Activity involves taking direct objective observational data (collected raw data from a data sheet from each session or day, i.e. a numerical observational data point) and putting the collected data into a graph (creating a line graph) and then conducting a very brief visual analysis of the graphed behaviour to interpret the results (i.e., is there effect on the behaviour, what is that effect on behaviour). Marks are allocated to correct components of the graph and correct visual analysis.

Observing and Recording Notes:

- the observation and measurement assignment you completed prior to this graphing assignment would result in one data point on a graph (i.e. the total frequency count of SIB would be graphed as one data point for that one session/video)

- Also, if you were to graph all the types of the measurements you practiced on that one video (frequency, partial interval recording, etc.) each measurement type would be also its own separate graph (cannot change the measurement type within one behaviour graph).

- Each data point represents how long you are observing and recording the behaviour for that observational period (i.e. session or day). These observational periods are repeated - ongoing across time and each observational period is graphed as one data point (i.e., defined "day" or defined "session"). These data points are graphed along the x-axis. There may be days in between each session/day without data collected; you only graph the observation days that behaviour data was collected.

- Thus, the data sheet contains the objective data that was recorded in the moment the behaviour is occurring, and the data sheet can also indicate what dimension of the behaviour was recorded

- The dimension of the behaviour is what you set up in the data sheet and/or the dimension can often be recognized when seeing the data-sheet layout (i.e. when interval-recording is taken on a datasheet you will see boxes for the time intervals and a reported percentage of intervals (number of intervals with behaviour/total number of intervals for that observational period), or seeing a frequency tick box on the datasheet with total added count noted at the end of each observation, or seeing rows of onset and offset times in seconds or minutes on the datasheet and/or noted "episodes" based on a definition to record each duration of the behaviour, or seeing recordings of naturally occurring stimuli occurrences (or set up stimuli) and the recording of the individuals' response to these opportunities/stimuli that has a percentage of opportunity measure, etc.).

- The dimension of the behaviour being observed and recorded across all the observations/sessions is indicated on the y-axis.

- Each day/session of raw data from the data sheets are plotted onto a graph.

- You can also combine direct observations each day or session to graph data points along a week-by-week analysis by adding up

observed totals each day or session and plotting data by week on the x-axis (i.e., for behaviour projects that may have an x-axis

that is week 1, week 2, etc.)

- For this current graphing assignment you will be provided with a hypothetical data sheet(with an entirely different target

behaviour and type of measures being take from your first observe and record assignment)

- The hypothetical data on the next page is approximately 3 weeks of collected data, with each row representing the data taken

during each observation of baseline and during each session of implementing the intervention (following the same recording measures taken during baseline - see the data sheet section that notes "instructions for the data collection" to know what the symbols being recorded onto the datasheet mean). The hypothetical observer would have recorded each of the symbols at the exact moment it occurred during the observation; the datasheet on the next page is what has been taken up to this point.

Submission: 1. You will submita line graphof the provided hypothetical data - the graph will display the behaviour data collected onto the following datasheet provided Note: you can draw the graph on paper and take a picture of the graph or use excel - also see the notes at the bottom of the next page you need for your graph (i.e., phase lines)

2. You will also submit a briefvisual analysisabout the behaviour in baseline and intervention see attached files in this folder for more information, some are supplemental as needed). Create a chart that has 3 rows and 4 columns with the headings along the side being: Phase, Baseline, Intervention. And headings along the top being: Trend, Level, Variability. And a summary sentence after the chart indicating if there is an observed effect or no observed effect and why.

Here are the components for the visual analysis . - Describe visual analysis of Baseline - level, trend, and variability - Describe visual analysis of Intervention - level, trend, and variability - Evidence of an effect - visual analysis of observed effect or no observed effect of the intervention (IV)

on the behaviour (DV), based on the visual analysis. Describe if there is objective information that the intervention was effective and/or demonstrates a functional relationship?

DATASHEET

Target Behaviour:Independent Hand Raising Defined as:raising one hand up above head and held above head for at least 5 seconds Setting:Circle time (teacher at front, peers and child on carpet) Instructions for data collection:During circle time, collected data on the first 10 times the teacher asked a question to the group and if Sally raises her hand for each of these first 10 questions. As soon as the teacher asks a question that requires the group to raise a hand to answer, record a tick mark ( I ) in the row. If Sally raises her hand independently turn that tick mark into a ( + ). If you or someone else prompts/cues Sally to raise her hand turn the tick mark into a (P). Note: this is not data on direct questions to Sally or data on Sally's answer if teacher calls on her to answer (this will be another part of the data sheet). This data is only targeting "hand raising" specifically. If the teacher calls on her, support her to answer (answering correctly independently vs. prompted will be on another part of the data sheet and will involve another component of the intervention plan).

Day	Observation Data	Number of independent hand raises	Total questions asked to group	Percentage Independent Hand Raising
1	IIIIIIIIII
2	II+IIIIIII
3	IIIIIIIPII
4	IPIPP+IPIP
5	IIIP+IIIII
6	IIIIPIIPPI
7	PIP+IP+PII
8	P+IP++IIPI
9	PI+I++IP+P
10	P++IP++I++
11	++IP++IP+P
12	++I+IP++I+
13	P++P++P+++
14	+I++P+++I+
15	+++++I+++I
16	I++++I++++

NOTES:

- The intervention program for hand raising started on day 7, that involved revising the prompting system and giving Sally a

token contingent on independent hand raising with a list of back-up tokens after circle time (i.e. tokens intervention - which is contingent reinforcement for independent hand raise access to one token on FR1 schedule to start). The intervention also involved a systematic prompting system (the intervention written protocol provided on another sheet given to staff).

- During baseline there was no systematic intervention (circle time was observed "as normal" events occurred)

- For this graphing analysis, only independent hand raises to be evaluated (graphed) at this time.

- Blank rows would represent spots to continue taking data (i.e., if fading out tokens after observation 16), etc.

Articles ( horner et al ) The Use ofSingle-Subject Research to Identify Evidence-Based Practice

in Special Education.

Articles (Drue Stapleton, PhD*; Andrew Hawkins, PhD) Single-Case Research Design: An Alternative Strategy for Evidence-Based Practice