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Use the document uploaded in files to contribute to this analysis this assigment is the next part to the paper being built upon. Read the paper and follow the directions to part 5 to add to the file uploaded.
Grading Rubric
Setting. Describe setting in a general way that could be customized for different individuals. (15 points)
Materials. Provide a general description of the supplies/materials needed to run the program. (15 points)
Participant. Provide a general description of the type of person this program should benefit. Do NOT include specific client information. (15 points)
General Session. Provide detailed instructions for the procedures that are the same across all phases. (20 points)
Baseline. Provide detailed instructions for baseline. This may not be applicable if you are proposing an assessment. (20 points)
Other phases. Provide detailed instructions for other phases in which the independent variable is introduced (may be one or more phases). (15 points)
Instructions for Baseline and Independent Variable Procedures
Baseline and Independent Variable Procedures. (1-3 pages including tables, etc. The goal is to make this document easy for implementers to read and use.)
Describe all procedures to be implemented during baseline and all independent variable (intervention) conditions. Include written protocols that are sufficiently detailed to function as task analyses for competent contingency managers to accurately implement the procedures. That is, whoever is expected to follow these procedures (e.g., BCBA-level therapist, RBTs, parents, teachers, supervisors, etc.) should be able to do so (at least well enough to produce the expected outcomes) using these protocols as their guide.
Begin with a “General Procedures” section, in which you describe procedures that are common across all phases of your analysis. Typically, this will include (at least):
Setting
Include a description of the type of setting(s) in which the procedures will take place (home, clinic, school, etc.).
Do NOT include overly-specific information (e.g., room dimensions, etc.) unless that specific information is critical to your project.
Include a general description of equipment and supplies that will need to be present in the intervention context.
Participant
Include a description of the type of participant with whom you will implement the procedures (e.g., children with autism who engage in challenging behavior, workers in a department store, students in a classroom, etc.).
Do NOT include information about specific participant(s) unless you intend to implement the procedures with a specific person(s) who are already known to you.
If you do intend to implement these procedures with a specific, known person, please inform the instructor prior to submitting this assignment. DO NOT INCLUDE ANY INFORMATION THAT COULD BE USED BY ANYONE TO IDENTIFY THAT PERSON.
General session procedures, such as session length, number per day/week, etc.
3. Use separate headings for each phase/condition in the project.
For intervention analyses, there will be baseline (measure of current performance) and intervention (treatment, intervention, etc.) phases (at a minimum).
Other types of analyses (e.g., assessment projects) may utilize other arrangements (e.g., there may be no BL in a project on functional assessment).
If your procedure includes complex arrangements (e.g., stimulus fading, shaping within conditions, etc.), include subheadings and descriptions of those arrangements.
Because the Analysis in Practice Proposal assignments build upon each other, this assignment is required
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