledge.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Fisher W, Piazza C.C, Bowman L.G, Hagopian L.P, Owens J.C, Slevin I. A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis. 1992; 25:491–498.
Houlihan D, Sloane H, Jones R, Patten C. A review of behavioral conceptualizations and treatments of noncompliance. Education and Treatment of Children. 1992; 56:56–77.
Lipschultz, J. L., & Wilder, D. A. (2017). Behavioral assessment and treatment of noncompliance: A review of the literature. Education & Treatment of Children, 40(2), 263–297.
MacKenzie-Keating S, McDonald L, Kanchak D, Erickson D. Natural rates of compliant behavior in preschool children in day care settings. Early Child Development and Care
Malott, R. W., Suarez, E. A. (2004). Elementary principles of behavior (5th ed.). Upper Saddle River, NJ: Prentice Hall.
Reimers T.M, Wacker D.P, Cooper L.J, Sasso G.M, Berg W.K, Steege M.W. Assessing the functional properties of noncompliant behavior in an outpatient setting. Child and Family Behavior Therapy. 1993; 15:1–15.
Taplin P.S, Reid J.B. Changes in parent consequences as a function of family intervention. Journal of Consulting and Clinical Psychology. 1977; 45:973–981.
Wilder, D. A., Harris, C., Reagan, R., & Rasey, A. (2007). Functional analysis and treatment of noncompliance by preschool children. Journal of applied behavior analysis, 40(1), 173–177. https://doi.org/10.1901/jaba.2007.44-06.
Introduction
This paper will apply data measurement, data display, and data-based decisions to effectively change human behavior. The process of measurement used for this case study will be analyzed and explained. A graph will be applied to visually show data. Lastly, data-based decisions will justify the form of data display will be described.
Case Study
This case study will focus on the noncompliance of a 22-year-old female. Noncompliance is defined as any time the individual is asked to perform or carry out a task and she does not take action to do so for the 60 seconds following the direction. Her actions must be towards the completion of the task asked of her and nothing else.
If she is sitting on the couch and asked to clean her dishes, she must make movement towards the dishes. If she gets up but goes to get water this is noncompliant behavior. While she did get off the couch, she did not make any action towards the task asked of her.
Lipschultz and Wilder (2017) describe noncompliance as a common behavior problem and being defined more specifically as doing anything other than what was originally asked or requested within a specific time frame. Noncompliance falls within the “dead person behavior” concept that Malott and Suarez (2004) explain as behavior that a dead person can exhibit is not actually a behavior.
Therefore, simply ignoring something/someone is something a dead person can do and does not make that lack of action a behavior. Noncompliant behavior is socially significant for this individual to be successful as a self-sufficient adult and remain employed.
Measurement
The environment in which this case study will be performed is the work place of the 22-year-old female. She will be able to be observed without interference to her job duties and responsibilities. Cooper, Heron, & Heward (2007) explain that systematic observation enhances the understanding of a given phenomenon, because it allows the researcher the ability to accurately describe the events in a quantified and classified manner.
If the woman is asked to stock the refrigerator with water, she will first need to get out of her seat and move towards the refrigerator and water. However, if she takes 30 seconds to get up, then takes another 30 seconds to play with the water bottles, she is still exhibiting noncompliant behavior. While she did get up and make movement towards the water, she did not take action to comply with the directions.
Data Display
Cooper, Heron, & Heward (2007) explain that applied behavior analysts need to measure behavior and use data displays to visually depict the data to assist them in obtaining answers to questions about the relationship between socially significant behavior and environmental variables.
A line graph has been used to display the observations of the subject’s noncompliant behavior. Cooper, Heron, & Heward (2007) describes graphs as a relatively simple format with which to display relationships between a series of measurements and relevant variables. It is how people “make sense” of quantitative information.
The line graphs are the most common data display option in behavior analysis (Cooper, Heron, & Heward 2007). The horizontal axis, also known as the x axis, most often represents time and/or the value of the independent variable. The vertical axix, also known as the y axis is always some kind of quantifiable dimension of behavior Cooper, Heron, & Heward (2007).
This case study would not benefit from a bar graph. While used in some cases, this particular case it would not be appropriate for another type of visual display like pie charts, bar graphs, or a combination style graph. These are data display options that are beneficial for some things, however they are not the most appropriate method for this applied behavior analysis instance.
