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Homework answers / question archive / PSYC 565 RESEARCH PAPER: PRESENTATION INSTRUCTIONS OVERVIEW The purpose of this Research Paper: Presentation Assignment is to help you develop the skills and knowledge necessary to convey complex ideas in a professional manner using a PowerPoint presentation

PSYC 565 RESEARCH PAPER: PRESENTATION INSTRUCTIONS OVERVIEW The purpose of this Research Paper: Presentation Assignment is to help you develop the skills and knowledge necessary to convey complex ideas in a professional manner using a PowerPoint presentation

Writing

PSYC 565 RESEARCH PAPER: PRESENTATION INSTRUCTIONS OVERVIEW The purpose of this Research Paper: Presentation Assignment is to help you develop the skills and knowledge necessary to convey complex ideas in a professional manner using a PowerPoint presentation. Presentation software is one of the most common ways ideas are presented in the workplace, as well as academia. Although you will be presenting the same material in your Research Paper: Final Assignment, the way it is presented in a PowerPoint presentation will be specific to this format. For example, in a PowerPoint presentation, you will be able to demonstrate how an operant procedure works with animated levers and food pellets, while in a paper you would simply describe it. In a presentation, you can take advantage of multimedia such as video clips of famous researchers explaining their own theories. INSTRUCTIONS Please include the following elements in your Research Paper: Presentation Assignment: • • • • • At least 25 slides An appropriate image included on each slide Include at least 1 video Demonstrate at least 1 experimental method using animation Use a slide transition Content: The basic content and structure of the presentation should mirror that of the Research Paper: Final Assignment but will not include the “Assessment of Research Paper Writing Process” (See the outline below). An abstract is also not included in a formal presentation. The content must be much more concise as compared to the Research Paper: Final Assignment. Summarize each of the main points of your Research Paper: Final Assignment into a bullet point. Avoid making a slide look like a paragraph. Use in-text citations in the slide on which the information appears. Title Slide: The title slide includes the name of your presentation, your name, and the institution with which you are affiliated. Images: Every slide should include an image that is relevant to the content on that particular slide. Avoid “crowding” the image by placing text too close to it. A good image will be high resolution (not pixelated), not distorted, and professional (proper lighting, contrast, etc.). If you use poor images, they will distract from the quality of your work. In order to avoid copyright infringement, all images must be copyright-free or “free-to-use”. There are a number of databases in which you can find copyright-free images, including using an advanced google image search with the usage rights set to “free to use or share.” Style: Select a background, font, and color combination that is easy to read and visually complementary. Video: The video should be a link to a YouTube video. If the video is a link to a file on the author’s computer it will not play when the ppt file is transferred to another person. Animation: Use animation to demonstrate the methods of at least 1 experiment. Slide Transitions: Select a slide transition that makes the presentation look polished but does not distract from the flow of the presentation. Page 1 of 3 PSYC 565 Reference Slide: Current APA-formatted references of all sources cited in the presentation. Narration: Write a narration in the notes section under each slide of how you would explain the slides. This should be the same information you would put on note cards if you were presenting your ppt at a meeting or in class. Outline: I. II. Introduction A. State your topic. (e.g. “This paper will examine the roles of spontaneous reinstatement of operant behavior in drug addiction.”) 1. State why this topic is important (e.g. “More than 80% of individuals who go through substance abuse treatment will relapse within 5 years.”) 2. State your initial research questions (e.g. “What are the critical variables that contribute to spontaneous recovery of operant responding for drugs of abuse?”) B. Background information about the issue 1. Learning principle (e.g. “Spontaneous recovery was first reported by _______. Later research revealed that _____,_______, and ______ influence spontaneous recovery in animal studies.”). 2. Principle’s application to the problem or issue (e.g. “______ initially suggested that drug relapse may work through a similar mechanism. The methods used to study spontaneous recovery of drug seeking behavior are…”) C. State your hypothesis. Your hypothesis is the main focus of the Research Paper: Presentation Assignment (e.g. “While stress is a critical factor in the reinstatement of operant behavior for drugs of abuse, its effects can be mitigated by an enriched environment”). Everything discussed in the Research Paper: Presentation Assignment must be related back to the hypothesis. Does a study support or contradict your hypothesis? 1. Define all terms in your hypothesis, referencing appropriate sources 2. Discuss any points of clarification a) Point 1 b) Point 2 (1) … (as needed) (2) … Literature Review A. Theoretical literature pertaining to the learning principle 1. Overview and summary of each theory or explanation 2. Relevance of each theory/explanation to the issue 3. Application of the theoretical findings to the issue B. Applied literature—Repeat for each study 1. Rationale of the study 2. Overview of the study 3. Methodology (key elements) 4. Key findings related to your hypothesis 5. Critique of the study a) Design? Page 2 of 3 PSYC 565 b) c) III. IV. Appropriate methods? How do the findings relate to your hypothesis/thesis? Discussion A. Summary 1. Summary of all relative findings B. Recommendations 1. What can be learned from this research? 2. What are the implications? 