Expanded Description of the Functional Behavior Assessment and Intervention Project
Objectives: The objectives of the project are to (1) provide the student with an opportunity to “learn by doing” by applying the principles and techniques from readings and class discussion to a real-world, school-based intervention, (2) to make a positive change for a student(s) and his/her teacher, and (3) to provide the student with a means to demonstrate his/her understanding of the course material.
General description: Each project should address a “real” school-based “problem” as identified by a teacher or other school staff member. The focus or content may vary greatly from student to student, depending on the identified issue(s). For example, a project might be a whole-class group intervention, a traditional contingency management intervention with a single child, etc. However, all projects must have the following elements: (a) clear problem identification, including delineation of target behaviors expressed in observable and measurable terms; (b) collection of baseline data; (c) an intervention that I based on applied behavioral analysis or cognitive-behavioral principles and methods; (d) on-going data collection; (e) either procedures in place for generalization and maintenance or a documented plan to address such; and (f) an evaluation design to enable assessment of the effectiveness of the intervention.
Format. The write-up should basically follow the traditional case-study format. Examples will be provided and will also be evident from the student’s literature-based case-study presentation:
Introduction
A brief page to page and a half, an account of how the behavior has been dealt with successfully by others in the literature. Two or three references should be sufficient. Include also why this particular behavior was chosen.
Target
Behavior
(dependent variable)
Present as specifically as possible the operational definition used for the target behavior. Include, if applicable, how the definition changed from the initial to the final one.
Methods
Describe what methods (e.g., continuous reinforcement, self-contract, checklists), what designs (e.g., reversal, multiple baseline) were used and how they were used.
Results
Describe the results of the project, but also present the data in either graph or table form. Include baseline data (two weeks minimum) and data from each phase of the project. A summary of anecdotal data, especially in regard to the A-B-C model may also be appropriate.
Discussion
Present a discussion of your results: what worked and what didn’t. Include ideas as to why you obtained the results as you did, and describe how the project might be changed for the better. Include also ideas for maintenance and generalization, and follow-up or monitoring for the next academic year.
References At least 10 journal and book publications
Evaluation and Grading: This is the culminating activity for the course and pulls together material from throughout the course and across course objectives. Hence, it counts for 60% of your grade (60 points).
there are some articles( you can search for others related) and textbooks (must refer to) in the list.
This hypothetical assignment does not require or allow time for personal experimentation and depends on data and theory from the literature and personal analysis.