The line graph used is a representation of baseline. The observation is simply watching the subject and recording her behavior when asked to perform tasks. No interventions or treatments will be applied at this time.
Baselines are an important part of treatment plans as they provide information that sets the groundwork from which to compare results of treatments. Without baselines it would be difficult to know if treatments are effective. The following is a line graph of the subject’s response time when asked to perform a task.
Minutes until task start
Figure 1: Recorded time it takes the subject to start each task
Data-based Decisions
Figure 1 shows the subject taking between three to five minutes to start a task once asked. This baseline shows that she is 100% noncompliant. Out of the five tasks she was asked to accomplish, she did not start working on the tasks within 60 seconds, therefore she showed noncompliant behavior of all five tasks.
The overall trend of the graph shows a slight downward slope, however, if more data were to be collected, it is predicted that the trend would remain the same, within the 3-to-5-minute range. The overall data shows significant noncompliant behavior, even if it does appear to trend downwards, intervention is needed to get the numbers to 1 minute or below. The target behavior is 1 minute or less for task start initiation.
Conclusion
Figure 1 shows a clear need for intervention. The intended goal is to modify her noncompliant behavior until she can be asked to perform a task and begins to work on the task within 60 seconds. Now that a baseline has been established, intervention methods can be explored. Once more data has been collected with applied intervention methods, the line graph will be updated.
The new and updated line graph will show if the intervention plans are successful in reducing the amount of time it is taking the subject to begin tasks. If the subject begins tasks within 60 seconds, the intervention was successful in eliminating the noncompliant behavior. If the data remains the same or worsen with the intervention methods, new interventions must be chosen.
It may be necessary to establish another baseline in some case, however, in this case it does not seem necessary. The ineffective interventions will simply be ceased ad new interventions will begin. Data will once again be collected and analyzed.
References
Bailey, J. S., & Burch, M. R. (2016). Ethics for behavior analysts (3rd ed.). New York, NY: Routledge.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Fisher W, Piazza C.C, Bowman L.G, Hagopian L.P, Owens J.C, Slevin I. A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis. 1992; 25:491–498.
Houlihan D, Sloane H, Jones R, Patten C. A review of behavioral conceptualizations and treatments of noncompliance. Education and Treatment of Children. 1992; 56:56–77.
Lipschultz, J. L., & Wilder, D. A. (2017). Behavioral assessment and treatment of noncompliance: A review of the literature. Education & Treatment of Children, 40(2), 263–297.
MacKenzie-Keating S, McDonald L, Kanchak D, Erickson D. Natural rates of compliant behavior in preschool children in day care settings. Early Child Development and Care
Malott, R. W., Suarez, E. A. (2004). Elementary principles of behavior (5th ed.). Upper Saddle River, NJ: Prentice Hall.
Reimers T.M, Wacker D.P, Cooper L.J, Sasso G.M, Berg W.K, Steege M.W. Assessing the functional properties of noncompliant behavior in an outpatient setting. Child and Family Behavior Therapy. 1993; 15:1–15.
Taplin P.S, Reid J.B. Changes in parent consequences as a function of family intervention. Journal of Consulting and Clinical Psychology. 1977; 45:973–981.
Wilder, D. A., Harris, C., Reagan, R., & Rasey, A. (2007). Functional analysis and treatment of noncompliance by preschool children. Journal of applied behavior analysis, 40(1), 173–177. https://doi.org/10.1901/jaba.2007.44-06.
How Data Based Decisions Effectively Change Human Behavior Essay
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://essaybasket.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.com/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!
PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!
Why Work With Us!!
Tired of getting an average grade in all your school assignments, projects, essays, and homework? Try us today for all your academic schoolwork needs. We are among the most trusted and recognized professional writing services in the market.
We provide unique, original and plagiarism-free high quality academic, homework, assignments and essay submissions for all our clients. At our company, we capitalize on producing A+ Grades for all our clients and also ensure that you have smooth academic progress in all your school term and semesters.
High-quality academic submissions, A 100% plagiarism-free submission, Meet even the most urgent deadlines, Provide our services to you at the most competitive rates in the market, Give you free revisions until you meet your desired grades and Provide you with 24/7 customer support service via calls or live chats.