3. To whom are these recommendations relevant and why? (e.g. parents, government agencies, organizations, educational institutions, mental health professionals) C. Future Research D. Conclusions 1. Recap the importance of your topic (no new information) 2. Revisit your thesis statement (did you find support or no support?) 3. Conclusion based on information derived from the literature References A. Reference 1 B. Reference 2 C. Reference 3 D. Reference 4 E. Reference 5 F. Continue as needed Please see the Research Paper: Presentation Resources section under the Research Paper: Presentation page. Make sure to check the Research Paper: Presentation Grading Rubric before you start your Research Paper: Presentation Assignment. Page 3 of 3 PSYC 565 RESEARCH PAPER: PRESENTATION GRADING RUBRIC Criteria Content 70% Title Slide and Introduction Applied Research Articles Levels of Achievement Not Present 0 points Advanced Proficient Developing 11 to 24 points Meets all of the following criteria: Title slide contains appropriate title, presenter’s name, and institution. Provides background research for both the learning principles and the applied research in a clear, logical manner. Describes importance of the issue or problem. Articulates a clear hypothesis for the presentation. 11 to 23 points Meets all of the following criteria: Clearly demonstrates the rationale for each of the experiments within the context of the previously discussed literature. Reports the relevant elements of the methodology of each study. Reports the results and puts them in the context of the literature. Provides a sound critique of the studies. Demonstrates the logical progression of studies and/or how the articles relate to each other. 6 to 10 points Missing 1 or 2 of the following criteria: Title slide contains appropriate title, presenter’s name, and institution. Provides background research for both the learning principles and the applied research in a clear, logical manner. Describes importance of the issue or problem. Articulates a clear hypothesis for the presentation. 1 to 5 points Missing more than 2 of the following criteria: Title slide contains appropriate title, presenter’s name, and institution. Provides background research for both the learning principles and the applied research in a clear, logical manner. Describes importance of the issue or problem. Articulates a clear hypothesis for the presentation. 6 to 10 points Missing up to 3 of the following criteria: Clearly demonstrates the rationale for each of the experiments within the context of the previously discussed literature. Reports the relevant elements of the methodology of each study. Reports the results and puts them in the context of the literature. Provides a sound critique of the studies. Demonstrates the logical progression of studies and/or how the articles relate to each other. 1 to 5 points 0 points Missing more than 3 of the following criteria: Not Clearly demonstrates the rationale for Present each of the experiments within the context of the previously discussed literature. Reports the relevant elements of the methodology of each study. Reports the results and puts them in the context of the literature. Provides a sound critique of the studies. Demonstrates the logical progression of studies and/or how the articles relate to each other. Not Present Page 1 of 2 PSYC 565 Discussion Structure 30% Mechanics 11 to 23 points Meets all of the following criteria: Summarizes the research findings and puts them in the broader context of the field of study. Provides thoughtful recommendations/implications for relevant parties. Provides his/her own ideas about future research based on the presented findings. Provides a compelling conclusion section that wraps up the presentation. 6 to 10 points Missing 1 or 2 of the following criteria: Summarizes the research findings and puts them in the broader context of the field of study. Provides thoughtful recommendations/implications for relevant parties. Provides his/her own ideas about future research based on the presented findings. Provides a compelling conclusion section that wraps up the presentation. 1 to 5 points Missing more 2 or more of the following criteria: Summarizes the research findings and puts them in the broader context of the field of study. Provides thoughtful recommendations/implications for relevant parties. Provides his/her own ideas about future research based on the presented findings. Provides a compelling conclusion section that wraps up the presentation. Advanced Proficient Developing 16 to 20 points Meets all of the following criteria: Slides are not too text heavy. Font and background make text easy to read. An appropriate picture on each slide. Includes an appropriate video. Documentation 6 to 10 points Free or almost free of grammar, spelling, and writing mechanics errors. Appropriately cites sources using current APA format. 8 to 15 points Missing 1 of the following criteria: Slides are not too text heavy. Font and background make text easy to read. An appropriate picture on each slide. Includes an appropriate video. 1 to 7 points Missing more than 1 of the following criteria: Slides are not too text heavy. Font and background make text easy to read. An appropriate picture on each slide. Includes an appropriate video. 3 to 5 points 1 to 2 points Has some errors but does not represent Has errors that are distracting and a major distraction. obscure content meaning. Appropriately cites sources but misses Neglects important sources or some current APA formatting. documents few to no sources. Does not use current APA formatting appropriately. 0 points Not Present Not Present 0 points Not Present 0 points Not Present Page 2 of 2 1 The Use Of Operant Conditioning In The Form Of ABA In Children With Autism Erica Drayton Liberty University Online Psychology of Learning: PSYC 565 Dr. Wilmouth Due Date 2 The Use Of Operant Conditioning In The Form Of ABA In Children With Autism Abstract Applied behavior analysis (ABA) is a kind of sensibility that seeks to teach people new abilities and modify their bad habits. To straighten an individual's behavior, ABA psychoanalysts use behavior learning philosophies like operator acclimatizing or conventional training. Negative habits are swapped with good ones. The American Behavioral Association (ABA) was founded in the 1960s to assist autistic children. Although ADHD and traumatic mind damage are frequently addressed, most ABA patients continue to be autistic. Conferring to a study directed by the Connotation of Specialized Behavior Experts, over 80% of ABA physicians work with autistic offspring. Watson suggested that psychology investigate outward actions linked to hidden inner events. He believed that his environment had an impact on his behavior. B.F. Skinner came up with the concept and argued that the behavioral consequences were equally substantial. The environment, as well as incentives and punishments, may have an impact on the imminent. This kind of thought was known as behavioralism. 