Assignment Prompt & Instructions
**files (4)**
– ## Trancriptvideo3.txt
– ## ObservingBehavior.docx
– Trancriptvideo2.txt
– Trancriptvideo1.txt
**## Trancriptvideo3.txt**
TEACHER: Good
afternoon, students. Today, we're going to have
a pop quiz over everything we learned yesterday. Please make sure
you keep your eyes on your own paper at all times. Also, there are to be no
questions during the exam. And remember to always
do your best work. You may begin right now. You have 15 minutes. Ready? [coughing] [coughing] [humming] STUDENT: [humming] TEACHER: Frank, this
is not music class. Get back to work. [kicking] STUDENT: Stop it. TEACHER: Gentleman, I need you
to stay focused on your work. TEACHER: I'm sorry, sir. There are no questions
during the test. STUDENT (WHISPERING): What's
the answer to number seven? TEACHER: Shh. STUDENT (WHISPERING): What's
the answer to number seven? STUDENT (WHISPERING):
Leave me alone. TEACHER: Boys, I feel like we
may have to call your parents. Do we? Back to work. [sneeze] TEACHER: No questions
during the test. [tapping] TEACHER: [clears throat] [humming] [humming] TEACHER: What did I tell you? Focus on your work. [tapping] TEACHER: Stop. [tapping] Frank, I just told you to stop. TEACHER: No questions. Put your hand down. STUDENT (WHISPERING):
You finished it yet? STUDENT (WHISPERING):
Hey, did you finish it? TEACHER: Why are
you bothering him? I can see right here
two, three, and eight are not even finished yet. Focus on your work. [tapping] TEACHER: Shh. Pencils down. Turn your papers over. Pencils down.
**## ObservingBehavior.docx**
Observing Behavior
Gaining experience in observation is essential for you to develop the skills necessary to making good, reliable, and valid observations in order to record behavior correctly. Without such data, you are less likely to have the ability to develop effective intervention plans nor track their effectiveness.
For this Assignment, you will conduct a 5-minute behavioral observation in a public setting. This Assignment may very well be the first time you have ever conducted a systematic behavioral observation. As you complete this Assignment, think of aspects of the behavior that may be important, even if you are not recording that information.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/216544/modules/items/8979145)
To Prepare
· Review the meaning of “frequency measurement,” as addressed by your Learning Resources this week, including the video
_Observational Systems._ **Note**: It is critical for you to review all media programs for this week before completing this Assignment.
· Review the Learning Resources video
_Observing Problem Behaviors,_ which shows a child exhibiting a target behavior. Apply observational systems to the behavior by doing the following:
· Restate the target behavior as defined in last week’s Assignment.
· Conduct a simple frequency measurement. That is, count the number of times you observed the target behavior occurring on the video.
· Select a public venue to conduct a brief 5-minute behavioral observation (e.g., grocery store, coffee shop, park, mall, etc.). Apply observational systems to the behavior by doing the following:
· Identify a target behavior (e.g., number of times sipping on a drink) as defined in last week’s Assignment.
· Select a subject or subjects.
· Conduct a simple frequency measurement for each subject (if there is more than one, do this concurrently). That is, count the number of times you observed the target behavior being performed by each subject.
**Assignment**(1 page)
· Write a description of your experiences conducting your simple frequency measurement of the behavior you selected from the public venue (e.g., ease of assignment, difficulties encountered, etc.).
· Include your simple frequency measurement chart or table in your paper.
_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._
By Day 7 of Week 2
**Submit** your Week 2 Assignment.
Submission Information
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
**Turnitin Drafts** from the
**Start Here** area.
1.
