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  • Psychology Question

    Overview

    In Week 8, you will present a mock case study to your supervising BCBA. The slides should be short phrases or sentences as bullet points to cover the evaluation of the first six months of your treatment plan. You will be provided a referral behavior and assigned function in the courseroom by your instructor.

    In this assignment, you will focus on the second part of the presentation. The slide deck requirements for the second part are:

    • Replacement Behavior Label, Goal, and Data Collection Method.
    • Replacement Behavior Intervention Plan, Data Display, and Progress.
    • Supervision of Direct Staff.
    • Summary.
    • References.

    Important notes:

    • No audio recording is needed for this assignment.
    • Review the assignment instructions and rubric to ensure all required aspects are covered.
    • Use the as a starting point.
    • Remember, you are acting as the supervisor but reporting to your supervising BCBA since you are not yet certified.

    Instructions

    The slides you complete for this assignment will be used for your 815 minute presentation in Week 8. This assignment is to get feedback on your content for the second part of the presentation. Include each section detailed below in your Progress Report Slide Deck Part 2.

    Reminder: Your presentation should be bullet points outlining the key areas you’ll discuss. Avoid long paragraphs. Audio will be added in Week 8 to elaborate on the bullet points. Audio is NOT required for this assignment.

    In Week 8, you will combine Part 1 and Part 2 to create the full presentation and record your audio to present.

    Use the to complete the following:

    Self-Assessment Slide (1 Slide)

    This slide requires filling out the table provided. You will not change or delete any part of this table. Instead, just add in your answer for the self-assessment related to the work that you turned in.

    Replacement Behavior Label, Goal, and Data Collection Method (1 Slide)

    • Label the functionally equivalent replacement behavior that was taught.
      • Needs to be a specific behavior the client can engage in instead of the assigned referral behavior, but still gain the same or similar function.
    • Provide the intervention used to teach the replacement behavior. This section is not for you to label the specific reinforcement strategy. Instead, you are stating the procedures you used to teach your client to engage in a new skill so that you can provide reinforcement.
    • Provide the data collection method for the replacement behavior.
      • State the specific type of data that was used to track the replacement behavior.
      • Ensure that your data collection method matches the criterion from your goal.
      • Consider how you will visually display this data (for later in the slides).
      • Cite BACB ethical code and scholarly source to support your choice.

    Replacement Behavior Intervention Plan, Data Display, and Progress (35 Slides)

    • Briefly outline intervention procedures that were used to teach the replacement behavior. This section is not for you to label the specific reinforcement strategy. Instead, you are stating the procedures you used to teach your client to engage in a new skill so that you can provide reinforcement. Remember this intervention has been in place for 6 months and was already approved by your supervising BCBA prior to starting services. Note that your teaching strategy has to be different from your antecedent strategy. Include:
      • Specific prompt types or levels used within the teaching strategy listed.
      • Changes in implementation (including prompt level) over 6 months.
    • Provide 6 months of intervention data, including a visual display, related to the replacement behavior with a bulleted description of what the graph means. Include:
      • Graphical display must include baseline data and intervention data for all sessions conducted in the 6-month period.
      • Description will include label of baseline trend/variability and intervention trend and variability. You will also outline any other aspects that may be necessary.
    • Outline current progress toward the replacement behavior goal and next steps related to changing this replacement behavior. Include:
      • Label the outcome criteria/goal as In Progress or Met and ensure that this label is supported by your graphical display of the data.
      • Provide recommendations for this behavior intervention from this point. Will you continue with the current intervention? Will you start to generalize? Will you begin fading the intervention? Support your choice with your data and scholarly support.
    • Cite scholarly references to support the interventions, data methods, and clinical recommendations you provided. Each area/slide is required to have at least one scholarly source, but some slides will need to include more than one.
    • Adhere to and cite specific BACB related to choosing interventions. At least one BACB ethical code citation is required. Adhere to compassionate practice and cite the when appropriate.