3 The Use of Operant Conditioning in the Form of Applied Behavioral Analysis in Children with Autism. This article examines the function of operational conditioning in ABA in offspring with autism (ASD). By 2020, one in every fifty-four offspring in the USA will be identified with CDC ASD. Autistic childcare cost $268 billion in 2015, and unless new, efficient treatments are discovered by 2025, $461 billion will be charged for them. When dealing with autistic children in ABA, what are the most crucial considerations? The name 'autism' is a derivative from the Greek term 'autos,' meaning 'self' and is associated with social isolation. The phrase was initially developed by the Swiss psychiatrist Eugen Bleuler. In 1911 he created the term to characterize several symptoms of schizophrenia. In the 1940s, US scientists in the context of youngsters with emotional or social difficulties coined the word "autism." This is how physicist Leo Kanner from Johns Hopkins University describes young people who see children retiring. In children with autism spectrum disorders, language development is nearly always delayed (ASD) (Tsiouri et al., 2012). Until recently, 40-50% of people thought they could not communicate; however, this figure has decreased to 20-30 percent in the last five years. Whatever their advantages, mastering the spoken language is a significant accomplishment for offspring with ASD. The benefits of liberation and incorporation are inadequate for offspring with no language as their primary communication technique when they reach school age. As a consequence of Edward L. Thorndike's study, B.F. Skinner created operational conditioning in the 1930s. "Instrumental learning" refers to the method of changing behavior via remuneration and punishment. In Skinner's models, behaviors are impressively maintained, implying that when the reward or punishment is withdrawn, the behavior may be recovered via 4 an extinction process. Animal models were initially used to support operational conditioning, but they have since developed into one of the most effective ABA techniques available today. For decades, conduct research methods have been utilized and evaluated. They also taught a range of skills to pupils, ranging from healthy living to erudition, a new philological. ABA has been employed by psychoanalysts to treat offspring with autism and associated issues since the 1960s. While operational conditioning is an essential part of ASD therapy, ABA may be able to assist mitigate its negative effects. Operational renewal refers to the re-emergence of a previously extinct response due to this modification in nature. The ABA principles have been shown to enhance the learning and behavior of children with autism (Kimball et al., 2020). The American Bar Association (ABA) invests much in research to enhance learning facilities and methods using cutting-edge technology (Helfin & Alberto, 2001). Autism diseases include autistic syndrome, overwhelming developmental disorder, Asperger syndrome, Rhetti's sickness, and the breakdown of unclassified youngsters (Artoni et al . , 2018). Because the harshness of the indications varies significantly from individual to individual, a personalized schooling plan personalized to each child's requirements is required. Literature Review Theoretical Literature ASD is being diagnosed in an increasing number of youngsters. Children need prompt and comprehensive behavioral intervention (EIBI). ABA-based models are the most commonly utilized and scientifically proven treatments for ASD (Leaf et al., 2016). According to research, some EIBI-treated youngsters may be unrecognizably different from their peers. According to 5 studies, EIBI may save the state and federal governments hundreds of thousands of dollars for each kid. EIBI is effective and efficient. Kimball et al. (2020) examined the effect of discrepancy reward for substitute behavior on ABA regeneration in a relapse translational classical. The conversion of an overhaul recurrence model with two offspring with ASD showed the universality of the renewal effect. In the extinction-alone arrangement test, an inactive alternative (i.e., control) response was included. They compared how much ABA was renewed while DRA was present in setting B and in the regeneration test in setting A. Since the 1970s, several tactics such as ABA, Treatment, Tutoring of Autistic and Related Communication Handicapped Children (TEACCH), and the more current DIR and Initial Denver Classical have been suggested (Artoni et al., 2018). It is feasible to intervene at a young age (12–18 months). Numerous studies indicate that early treatment improves autistic children's skills and social competency. Consequently, their efforts are concentrated on providing early full-fledged ABA therapies to young infants (2-6 years). Motivators, for example, are employed in ABA treatment to observe and imitate the subject's actions. A child that displays appropriate background behavior will be rewarded right away with something they love. Scientists examined the findings of a Social Validity Study to determine if autistics caregivers prefer the invasive elements of Autism and Other Interactions (Callahan et al., 2010). Unknown academics are researching to categorize magazines addressing TEACCH, ABA, and its relationship to autism spectrum illnesses, as well as autism, works. The hypothetical basis for this research is the IDEAL classical, which consists of five practical domains. Teamwork is essential for attaining excellent academic and life results. 