This assignment will give you the chance to explore and uncover a wide range of theoretical underpinnings necessary for developing a more complete understanding of the behavioral research that builds the foundational knowledge necessary to analyze ABA case studies and real-life scenarios. Please refer to What Is the Literature Review? in the Resources for a refresher on how to be a skilled researcher.
For this assignment, you will be assessed on your understanding of the following course competencies:
• Apply combined methods of behavior change.
• Use ABA concepts, principles, and methods to analyze and change covert and overt behaviors.
• Evaluate function-based interventions to make appropriate selections.
How to Organize Your Paper
Your paper will be divided in two parts. Use the following subheadings in your paper and format your subheadings in APA style.
Subheading 1: Introduction (1 paragraph). The introduction provides an overview of your research plan. At a minimum, it must re-state the following from the Unit 2 assignment:
1. Behavioral challenge and outcome criteria identified-the case study for Jack, and his targeted behavior.
2. Social significance of the target behavior and outcome criteria in your case study.
Subheading 2: Theoretical Underpinnings (6–8 pages). This section will consist of your evaluation of the literature compiled. In this evaluation, you must demonstrate proficiency in:
1. Applying relevant ABA concepts, principles, and methods for the behavioral challenge and outcome criteria in the case study, which is Jack.
2. Comparing and contrasting theoretical underpinnings for behavioral challenges and outcome criteria in the case study, which is Jack.
3. Evaluating research studies to distinguish purpose, benefits, strengths, and weaknesses in the ABA field.
Jack is in the fourth grade in regular education classrooms. He is faced with a reading deficiency, described as being on a 1st grade level. Jack’s current oral reading fluency, as measured by words per minute count, falls within the median (50th percentile) for 1st graders, which is 59 words per minute (Hasbrouck and Tindal, 2005). His target behavior, i.e. oral reading fluency is defined as a word count per minute and number of errors per minute, with the measurement system focused on automaticity in reading.
This target behavior is of very high significance overall, as Jack’s academic performance will likely be in direct association with his reading competence, as a foundation. On the other hand, oral reading fluency is considered an indicator of overall reading competency, because in reading, fluency is vital because it affects how well a reader understands what he or she read (Rasinski, 2004).
Evaluation of current research (Literature Review)
Denton, C. A., Fletcher, J. M., Anthony, J. L., & Francis, D. J. (2006). An evaluation of intensive intervention for students with persistent reading difficulties. Journal of learning disabilities, 39(5), 447-466.
This study aimed to evaluate the effects of an intensive reading intervention. The participants were students (N=27) with significant reading difficulties and disabilities. The intervention package lasted for 16 weeks, and involved intervention for building decoding and fluency skills. The decoding intervention was based on the Phono-Graphix program and the fluency intervention followed the decoding intervention was based on the Read Naturally...
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