    Supervision of Direct Staff (23 Slides)

    Treatment Integrity

    • Label how you initially trained the staff to implement the intervention.
    • Label the tool used to collect treatment integrity over the 6-month intervention.
    • Provide a graphical visual display of the treatment integrity data that was collected over the course of six months. Label:
      • How often did you collect treatment integrity data?
      • Who collected the treatment integrity data?
      • The results of the data collection.
    • Adhere to and cite current BACB and include at least one scholarly reference to support your statements. Consider the elements and cite when applicable.

    Interobserver Agreement (IOA)

    • Label the specific type of IOA that you collected.
      • You may need to include two types depending on the data collection method.
    • Provide a graphical visual display of the treatment integrity data that was collected over the course of six months. Label:
      • Graphical display needs to include two lines of data.
        • One for referral behavior IOA.
        • One for replacement behavior IOA.
      • How often did you collect treatment integrity data.
      • Who collected the treatment integrity data.
      • The results of the data collection.
    • Adhere to and cite current BACB and include at least one scholarly reference to support your statements. Consider the elements and cite when applicable.

    Summary (1 Slide)

    • Summarize the important details of the case. This will include:
      • Barriers: Label at least one barrier related to the intervention during the intervention period.
      • Highlights: Label at least one highlight related to the intervention during the intervention period.
      • Service recommendations: Label if services will remain the same or be altered and provide the recommended hours for the next service period including:
        • Direct Staff (RBTs).
        • Supervision Staff (Mid-Level Analyst).
        • BCBA Supervision.
        • Parent Training (Optional).

    References (At Least 1 Slide)

    • Provide the APA-formatted citation for all references that are cited on your slides in your presentation.

    Refer to the for further details regarding the assignment.

    Additional Requirements

    Your assignment should also meet the following requirements:

    • Written communication: Ensure that slides are free of errors and written to effectively communicate ideas and practices to your selected audience.
    • APA formatting: Use current APA format and style for the reference slide and in-text citations. Use for guidance in citing sources in proper APA style. See the for more APA resources specific to your degree level.
    • Resources: Include a sufficient number of scholarly and/or professional resources to support your conclusions. You should include your course text (if necessary), behavior analytic peer-reviewed research published within the last 7 years, and the BACB Ethics Code for Behavior Analysts.
    • Length: 810 slides. Your final presentation should be 1520 slides.

    Competencies Measured

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

    • Competency 1: Apply ethical, compassionate, inclusive, and professional standards of practice and supervision in the behavior analytic field.
      • Summary and Recommendation: Provide a bulleted list that describes barriers, highlights, and recommendations for services hours for the next funding period.
    • Competency 2: Communicate concepts and principles of behavior analysis, including definitions and characteristics, using the professional standards of applied behavior analysis.
      • Self-Assessment: Complete the self-assessment provided in the template and at least three of the assignment walkthrough activities related to the completed work.
      • APA Compliance, Organization, and Writing Skills: Apply APA formatting to references and graphs, organization of presentation flows well, and contains minimal grammatical or spelling errors.
    • Competency 3: Analyze techniques of behavioral measurement and data analysis to display and interpret behavioral data as it applies to the behavior analytic field.
      • Replacement Goal and Data Collection Method: Provide a bulleted list including labeling the replacement behavior, a clear outcome criterion, and data collection method for the replacement behavior.
    • Competency 4: Evaluate research-based theories and findings in the experimental evaluation of interventions and treatment designs in the practice of applied behavior analysis.
      • Replacement Teaching Strategy, Data, and Progress: Provide a bulleted list on multiple slides that labels the teaching strategy, a visual display and bullet points to describe the data, and progress toward goals.
    • Competency 6: Implement principles of applied behavior analysis for modifying client and supervisee behavior, and for developing and monitoring supervision systems for behavior change.
      • Treatment Fidelity: Provide a bulleted list that describes how you initially trained your staff; the tool used to collect data; who and how often data was collected, and the target percentage; and provide a graphical display of the results of the supervision data collected.
      • Interobserver Agreement: Provide a bulleted list that describes the types of IOA; who and how often data was collected, and the target percentage; and provide a graphical display of the results of the supervision data collected for both the referral and replacement behaviors.
    Week 5 Assignment 1: Progress Report Slide Deck Part 2
    Week 5 Assignment 1: Progress Report Slide Deck Part 2
    Criteria Ratings Pts
    Self-Assessment: Complete the self-assessment provided in the template and at least three of the assignment walkthrough activities related to the completed work.

