Performance Task #2
In Week 4, you completed the first of three Performance Tasks in this course designed to help you demonstrate your understanding and proficiency in the topics covered in the module.
This is the second of the three performance tasks assigned during the course. Performance tasks are essentially the application of course content that you have learned to date in order to solve a simulated problem of some kind. The intention is to replicate some of the types of “real-life” situations that you are likely to face in the field.
For this Performance Task, you will explore the use of single-case research designs to evaluate interventions.
To Prepare
- Review the “Case Study Performance Tasks” document in Week 4.
Assignment (1–2 pages):
- Based on the data supplied in the “Case Study Performance Tasks” document, how would you evaluate the intervention using the single-case research design of the case study?
Be sure to support your Assignment with specific references to behavior-analytic theory and research. In addition to the Learning Resources, search the Walden Library and/or the internet for peer-reviewed articles to support your Assignment. Use proper APA format and citations, including those in the Learning Resources.
Resources
- Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
- Chapter 7, “Analyzing Behavior Change: Basic Assumptions and Strategies” (pp. 155–170)
- Kazdin, A. E. (2021). Single-case research designs: Methods for clinical and applied settings (3rd ed.). Oxford University Press.
- Chapter 8, “Changing-Criterion Designs” (pp. 209–234)
- Chapter 9, “Multiple-Treatment Designs” (pp. 235–268)
- Chapter 10, “Probe and Randomization” (pp. 269–286)
- Chapter 11, “Additional Design Options” (pp. 287–312)
- Koegel, R. L., Oliver, K., & Koegel, L. K. (2018). The impact of prior activity history on the influence of restricted repetitive behaviors on socialization for children with high-functioning autismLinks to an external site.. Behavior Modification, 42 , 34–57. doi: 10.1177/0145445517706346
- Xu, S., Wang, J., Lee, G. T., & Luke, N. (2017). Using self-monitoring with guided goal setting to increase academic engagement for a student with autism in an inclusive classroom in ChinaLinks to an external site.. The Journal of Special Education, 51 , 106-114. doi: 10.1177/0022466916679980
- Document: Case Study Performance Tasks Download Case Study Performance Tasks(Word document)