6 Researchers developed a human-laboratory translation because of the challenges of evaluating how this may influence treatment repeated throughout ABA renewal in a strictly applied inquiry. Using a modified non-subsequent ABA technique and graduating students as subjects, they compared recurrence rates (Sullivan et al., 2018). At similar levels, both approaches generated non-controversial ABA renewal patterns. Researchers are sharing their findings to treat severe problem behavior. Methods of extinction are also needed in behavioral analysis and treatment research (Cohenour et al., 2018). Contextual cues are similar in stages 1 and 3 but not in phase 2. Each step of ABC renewal has its own set of triggers. Phases 1 and 2 of the AAB renewal are continuing while Phase 3 is being renewed. In the third phase of the ABA rekindling, it seems that recurrence of inexistent conduct is adequate to return to conditioning conditions. The ABC resurrection exemplifies the effect of resurrecting an extinct habit in an unrelated context. The extinct habit produces in a new setting without training or extinction, making AAB renewal unusual. Applied Literature An advanced method to ABA employs a methodical but adaptable methodology that relies on and responds to the kid's growth. In contrast to reductionist ABA, Leaf et al. (2015) describes broadminded ABA as a basis of material and intention as an advanced technical tool for changing informally relevant circumstances for persons with ASD. Incentives are a vital component of ABAs and one of the most significant elements in establishing and maintaining desired behaviors. The ABA quality therapist's job is critical in identifying potential compliance officers, improving item conditions, and keeping the refurbishment process on track. 7 Several variables, comprising (a) the baseline target reaction reinforcement rate, (b) the objective reaction reinforcement history, (c) the baseline objective reaction rate, and (d) the similarity of reinforcement and extinction contexts, have recurring impacts, according to Kimball et al. (2020). Diminutive is recognized as the criteria for renewal or socially essential activities in the relevant contexts. As a regeneration sample in a practical context, parents may promote disruptive behavior during a functional caregiver study before behavioral analysts begin therapy. After addressing the harmful behavior, which is usually a mixture of extermination and differential reward for substitute conduct, comportment analysts often reinstate the caregiver into treatment. When the caregiver is reintroduced, destructive behavior may occur, but the caregiver may confidently pursue a treatment plan (Kimball et al., 2020). That is, even if caregivers offer excellent care, disruptive conduct may reoccur. Consequently, it is essential to examine the circumstances behind ABA renewal, especially in individuals who are actively practicing. On their participants, Kimball et al. (2020) used six-phase renewal trials. The ABA incentive meaning is the same in both tests, but the ABB eventuality has transformed. Using this method, researchers may isolate the impacts of background changes while keeping the same strengthening contingencies in place. Artoni et al. (2018) investigated if ICT might assist offspring suffering from autism get improved ABA dealing. The goal was to develop a technologically advanced recovery scheme that could be utilized with conventional ABA intrusion to help ABA parents, instructors, and tutors with their daily job. Throughout the design process, they sought ABA experts and parents of autistic children better to comprehend their wants and the scheme's features. The research 8 emphasized the outline's difficulty, stressing the necessity for ABA agendas, critical standards, in addition to learning analytic techniques to be included. ABA is used in Early Comprehensive Conduct Intervention (EIBI) to help young children with ASD recover control of their conduct. The EIBI technique was used in a one-to-one intervention for two or more years, starting at age 5, for 25–30 hours per week, and resulted in substantial improvements. ABA has also been proven to help older children and adolescents with problem solving and skill deficiencies. Callahan et al. (2010) combined material to provide sufficient knowledge of the main characteristics of every model at the base stage for significant research and other significant publications on the ABA and TEACCH models, independently assessed and managed as a group. The distribution of autism therapies in the functional areas of the IDEAL model was studied for TEACCH, BOTH, and ABA. The IDEAL classical should offer a wide range of communally acceptable actions that strengthen children's primary goals in community college ASD when utilized correctly. They observed the communal authentication assessments for every self-intervention group to determine whether crucial autistic program customers preferred the ABA or TEACCH model evidence-based intervention components (parents, teachers, and managers). Since the two models vary in the primary care components of high-quality civic school schemes, the results suggest that TEACCH or ABA may acquire legitimacy as an autistic CTM for offspring with autism grounded on either of these philosophies. At best, their outcomes are questionable. They think that if all current treatment models were not examined, similar risk gaps would be identified. Consequently, they urgently need to investigate further what should be 9 included in a complete autism curriculum at public schools and assess the effectiveness of different components of extensive treatment programs. At the moment, one important conclusion is that any model of autism therapy can only be deemed complete after a self-governing scientific process of authentication and the agreement of commerce experts and cultured consumers, not database creators and supporters (Callahan et al., 2020). Any public-institution "inclusive" conduct approach ought to be able to demonstrate that its mechanisms are evidence-founded and discourse the whole range of child impairment and instructive needs. The sequential ABA Renewal Model also differs from a non-serious approach more often used in everyday situations insignificant problems (Sullivan et al., 2018). The study compares non-sequential renovation with a conventional way of therapy for