    6 to >5.1 pts

    DISTINGUISHED

    Completes the self-assessment provided in the template and all five of the assignment walkthrough activities related to the completed work.

    5.1 to >4.2 pts

    PROFICIENT

    Completes the self-assessment provided in the template and at least three of the assignment walkthrough activities related to the completed work.

    4.2 to >0 pts

    BASIC

    Completes either the self-assessment or at least three assignment walkthrough activities related to the completed work.

    0 pts

    NON_PERFORMANCE

    Does not complete the self-assessment and does not complete at least three assignment walkthrough activities related to the completed work.

    / 6 pts

    Replacement Goal and Data Collection Method: Provide a bulleted list including labeling the replacement behavior, a clear outcome criterion, and data collection method for the replacement behavior.

    30 to >25.5 pts

    DISTINGUISHED

    Provides a bulleted list including labeling the replacement behavior, a clear outcome criterion, and data collection method for the replacement behavior. Cites the appropriate number of scholarly behavior analytic resources and at least one ethical guideline per slide.

    25.5 to >21 pts

    PROFICIENT

    Provides a bulleted list including labeling the replacement behavior, a clear outcome criterion, and data collection method for the replacement behavior.

    21 to >0 pts

    BASIC

    Provides a bulleted list on multiple slides that includes some, but not all, of the required information (label of the replacement behavior, outcome criterion, and data collection method) or provides more than one slide that includes irrelevant details.

    0 pts

    NON_PERFORMANCE

    Does not provide a bulleted list including labeling the replacement behavior, a clear outcome criterion, and data collection method or provides full written paragraphs as the description instead of a bulleted list.

    / 30 pts

    Replacement Teaching Strategy, Data, and Progress: Provide a bulleted list on multiple slides that labels the teaching strategy, a visual display and bullet points to describe the data, and progress toward goals.

    30 to >25.5 pts

    DISTINGUISHED

    Provides a bulleted list on multiple slides that labels the teaching strategy, a visual display and bullet points to describe the data, and progress toward goals. Cites the appropriate number of scholarly behavior analytic resources and at least one ethical guideline per slide.

    25.5 to >21 pts

    PROFICIENT

    Provides a bulleted list on multiple slides that labels the teaching strategy, a visual display and bullet points to describe the data, and progress toward goals.

    21 to >0 pts

    BASIC

    Provides a bulleted list on multiple slides that includes some, but not all, of the details including, the teaching strategy, a description of the data, and progress toward goals or does not include an appropriate graphical display.

    0 pts

    NON_PERFORMANCE

    Does not provide a bulleted list of the details related to the labeling the teaching strategy, a description of the data, and progress toward goals or does not include any graphical display of the data.

    / 30 pts

    Treatment Fidelity: Provide a bulleted list that describes how you initially trained your staff; the tool used to collect data; who and how often data was collected, and the target percentage; and provide a graphical display of the results of the supervision data collected.

    30 to >25.5 pts

    DISTINGUISHED

    Provides a bulleted list that describes how you initially trained your staff; the tool used to collect data; who and how often data was collected, and the target percentage; and provides a graphical display of the results of the supervision data collected. Cites the appropriate number of scholarly behavior analytic resources and at least one ethical guideline per slide.

    25.5 to >21 pts

    PROFICIENT

    Provides a bulleted list that describes how you initially trained your staff; the tool used to collect data; who and how often data was collected, and the target percentage; and provides a graphical display of the results of the supervision data collected.

    21 to >0 pts

    BASIC

    Provides a bulleted list that describes some, but not all, of the required information (training procedure; who, how, and how often the data was collected, and target percentage) or does not provide an appropriate graphical display.

    0 pts

    NON_PERFORMANCE

    Does not provide a bulleted list of the details related to describing the process and results of treatment fidelity or does not include any graphical display of the results of the data.

    / 30 pts

    Interobserver Agreement: Provide a bulleted list that describes the types of IOA; who and how often data was collected, and the target percentage; and provide a graphical display of the results of the supervision data collected for both the referral and replacement behaviors.