**To submit** your completed assignment, save your Assignment as
**WK2Assgn_LastName_Firstinitial**
2. Then, click on
**Start Assignment** near the top of the page.
3. Next, click on
**Upload File** and select
**Submit Assignment** for review.
| |
| — |
| |
Bottom of Form
Rubric
**PSYC_6731_Week2_Assignment_Rubric**
| | | |
| — | — | — |
| PSYC_6731_Week2_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeContent | **12 to >10.25 ptsExcellent** Assignment demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Assignment provides significant detail, including multiple relevant examples, discerning ideas, and evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**10.25 to >8.25 ptsGood** Assignment demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Assignment includes moderate detail, discerning ideas, and sufficient evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**8.25 to >4.5 ptsFair** Assignment demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Assignment may be lacking in detail and specificity and/or may not include sufficient pertinent examples, discerning ideas, evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**4.5 to >0 ptsPoor** Assignment demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Assignment is missing detail and specificity and/or does not include any pertinent examples discerning ideas, or sufficient evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet). | 12 pts |
| This criterion is linked to a Learning OutcomeWriting | **3 to >2.0 ptsExcellent** Assignment is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Assignment contains multiple appropriate and exemplary sources expected/required for the assignment (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**2 to >1.0 ptsGood** Assignment is mostly consistent with graduate-level writing style. Assignment may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources (i.e., scholarly sources from the Learning Resources, Walden Library, and/or the internet).<br> <br>**1 to >0.0 ptsFair** Assignment is somewhat below graduate-level writing style, with multiple smaller or a few major problems. Assignment may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting versus original writing and paraphrasing. Assignment may contain inferior sources (number or quality of scholarly sources from the Learning Resources, Walden Library, and/or the internet).<br> <br>**0 ptsPoor** Assignment is well below graduate-level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Assignment may contain few or no quality sources (i.e., scholarly sources from the Learning Resources, Walden Library, and/or the internet). | 3 pts |
Total Points: 15
## image1.jpeg
**Trancriptvideo2.txt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/trancriptvideo2-txt)
**Trancriptvideo1.txt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/trancriptvideo1-txt)
**Trancriptvideo1.txt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/trancriptvideo1-txt)
**## Trancriptvideo3.txt**
TEACHER: Good
afternoon, students. Today, we're going to have
a pop quiz over everything we learned yesterday. Please make sure
you keep your eyes on your own paper at all times. Also, there are to be no
questions during the exam. And remember to always
do your best work. You may begin right now. You have 15 minutes. Ready? [coughing] [coughing] [humming] STUDENT: [humming] TEACHER: Frank, this
is not music class. Get back to work. [kicking] STUDENT: Stop it. TEACHER: Gentleman, I need you
to stay focused on your work. TEACHER: I'm sorry, sir. There are no questions
during the test. STUDENT (WHISPERING): What's
the answer to number seven? TEACHER: Shh. STUDENT (WHISPERING): What's
the answer to number seven? STUDENT (WHISPERING):
Leave me alone. TEACHER: Boys, I feel like we
may have to call your parents. Do we? Back to work. [sneeze] TEACHER: No questions
during the test. [tapping] TEACHER: [clears throat] [humming] [humming] TEACHER: What did I tell you? Focus on your work. [tapping] TEACHER: Stop. [tapping] Frank, I just told you to stop. TEACHER: No questions. Put your hand down. STUDENT (WHISPERING):
You finished it yet? STUDENT (WHISPERING):
Hey, did you finish it? TEACHER: Why are
you bothering him? I can see right here
two, three, and eight are not even finished yet. Focus on your work. [tapping] TEACHER: Shh. Pencils down. Turn your papers over. Pencils down.
**## ObservingBehavior.docx**
Observing Behavior
Gaining experience in observation is essential for you to develop the skills necessary to making good, reliable, and valid observations in order to record behavior correctly. Without such data, you are less likely to have the ability to develop effective intervention plans nor track their effectiveness.
For this Assignment, you will conduct a 5-minute behavioral observation in a public setting. This Assignment may very well be the first time you have ever conducted a systematic behavioral observation. As you complete this Assignment, think of aspects of the behavior that may be important, even if you are not recording that information.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/216544/modules/items/8979145)
To Prepare
· Review the meaning of “frequency measurement,” as addressed by your Learning Resources this week, including the video
_Observational Systems._ **Note**: It is critical for you to review all media programs for this week before completing this Assignment.
· Review the Learning Resources video
_Observing Problem Behaviors,_ which shows a child exhibiting a target behavior. Apply observational systems to the behavior by doing the following:
· Restate the target behavior as defined in last week’s Assignment.
· Conduct a simple frequency measurement. That is, count the number of times you observed the target behavior occurring on the video.
· Select a public venue to conduct a brief 5-minute behavioral observation (e.g., grocery store, coffee shop, park, mall, etc.). Apply observational systems to the behavior by doing the following:
· Identify a target behavior (e.g., number of times sipping on a drink) as defined in last week’s Assignment.