disruptive behavior. This is because responses learned in one environment are repressed but strengthened in clinical situations at home. All three sorts of structural renewal (ABC, AAB, and ABA) have now been established in cathartically relevant collections. The most frequent reintegration approach in this group is to focus on reliance on care, ensuring that high standards of integrity are maintained throughout and after therapy. Unfortunately, it is problematic to establish and preserve complete procedural constancy, leading to unintentional amplification of aberrant behavior and re-training (Cohenour et al., 2018). The current emphasis on treatment integrity to sustain mutual therapeutic results also ignores renewal cycles. The conduct of extinct may not be revived by everyone and may differ depending on language ability. In this case, the most probable treatment would be problem behavior extinction techniques (e.g., enhancement of disparity, functional communication training) (Context A). It's 10 a fresh situation for kids since the surroundings are seldom static and often vary (for example, a fresh staff associate or student, another desk, a different workplace) if these modifications are not included in the regeneration outline, issue behavior (Cohenour et al., 2018). In several situations, harmful behavior. Due to changing contextual signs when problems of a kid are identified, addressed, and healed in one (e.g., at home) setting, renewal may occur when treatment is tried in another location. Discussion The most prevalent mental disease is an autism spectrum disorder, which has an adverse effect on an individual's expansion and communal incorporation. With the growing number of persons identified with ASD, the underlying neuroscientific processes are being investigated (Varghese et al., 2017). The important question is to comprehend the growing number of activities from meaning to experience. Autistic and non-autistic brains produce algorithms for identifying, interpreting, and processing various stimuli that create distinct interests and behaviors. Future Research Autism researchers, physicians, parents, and ASD patients should all be concerned about the future of autism research. The discovery of a cure for autism is something that everyone wishes for. Many individuals, however, think that finding a cure is impossible. Small sums of money should now be set aside for autism research and to assist individuals with autism and their families learn better methods to cope with the condition. Whatever the future holds, several tools and treatments are available to assist in alleviating the pain and suffering associated with autism. These treatments may improve the quality of life for people with autism in a variety of ways. Because autism activities range from sensory perception to engine control to language and social 11 interaction, each system will need a realistic brain model. In this paper, we demonstrate that contextual reasoning in a learning environment logically explains the majority of autistic behaviors and that future research should focus on this challenging goal. Conclusion ABA has a track record of successfully educating children with ASD. In the general classroom, many ABA concepts are used to create behavioral settings. Numerous research has shown the efficiency of ABA autism treatment. EIBI offers the most benefit of ABA: a single ABA treatment session permanent between 5 and 30 hours per week. However, ABA has shown its effectiveness in treating specific problems and abilities in autistic individuals who need EIBIs. Lastly, teamwork with ABA psychoanalysis is patchy, having mainly been neglected until recently. Given the opposed goals of ABA and psychanalysis and the need for regular computer data gathering, cooperation amongst ABA and therapist will nearly lead to inconsistent and apparent patient care advancements. "While ABA is a critical constituent of ASD treatment, its detrimental effects may be reduced via operational conditioning." Autism-supported ABA rehabilitation programs help individuals. This study's results corroborate the hypothesis. A stronger connection between ABA and psychiatrists is likely to benefit patients. Return to extinct behavior after ABA renewal extinction must be promoted with modest environmental changes. It is critical to contextualize activities in which learning occurs, is controlled, and is expected to continue after treatment to address problem behavior (Cohenour et al., 2018). One often-used approach is for the individual to include alternative solutions to disruptive behaviors into their repertory. It is worth noting if reinforcements may be coupled with or without reaction reinforcements during a regeneration test or whether similar results can 12 be achieved by introducing conventional stimuli into the otherwise unique setting of this research. Assessment of Research Paper Writing Process I expected to receive an assignment to write a research paper at some time throughout my academic career. Additionally, this work creates needless worries, which results in delays, dissatisfaction, and inadequacies. Writing a research paper is a necessary component of theoretical life that should not be overlooked just because it is difficult. The process of writing a research paper is one of the most enjoyable aspects of studying. Additionally, this effort will continue to connect many students with their desired careers, which is one of the reasons for their existence. On the other hand, my outline gave me much anxiety. I've just recently begun researching a few potential discussion themes. After a time, I recalled that I had volunteered to assist autistic young people during my college studies. As a result, I took it upon myself to do further research on the subject. I was curious about the disease's progression and the possible risks and disadvantages. My PowerPoint presentation adheres closely to the framework, with extra material and study as required. I will select two that I trust demonstrate the most exceptional knowledge of complexity and components, casing all aspects, and provide further information on ASD and ABA. I've discovered that there are many strategies for coping with ASD and how households and associates may succor. This project, I think, will allow me to get a healthier comprehension of offspring and what can be completed to aid their development. Before beginning college, I had a great craving to effort with as well as around the children. My initial choice was to become a physician, but biology was not one of my favorite subjects. As an outcome, I chose to pursue a career in 13 developmental psychology. Scientific research studies how and why people develop throughout their lives, with the first emphasis on babies and children today. Other areas of study include puberty, adult growth, aging, and longevity. That will benefit me in my future occupation as a therapist or psychoanalyst. 