    30 to >25.5 pts

    DISTINGUISHED

    Provides a bulleted list that describes the types of IOA; who and how often data was collected, and the target percentage; and provides a graphical display of the results of the supervision data collected for both the referral and replacement behaviors. Cites the appropriate number of scholarly behavior analytic resources and at least one ethical guideline per slide.

    25.5 to >21 pts

    PROFICIENT

    Provides a bulleted list that describes the types of IOA; who and how often data was collected, and the target percentage; and provides a graphical display of the results of the supervision data collected for both the referral and replacement behaviors.

    21 to >0 pts

    BASIC

    Provides a bulleted list that describes some, but not all, of the required information (types of IOA; who and how often the data was collected, and target percentage) or does not provide an appropriate graphical display.

    0 pts

    NON_PERFORMANCE

    Does not provide a bulleted list of the details related to describing the process and results of IOA data collection or does not include any graphical display of the results of the data.

    / 30 pts

    Summary and Recommendation: Provide a bulleted list that describes barriers, highlights, and recommendations for services hours for the next funding period.

    12 to >10.2 pts

    DISTINGUISHED

    Provides a bulleted list that describes barriers, highlights, and recommendations for services hours for the next funding period. Cites the appropriate number of scholarly behavior analytic resources and at least one ethical guideline per slide.

    10.2 to >8.4 pts

    PROFICIENT

    Provides a bulleted list that describes barriers, highlights, and recommendations for services hours for the next funding period.

    8.4 to >0 pts

    BASIC

    Provides a bulleted list of some, but not all, of the required content (barriers, highlights, and recommendations) or provides more than one slide that includes irrelevant details.

    0 pts

    NON_PERFORMANCE

    Does not provide a bulleted list that includes any of the required content (barriers, highlights, and recommendations) or provides full written paragraphs as a description instead of a bulleted list.

    / 12 pts

    APA Compliance, Organization, and Writing Skills: Apply APA formatting to references and graphs, organization of presentation flows well, and contains minimal grammatical or spelling errors.

    12 to >10.2 pts

    DISTINGUISHED

    Applies nearly flawless APA formatting to references and graphs, organization of presentation flows well and is visually appealing, and contains no grammatical or spelling errors.

    10.2 to >8.4 pts

    PROFICIENT

    Applies APA formatting to references and graphs, organization of presentation flows well, and contains minimal grammatical or spelling errors.

    8.4 to >0 pts

    BASIC

    Applies APA formatting to either the references or graphs correctly, the slides are disorganized, are not visually appealing, or includes noticeably poor grammar and spelling errors.

    0 pts

    NON_PERFORMANCE

    Does not apply APA formatting to references or graphs, the slides included only white background and includes consistent grammatical or spelling errors.

    / 12 pts
    Total Points: 0

    Requirements: done

  • Literature Search & Review

    The PCIE unit/department is the neuroscience care unit. The identified target for improvement is delay in lab results.

    By this point, you should have identified an area where improvement is needed in the PCIE environment. For instance, maybe you’ve discovered that there were some inpatient geriatric patient falls recently You’ll now need to review the literature to see what you can discover about this topic. Remember, your focus IS NOT on how to fix this problem at this point, but instead just to find out what is happening currently, nation-wide, in regards to the topic.

    Perform a search for five nursing research articles related to the target for improvement you’ve identified (contact your Assigned Clinical Faculty if you have not yet discovered two options for the target for improvement). Remember that a nursing research article should meet all of the following criteria:

    • In a peer-reviewed nursing journal or written by a nurse and focusing on nursing care regarding the topic
    • Discuss a research study that has been performed by the authors (primary research)
    • Have been published within the last 5 years (we’ll accept 2020 or more recent)
    • We will also accept one current clinical guideline as one of the five required articles

    As you perform your literature search, you may need to narrow down the focus of the literature. For example, you may need to find articles that relate to the patient population, such as geriatric patients, or a particular health care environment, such as inpatient.

    Once you’ve located such articles, read them, and complete the Review of Literature and Data Form, which is submitted in this module.