· Select a subject or subjects.
· Conduct a simple frequency measurement for each subject (if there is more than one, do this concurrently). That is, count the number of times you observed the target behavior being performed by each subject.
**Assignment**(1 page)
· Write a description of your experiences conducting your simple frequency measurement of the behavior you selected from the public venue (e.g., ease of assignment, difficulties encountered, etc.).
· Include your simple frequency measurement chart or table in your paper.
_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._
By Day 7 of Week 2
**Submit** your Week 2 Assignment.
Submission Information
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
**Turnitin Drafts** from the
**Start Here** area.
1.
**To submit** your completed assignment, save your Assignment as
**WK2Assgn_LastName_Firstinitial**
2. Then, click on
**Start Assignment** near the top of the page.
3. Next, click on
**Upload File** and select
**Submit Assignment** for review.
| |
| — |
| |
Bottom of Form
Rubric
**PSYC_6731_Week2_Assignment_Rubric**
| | | |
| — | — | — |
| PSYC_6731_Week2_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeContent | **12 to >10.25 ptsExcellent** Assignment demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Assignment provides significant detail, including multiple relevant examples, discerning ideas, and evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**10.25 to >8.25 ptsGood** Assignment demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Assignment includes moderate detail, discerning ideas, and sufficient evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**8.25 to >4.5 ptsFair** Assignment demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Assignment may be lacking in detail and specificity and/or may not include sufficient pertinent examples, discerning ideas, evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**4.5 to >0 ptsPoor** Assignment demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Assignment is missing detail and specificity and/or does not include any pertinent examples discerning ideas, or sufficient evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet). | 12 pts |
| This criterion is linked to a Learning OutcomeWriting | **3 to >2.0 ptsExcellent** Assignment is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Assignment contains multiple appropriate and exemplary sources expected/required for the assignment (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**2 to >1.0 ptsGood** Assignment is mostly consistent with graduate-level writing style. Assignment may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources (i.e., scholarly sources from the Learning Resources, Walden Library, and/or the internet).<br> <br>**1 to >0.0 ptsFair** Assignment is somewhat below graduate-level writing style, with multiple smaller or a few major problems. Assignment may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting versus original writing and paraphrasing. Assignment may contain inferior sources (number or quality of scholarly sources from the Learning Resources, Walden Library, and/or the internet).<br> <br>**0 ptsPoor** Assignment is well below graduate-level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Assignment may contain few or no quality sources (i.e., scholarly sources from the Learning Resources, Walden Library, and/or the internet). | 3 pts |
Total Points: 15
## image1.jpeg
**Trancriptvideo2.txt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/trancriptvideo2-txt)
**Trancriptvideo1.txt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/trancriptvideo1-txt)
**## Trancriptvideo3.txt**
TEACHER: Good
afternoon, students. Today, we're going to have
a pop quiz over everything we learned yesterday. Please make sure
you keep your eyes on your own paper at all times. Also, there are to be no
questions during the exam. And remember to always
do your best work. You may begin right now. You have 15 minutes. Ready? [coughing] [coughing] [humming] STUDENT: [humming] TEACHER: Frank, this
is not music class. Get back to work. [kicking] STUDENT: Stop it. TEACHER: Gentleman, I need you
to stay focused on your work. TEACHER: I'm sorry, sir. There are no questions
during the test. STUDENT (WHISPERING): What's
the answer to number seven? TEACHER: Shh. STUDENT (WHISPERING): What's
the answer to number seven? STUDENT (WHISPERING):
Leave me alone. TEACHER: Boys, I feel like we
may have to call your parents. Do we? Back to work. [sneeze] TEACHER: No questions
during the test. [tapping] TEACHER: [clears throat] [humming] [humming] TEACHER: What did I tell you? Focus on your work. [tapping] TEACHER: Stop. [tapping] Frank, I just told you to stop. TEACHER: No questions. Put your hand down. STUDENT (WHISPERING):
You finished it yet? STUDENT (WHISPERING):
Hey, did you finish it? TEACHER: Why are
you bothering him? I can see right here
two, three, and eight are not even finished yet. Focus on your work. [tapping] TEACHER: Shh. Pencils down. Turn your papers over. Pencils down.