14 References Artoni, S., Bastiani, L., Buzzi, M. C., Buzzi, M., Curzio, O., Pelagatti, S., & Senette, C. (2017;2018;). Technology-enhanced ABA intervention in children with autism: A pilot study. Universal Access in the Information Society, 17(1), 191-210. doi:10.1007/s10209017-0536-x Callahan, K., Shukla-Mehta, S., Magee., & Wie, M. (2010). ABA versus TEACCH: The case for defining and validating comprehensive treatment models in autism. Journal of Autism and Developmental Disorders, 40(1), 74-88. doi:10.1007/s10803-009-0834-0 Cohenour, J. M., Volkert, V. M., & Allen, K. D. (2018). An experimental demonstration of AAB renewal in children with an autism spectrum disorder. Journal of the Experimental Analysis of Behavior. https://doi-org.ezproxy.liberty.edu/10.1002/jeab.443 Granpeesheh, D., Tarbox, J., & Dixon, D. R. (2009). Applied behavior analytic interventions for children with autism: A description and review of treatment research. Annals of clinical psychiatry, 21(3), 162-173 Heflin, L. J., & Alberto, P. A. (2001). Establishing a behavioral context for learning for students with autism. Focus on Autism and Other Developmental Disabilities, 16(2), 93-101. doi:10.1177/108835760101600205 Kimball, R. T., Greer, B. D., Randall, K. R., & Briggs, A. M. (2020). Investigations of operant ABA renewal during differential reinforcement. Journal of the Experimental Analysis of Behavior, 113(1), 187-205. doi:10.1002/jeab.577 Leaf, J. B., Leaf, R., McEachin, J., Taubman, M., Ala'i-Rosales, S., Ross, R. K., . . . Weiss, M. J. (2015;2016;). Applied behavior analysis is a science and, therefore, progressive. Journal 15 of Autism and Developmental Disorders, 46(2), 720-731. doi:10.1007/s10803-015-25916 Qian, N., & Lipkin, R. M. (2011). A learning-style theory for understanding autistic behaviors. Frontiers in human neuroscience, 5, 77. https://doi.org/10.3389/fnhum.2011.00077 Sullivan, W. E., Saini, V., & Roane, H. S. (2018). A nonsequential approach to the study of operant renewal: A reverse translation. Journal of the Experimental Analysis of Behavior, 110(1), 74-86. doi:10.1002/jeab.456 Tsiouri, I., Tsiouri, I., Schoen Simmons, E., Schoen Simmons, E., Paul, R., & Paul, R. (2012). Enhancing the application and evaluation of a discrete trial intervention package for eliciting first words in preverbal preschoolers with ASD. Journal of Autism and Developmental Disorders, 42(7), 1281-1293. doi:10.1007/s10803-011-1358-y Varghese, M., Keshav, N., Jacot-Descombes, S., Warda, T., Wicinski, B., Dickstein, D. L., . . . Hof, P. R. (2017). Autism spectrum disorder: Neuropathology and animal models. Acta Neuropathologica, 134(4), 537-566. doi:10.1007/s00401-017-1736-4 PSYC 565 Name: Erica Drayton Topic of Research Paper: An experimental demonstration of AAB renewal in children with autism disorder ARTICLE REVIEW TEMPLATE 1. APA reference of article being reviewed Cohenour, J. M., Volkert, V. M., & Allen, K. D. (2018). An experimental demonstration of AAB renewal in children with an autism spectrum disorder. Journal of the Experimental Analysis of Behavior. https://doi-org.ezproxy.liberty.edu/10.1002/jeab.443 2. What is the research problem that is being investigated? What is the purpose of the research being conducted? The research problem that is being investigated the occurrence of renewal indicates that extinction is not permanent, and that inhibitory-extinction learning fails to generalize to novel contexts or contexts associated with reinforcement. The purpose for this research was to find suggestions that AAB renewal may account for some instances of response recovery after extinction and that the procedure of this study may be beneficial to the further study of renewal and the variables that affect this occurrence within a translational model. 3. What is the research question? How AAB renewal may be less likely to occur than ABA or ABC renewal? If the current study sought to determine if AAB renewal would occur with three participants with Autism Spectrum Disorder, who were taught a simple lever pull response and understanding how relapse works in different populations was important to improving the assessment and treatment of behavior problems? 4. How many sources are used in the Introduction? List each one. Tell how many sentences are written about each source. ABA, ABC, and AAB renewal – nineteen sentences Autism Spectrum Disorder ASD – ten sentences Disruptive Behavior Disorder – two sentences DataPal software – three sentences Multiple Stimulus without Replacement (MSWO) – two sentences LED device – five sentences Functional Communication Training (FCT) – two sentences Page 1 of 7 PSYC 565 5. Outline the introduction (Divide the introduction into thematic groups with their own subheadings and include what information is provided about each source. The end of your outline should point you to the research question and design—these need to be included in your outline). I. II. III. IV. V. Behavior-analytic methods to assess and treat problem behavior a. Original learning b. Relapse of previously extinguished behavior c. Inhibitory-extinction learning Mental and Behavioral health a. Relapse works b. Different populations c. Improving assessment d. Treatment of behavior problems Conditioning a. Phase 1, 2 and 3 i. Phase 1 – responding is reinforced ii. Phase 2 and 3 – occasions relapse of behavior 1. Initial explanation is demonstrated in ABA, ABC, and AAB renewal, contextual stimuli are identical in Phase 1 and 3 but altered in Phase 2. In ABC renewal, stimuli are different in all three phases. 