Descriptive Assessment of Procrastination
A descriptive or direct assessment is sometimes included in the FBA. Conducting the descriptive assessment requires you to observe the target behaviors and measure baseline data of the behaviors. When you provide the operational definitions and baseline data, you are exemplifying the description level of scientific investigation. A descriptive assessment often encompasses identification of patterns of behavior co-occurring with stimulus changes in the environment. This level of scientific rigor is referred to as prediction.
For this assignment, you will conduct repeated observations of the person or character you chose in your first assignment. As part of your observation, you will quantify the target behaviors and take antecedent-behavior-consequence (ABC) data. You will analyze your ABC data to conclude the environmental events co-occurring with the concerning behaviors. To conclude the descriptive assessment, you will provide the hypothesized function(s) or environmental contingencies influencing problem behaviors. Be sure to incorporate values of compassion and cultural humility when choosing measurement procedures and conducting the descriptive assessment. You can refer to the Capella Compassion Code [DOCX] for more details.
Part 1: Benefits and Limitations of a Descriptive Assessment
Provide a brief overview of what a descriptive assessment is, including the benefits and limitations. Describe the level(s) of scientific rigor exemplified in a descriptive assessment.
Part 2: Obtaining Baseline Data
Using information gathered from your indirect assessment, select appropriate measurement procedures to obtain baseline data for your target definitions. Take baseline data of the concerning behaviors and provide visual display of your data.
Part 3: Collect and Analyze ABC Data
**Conduct a minimum of five observations informed by your indirect assessment and take ABC data. Analyze the ABC data by conducting a contingency analysis and/or space contingency analysis. Provide a visual display of your data. Provide an interpretation of your visual display.
Part 4: Conclusion of the Descriptive Assessment
Conclude the descriptive assessment by providing the hypothesized function(s) or environmental contingencies influencing problem behaviors. Remember, you are not able to control the behavior. You are only able to make predictions.
Additional Requirements
Your assignment should meet the following requirements:
*APA formatting: References and citations are formatted according to current APA style guidelines. Review Evidence and APA for more information on how to cite your sources.
*Resources:3
*Length: 4.
*Font and font size: Times New Roman, 12-point.
In this paper you used my brother and his behavior was procrastinating
Descriptive Assessment
Your Name
University
PSY7712 Behavior Analytic Assessments
Professor
Month Day, 2021
Descriptive Assessment
Before determining an intervention that can be use to minimize procrastination behaviors in my brother, it is essential to conduct a descriptive assessment that could be used to understand the antecedents and consequences of the behaviors. Partial-interval recording was identified as the most ideal measurement method for the behavior of interest. In this paper, the descriptive assessment of procrastination in my brother is discussed as conducted over a period of five weekdays.
Benefits and Limitations of a Descriptive Assessment
In the context of applied behavior analysis (ABA), descriptive assessment refers to the systematic observation and recording of an individual's behavior in order to better understand their strengths and weaknesses and to develop appropriate interventions and support (Oliver, Pratt, & Normand, 2015). There are benefits and limitations associated with descriptive assessments. In terms of benefits, descriptive assessments provide a clear and objective picture of the individual's behavior, allowing for accurate diagnosis and treatment planning (Fisher, Piazza, & Roane, 2021). The nature of descriptive assessment also allows for progress tracking over a period and can be effectively used to identify specific behaviors contributing to a problem so that targeted and effective interventions can be developed.
On the other hand, it is essential to note that descriptive assessment do not establish causality. That is, the assessments do not account for the underlying reasons for certain behaviors, such as physiological or emotional factors. Descriptive assessments may also be time-consuming and resource-intensive, requiring trained observers to conduct systematic observations over an extended period. In the absence of a trained interviewer, there is high likelihood that observer's bias or subjectivity can lead to inaccurate or incomplete data. Thus, the application of descriptive assessment should be approached with caution.
The level of scientific rigor that will be exemplified in the current design is single subject design. The Single-Subject Design (SSD) is a research design commonly used in the field of Applied Behavior Analysis (ABA) to evaluate the effects of an intervention on an individual's behavior. This design is characterized by the repeated measurement of an individual's behavior before, during, and after the implementation of an intervention. In a SSD, behavior is measured in a systematic and controlled manner, typically through direct observation or by using a standardized instrument. The data collected is then graphed to visualize the change in behavior over time, allowing for the systematic examination of the effects of the intervention. One of the main benefits of the SSD is its ability to provide a detailed and individualized picture of behavior change, which can be particularly useful when working with individuals who have unique and complex behavior patterns. Additionally, SSDs can be used to evaluate the effects of an intervention in real-world settings, allowing for the examination of behavior change in a more naturalistic environment.
Baseline of Target Behaviors
Partial-interval recording is an appropriate measurement procedure for obtaining baseline data for the topography of procrastination in a student. This method allows for the systematic and repeated measurement of behavior over time, providing valuable information for the development and evaluation of an intervention aimed at reducing procrastination (Brereton, Tuke, & Fernandez, 2022). The values of compassion and cultural humility was a key consideration in my choice of measurement procdure. During the process, I took a non-judgmental and emp...