**## ObservingBehavior.docx**
Observing Behavior
Gaining experience in observation is essential for you to develop the skills necessary to making good, reliable, and valid observations in order to record behavior correctly. Without such data, you are less likely to have the ability to develop effective intervention plans nor track their effectiveness.
For this Assignment, you will conduct a 5-minute behavioral observation in a public setting. This Assignment may very well be the first time you have ever conducted a systematic behavioral observation. As you complete this Assignment, think of aspects of the behavior that may be important, even if you are not recording that information.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/216544/modules/items/8979145)
To Prepare
· Review the meaning of “frequency measurement,” as addressed by your Learning Resources this week, including the video
_Observational Systems._ **Note**: It is critical for you to review all media programs for this week before completing this Assignment.
· Review the Learning Resources video
_Observing Problem Behaviors,_ which shows a child exhibiting a target behavior. Apply observational systems to the behavior by doing the following:
· Restate the target behavior as defined in last week’s Assignment.
· Conduct a simple frequency measurement. That is, count the number of times you observed the target behavior occurring on the video.
· Select a public venue to conduct a brief 5-minute behavioral observation (e.g., grocery store, coffee shop, park, mall, etc.). Apply observational systems to the behavior by doing the following:
· Identify a target behavior (e.g., number of times sipping on a drink) as defined in last week’s Assignment.
· Select a subject or subjects.
· Conduct a simple frequency measurement for each subject (if there is more than one, do this concurrently). That is, count the number of times you observed the target behavior being performed by each subject.
**Assignment**(1 page)
· Write a description of your experiences conducting your simple frequency measurement of the behavior you selected from the public venue (e.g., ease of assignment, difficulties encountered, etc.).
· Include your simple frequency measurement chart or table in your paper.
_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._
By Day 7 of Week 2
**Submit** your Week 2 Assignment.
Submission Information
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
**Turnitin Drafts** from the
**Start Here** area.
1.
**To submit** your completed assignment, save your Assignment as
**WK2Assgn_LastName_Firstinitial**
2. Then, click on
**Start Assignment** near the top of the page.
3. Next, click on
**Upload File** and select
**Submit Assignment** for review.
| |
| — |
| |
Bottom of Form
Rubric
**PSYC_6731_Week2_Assignment_Rubric**
| | | |
| — | — | — |
| PSYC_6731_Week2_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeContent | **12 to >10.25 ptsExcellent** Assignment demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Assignment provides significant detail, including multiple relevant examples, discerning ideas, and evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**10.25 to >8.25 ptsGood** Assignment demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Assignment includes moderate detail, discerning ideas, and sufficient evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**8.25 to >4.5 ptsFair** Assignment demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Assignment may be lacking in detail and specificity and/or may not include sufficient pertinent examples, discerning ideas, evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**4.5 to >0 ptsPoor** Assignment demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Assignment is missing detail and specificity and/or does not include any pertinent examples discerning ideas, or sufficient evidence from scholarly sources (i.e., Learning Resources, Walden Library, and/or the internet). | 12 pts |
| This criterion is linked to a Learning OutcomeWriting | **3 to >2.0 ptsExcellent** Assignment is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Assignment contains multiple appropriate and exemplary sources expected/required for the assignment (i.e., Learning Resources, Walden Library, and/or the internet).<br> <br>**2 to >1.0 ptsGood** Assignment is mostly consistent with graduate-level writing style. Assignment may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources (i.e., scholarly sources from the Learning Resources, Walden Library, and/or the internet).<br> <br>**1 to >0.0 ptsFair** Assignment is somewhat below graduate-level writing style, with multiple smaller or a few major problems. Assignment may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting versus original writing and paraphrasing. Assignment may contain inferior sources (number or quality of scholarly sources from the Learning Resources, Walden Library, and/or the internet).<br> <br>**0 ptsPoor** Assignment is well below graduate-level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Assignment may contain few or no quality sources (i.e., scholarly sources from the Learning Resources, Walden Library, and/or the internet). | 3 pts |
Total Points: 15
## image1.jpeg
**Trancriptvideo2.txt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/trancriptvideo2-txt)
**Trancriptvideo1.txt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/trancriptvideo1-txt)