    Attached Files (PDF/DOCX): Module 4 Review of Literature and Data Form(2).docx

    Note: Content extraction from these files is restricted, please review them manually.

  • web infrastructure and policies

    Discuss at least three different aspects of the physical web infrastructure that are important to secure such as the end user devices, the backend network, web servers, storage, networking devices, and monitoring/event management. Also, if you were setting security policy for managing end user devices in a company, how far would you go from an ethical and biblical point of view in monitoring and reporting upon end-user activity and installed applications? thread must be 350 words in current APA format and must demonstrate course-related knowledge. A minimum of 3 academic references is required, including external references beyond the textbook as well as biblical integration with specific verses.

  • English 101

    please read the PDF and work after you read the question that I send for u as an picture.

    Attached Files (PDF/DOCX): Sample Student Narrative-A New Eid.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • PART 2

    Change Agent Assignment: Part II of the Three-Part Course Project (200 points): Now that you have researched your policy, ( PART 1 is ATTACHED- THE POLICY IS THE AFFORDABLE CARE ACT) it is time to take the role of a “change agent” and advocate for change by creating a case for your policy recommendations. Create a visual representation of a (one-page) flyer, brochure, or infographic that includes: IT IS JUST A ONE PAGE BROCHURE OR FLYER ON AFFORDABLE CARE ACT A clear title A statement answering: Why is the policy necessary? What prompted your attention to implement change? Relevant evidence Data, statistics, trends, or other evidence you uncovered. From a professional perspective, what recommendation(s) would you advocate for? You can utilize your original 2-3 sources from the Week 5 Policymaking Charting Assignment OR find 2-3 additional sources. All material within the course room can be cited and referenced as needed. Writing Requirements One page in length. Integrate at least 2-3 sources. USE THE TWO SOURCES FROM THE FIRST PART ATTACHED. All material within the course room can be cited and referenced as needed. Please be sure to paraphrase the information. Please do not copy and paste unless it’s a reference. At the bottom of your flyer, add references. first and second files attached are the first part of this project. please use that same policy, and same 2 sources. the third attachment is the template that has to be used on the flyer the 4th file attachment is an example that can be used for the flyer

  • Tax Return #1(ch14-88)

    Its an ACCT 451 class on CENGAGE I have already started it I just need some one to finish it and correct what I got wrong the assignment is 67% done

    Requirements: Short

  • Application Activity 2 Using Logic Models to get Focused

    This draft helps you plan a project you can carry out this semester. You will use it to workshop your ideas and to build your next capstone components.

    What to do

    1. Open the template attached to this assignment.
    2. Complete Step 1: Project Snapshot (stakeholders, problem vs. need, feasibility) BEFORE attending class.
    3. Complete Step 2: Logic Model Table for one focused capstone component.
    4. Answer the reflection questions and complete the project-type check at the end of the template.

    This means that you will upload the entire, completed file for Application Activity 2.

    Important directions and a “refresher”

    • Pick one training session or one secondary data analysis focus. Do not model your entire agency.
    • Start with Activities (what you will do). Then work backward (Inputs) and forward (Outputs and Outcomes).
    • Outputs are counts or products. Outcomes are changes.
    • Include at least two entries in each logic model column. Add rows if you need them.
    • Use realistic resources and outcomes you can measure this semester.

    How to earn full credit (rubric can be found attached to this assignment)

    • Complete and ready for peer review: all sections finished and readable.
    • Connected to course content: applies course concepts to evaluation decisions.
    • Specific to your capstone: clearly tied to your field setting and your project plan.
    • Ready to build on: focused enough that you can use it for next steps without starting over.

    Common issues to avoid

    • Vague outcomes (example: clients improve without defining what changes).
    • Mixing outputs and outcomes.
    • Choosing outcomes you cannot measure with your time or data access.
    • Scope that is too broad (multiple programs, multiple trainings, multiple big questions).