2. Recent studies suggest that it is best explained in terms of extinguished behavior returns in ABA renewal during Phase 3, demonstrating that a return to the conditioning contexts is enough to facilitate the reoccurrence of extinguished behavior. b. Human studies i. The effect is shown when extinguished behavior re-occurs in a new context, one not associated with the original conditioning or extinction contexts. AAB renewal a. AAB renewal is sufficient to facilitate a return in extinguished behavior is concerning. i. Applying contextual relevance where behavior is learned, treated, and expected ii. Maintain after treatment carries great significance for addressing problem behavior b. Context i. Understanding this application, highlighting how a basic behavioral ii. Adapted procedures for application with two children with ASD 1. Clinically relevant population Research question: Can AAB renewal be observed with problem behavior? a. Response topography b. Determining the occurrence c. If renewal is affected by the use of extinction procedures Page 2 of 7 PSYC 565 6. What are two (or more) theories that are discussed in the Introduction? How are they used to motivate (or set up) the research question? Do the authors agree or disagree with these theories? Treatment relapse is a serious problem in many areas of mental and behavioral health. Recent literature shows that renewal, a type of relapse, can occur in children diagnosed with ASD. The implication that a simple change in context during extinction in AAB renewal is sufficient to facilitate a return in extinguished behavior was concerning. Applying contextual relevance to where behavior is learned, treated, and expected to maintain after treatment carries great significance for addressing problem behavior in applied settings. Authors agree with these theories. 7. What previous research (not theories) have been conducted on this topic? How do these previous studies relate to the current research question? Children with ASD frequently receive behavior-analytic treatments for problem behavior. Given previous research on renewal n children with ASD, the present study sought to extend this body of research due to the potential impact of AAB renewal on treatment relapse with this population. Thus, the purpose of the current study was to evaluate the occurrence of AAB renewal with three individuals diagnosed with ASD. They first taught all children a simple lever-pull response in Context A during Phase 1. They then extinguished the response in the same context during Phase 2. Finally, they included an extraneous stimulus that altered the environmental context allowing for testing of renewal responding in Phase 3. 8. Why is the proposed research the logical next step (that is—what rationale and motivation) is there for this research? What hole in Psychological knowledge is this study following? Their inclusion criteria for the study were that the child displayed no evidence of task refusal or physical limitations that would prevent them from completing a level pull. They would have excluded children from this study if they were unable to complete the target response, exhibited noncompliance during the probe described below, or if they observed high rates of responding during baseline or extinction and levels failed to decrease in the absence of planned reinforcement. Page 3 of 7 PSYC 565 9. How is the research question operationalized? (First, identify the abstract constructs being studied. Next identify the concrete way these are being observed or measured. This should include your IV and DV.) Data collectors were volunteer staff employed at the clinic and previously trained in DataPal procedures. They received instruction on the operational definition of a level pull as well as observed and scored prerecorded practice session videos. They required that volunteers met a criterion of 90% agreement with the primary researcher’s scores for three consecutive practice sessions to be considered reliable for data collection. Two observers watched video-taped sessions and scored sessions independently across all experimental phases. They observed high rates of responding during baseline or extinction and levels failed to decrease in the absence of planned reinforcement. To assess compliance and physical capability, they tested participants with a prescreening gross-motor imitation response on a child’s toy. All participants imitated the initial model and met inclusionary criteria for this study. They observed increases in responding after they presented both the buzzer and the LED light for two or three participants. The current study provided additional conceptual proof that renewal can be systematically observed within an operant arrangement at magnates similar to those found in nonhuman studies . 10. What is the research design? (I.e. between or within subjects, what type of statistical tests were used, what were the levels of each variable) They used a reversal (A-BCD-BCD) design consisting of an unreinforced baseline (A), reinforcement (B), extinction (C), renewal test one (D), reinforcement (B), extinction (C), renewal test two (D) to test for the presence of AAB renewal. All sessions were 3 min. They conducted tests on the same day that rates of level pulls met the extinction criterion for all test sessions except Bastian’s buzzer test, which was erroneously conducted across consecutive session days. They randomized the order of the stimuli presented to address possible sequencing effects. They administered the buzzer via the play-back recorder in the session room for 15-s followed by a 15-s period without the buzzer that repeated for a total of six representations in 3 min. They conducted the procedure for the LED device in the same manner, turning the light on via remote for 15-s and off for 15-s for a total of six presentations in 3 min. 11. Describe the results (but not their broader implications). Were their results significant? Which ones? Do these support or not support the hypothesis? During both reinforcement phases, rates of level pulls were variable under both the FR-1 and VR-4 phases but overall maintained at moderate levels with a slight increasing trend when they changed the schedule of reinforcement. In the first extinction phase Emmett’s rates of lever pulls rapidly decreased and returned