    Follow all directions and do as it’s stated up above following the Logic Model Template

    Application Activity 2: Using Logic Models to Get Focused in the files based on my Capstone Proposal that’ll also be in the files as well. Answering all questions based on the Staff Training at my agency Southeastern Integrated Care as a CST QP and SACOT/SAIOP facilitator. ANSWER ALL QUESTIONS USING THE TEMPLATE IN THE FILES

    Attached Files (PDF/DOCX): SWK 5450 Application Activity 2 – Logic Model Template.docx, Capstone Project Proposal1 (2).docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Reflection W5

    Please no plagiarism and the instructions are Reflect on one or more readings/videos from this week in at least 150 and I have provided the reading and the videos for this assignment Reading Links

    Attached Files (PDF/DOCX): Thinkyourphoneislisteningtoyou_ThatE28099sproximityadvertising.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Ethical dilemma in medication risk and patient informed cons…

    While rounding with a cardiology team in the hospital, I encountered an ethical dilemma involving medication risk and patient understanding. During rounds, a cardiologist recommended starting a newly approved anticoagulant for a patient with stable atherosclerotic vascular disease. The patient shared concerns about bleeding. In response, the cardiologist emphasized the benefits of the medication based on a recent clinical trial but did not explain that the same study showed a significantly higher rate of major bleeding. Because I was familiar with this study, I recognized that the patient may not have been given complete information needed to make an informed decision (Eikelboom et al., 2017). This situation raises ethical concerns related to patient safety, honesty, and informed consent. This ethical dilemma involves the patient, the cardiologist, the pharmacy student, and the hospital team. The main issue is that the patient is being asked to agree to treatment without full and fair disclosure of risks. When important information is left out, it is difficult to ensure that the patient truly understands what they are consenting to. This places the pharmacy student in a challenging ethical position of deciding whether to remain silent or speak up to protect the patients safety and understanding. Several bioethical principles apply in this case. Autonomy is affected because informed consent requires patients to receive complete and truthful information. Beneficence is present because the cardiologist is attempting to improve the patients cardiovascular outcomes. Non-maleficence is involved because anticoagulants carry a risk of serious bleeding, and failure to discuss this risk may lead to harm (Kaatz et al., 2015). Justice also applies, as all patients deserve honest and balanced information when starting high-risk medications (Beauchamp & Childress, 2019). To navigate this ethical challenge, there are several possible courses of action. One option is to remain silent and allow the cardiologist to continue the discussion without intervention. Another option is to speak directly to the patient and explain the bleeding risk, which could create confusion or interfere with the physicianpatient relationship. A third option is to speak privately with the cardiologist and discuss the missing risk information in a respectful and professional manner. The most appropriate course of action would be to privately speak with the cardiologist. This approach allows concerns about bleeding risk to be addressed without undermining professional relationships. It also gives the cardiologist the opportunity to provide balanced information so the patient can make an informed decision. This decision aligns with ethical expectations related to informed consent and respect for patient autonomy (AMA Journal of Ethics, 2012). Although this approach is appropriate, challenges may still exist. The cardiologist may feel the benefits outweigh the risks, or the patient may decide not to start the medication after learning about the bleeding risk. However, ethical practice requires respecting patient decisions when they are made with complete and honest information (Beauchamp & Childress, 2019). In conclusion, this ethical dilemma highlights the importance of transparency and patient advocacy in healthcare. By respectfully addressing the concern with the cardiologist, the pharmacy student supports patient safety, informed decision-making, and professionalism within the healthcare team. References Beauchamp TL, Childress JF. Principles of Biomedical Ethics. 8th ed. Oxford University Press; 2019. Eikelboom JW, Connolly SJ, Bosch J, et al. Rivaroxaban with or without aspirin in stable cardiovascular disease. New England Journal of Medicine. 2017;377(14):13191330. Kaatz S, Ahmad D, Spyropoulos AC, Schulman S. Definition of major bleeding in clinical investigations of antihemostatic medicinal products. Journal of Thrombosis and Haemostasis. 2015;13(11):21192126. AMA Journal of Ethics. What should physicians disclose to patients? AMA J Ethics. 2012.

  • How can we improve better food security and reduce hunger in…

    need a paper based on the health people 2030 regarding reducing household food insecurity and hunger using the odphp.health.gov navigating to Reduce household food insecurity and hunger- NWS-01