to baseline levels. During the first renewal test (light stimulus), there was a small and transient increase in Emmett’s rates of lever pulls compared to the final extinction session. During second extinction phase, they Page 4 of 7 PSYC 565 observed an increase in the rate of lever pulling before lever pulls decreased to zero. During renewal test two (buzzer), lever pulls remained at zero during all five test sessions. During renewal test one (light stimulus), Will’s rates of lever pulls immediately increased and exceeded the final data point of the previous extinction phase before decreasing to zero. They observed an increase in the rate of lever pulling during the second phase of extinction and rates of lever pulls decreased across sessions. The small and transient increase in responding exceeds levels observed during the extinction phase and aligns with rates of responding characteristic of AAB renewal. Yes, it supported the hypothesis. 12. Outline the discussion. (Divide the discussion into thematic groups with their own subheadings. This should probably begin with a summary of the results, and the previous sources. How many sources are used in the general discussion? Summarize the sources used and how they relate to the discussion and the research question.) One strength of translational research is that it demonstrated the relevance of investigating fundamental behavioral processes with clinically relevant populations. To their knowledge, the current results provide the first demonstration of AAB renewal in individuals with ASD. They observed increases in responding after they presented both the buzzer and the LED light for two of three participants. These results were consistent with demonstrations of AAB renewal present in basic research studies as previously discussed and extend that of Kelley et al.’s translational study by providing further evidence that AAB renewal could be experimentally observed in clinically meaningful applications. There were seven sources used in the general discussion. The challenges associated with treatment relapse highlight the need to determine the commonality of this source of relapse across populations, as children with ASD comprise only a portion of those receiving behavioral treatment for problematic behavior and were susceptible to renewal. The current study provided additional conceptual proof that renewal could be systematically observed within an operant arrangement at magnitudes similar to those found in nonhuman studies. Successful replication of AAB renewal effects emphasizes the need for determining its impact in clinically relevant populations following behavioral treatment that occurs in both clinical and natural settings. As observed with Bastian and Will, the occurrence of AAB renewal may threaten the longterm maintenance of treatment effects that rely on generalization in novel contexts outside of those present during learning and extinction. 13. What limitations are mentioned? Why are these limitations theoretically interesting? There were some limitations to the current study. As previously mentioned, there were two instances where the apparatus became jammed and the session was stopped and restarted, as indicated by an asterisk (*) at session 14 for Emmett and 16 for Bastian. Recorders observed and noted five instances where the apparatus did not register contact Page 5 of 7 PSYC 565 of the lever of the lever arm to either the downward or upward electrical sensor as a result of response speed and lever pulls went unreinforced until the sensor again registered enough contacts to provide reinforcement according to schedule. On these occasions, the session continued, and data collectors noted the session and the number of reinforcers omitted. In all cases the responses were counted towards the overall total as there was no obvious effect on response rate observed during these sessions though an effect cannot be ruled out. Recall that the apparatus performed at an average of 90% accuracy during daily integrity checks that occurred prior to sessions. The apparatus performed at an average of 97% accuracy during experimental sessions, indicating recalibration procedures may have alleviated delivery failures or additional instances of unreinforced lever pulls may have occurred and not been observed by data collectors. 14. What future research is anticipated? Why is the future research theoretically interesting? Future research is needed to determine what schedules of reinforcement were most likely to produce AAB renewal and if varying densities of reinforcement affect the degree of reviewed responding obtained, with careful attention to separating reinforcement and reveal effects on rates responding. Additionally, investigations into varying lengths of reinforcement history and the addition of response-independent reinforcement during conditioning were warranted and may have an impact on AAB renewal. This research supports theories of context specificity and the implication of behavioral momentum theory in the occurrence of relapse which postulates that stimuli associated with higher reinforcement rates lead to persistence in responding and susceptibility to renewal effects. They observed diminishing renewal effects after successive exposures to the altered contextual stimuli with Will, which was consistent with previous studies obtaining AAB renewal, but not Bastian. More research was needed to determine what variables impact the persistence of renewal effects. Future research could determine if AAB renewal can be observed under FCT conditions and with what forms of problem behavior. It was possible that providing differential reinforcement for a communicative response may impact the occurrence of renewal, though this may not reduce the impact of changing contextual stimuli when considered in terms of generalization of treatment effects to applied settings. 15. What is the Eigenfactor of the journal that published this article? Is it high or low? Do you think that the impact factor influences the quality of the article (or vise-versa)? The Eigenfactor is 55 Its low The impact factor influences the quality of the article Page 6 of 7 PSYC 565 16. How many times has this article been cited?

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