Please help with the design and results using the provided information

• Create hypothetical data for your study. Describe the results of the intervention that was implemented.
• Provide a graph of the data using the appropriate single-subject design graph.
  • Copy and paste the graph(s) into the same document as the rest of the assignment
  • Include chart title, data line with markers in black and white only, phase labels, phase change lines, figure caption, x axis line and label, y axis line and label, and any additional elements depending upon the individual single subject design.
• Summarize results of the graph in a visual analysis (trend, level, variability) across and between phases.

Headbanging is operationally defined as the repetitive action of forcefully hitting one's forehead against a hard surface, measured by the frequency of head impacts per minute during a specified observation period (e.g., 10 minutes). The social significance of headbanging, particularly in individuals with autism spectrum disorder (ASD), is profound. This behavior poses immediate risks to physical well-being, including the potential for head injuries, concussions, and other medical complications. Addressing headbanging is crucial for improving the safety and overall quality of life for individuals with ASD, as it can significantly impact their daily functioning, relationships, and participation in various activities.

Research in this area is essential as it contributes to developing effective interventions that can enhance the lives of individuals with ASD and their families. By understanding the factors influencing headbanging behavior, interventions can be tailored to mitigate or eliminate this challenging behavior, leading to improved overall functioning and well-being.

Methods

Participants and Setting

The participants targeted in this hypothetical study are children diagnosed with autism spectrum disorder (ASD), aged 3 to 6 years old. The focus on this age group is crucial as headbanging behavior tends to manifest during early childhood, and intervention at this stage can be more effective in reshaping behavior patterns. The inclusion criteria specify children with a clinical diagnosis of ASD, and the sample will consist of both genders to ensure a representative study population.

The study took place in a specialized early intervention center for children with developmental disorders. The center is equipped with observation rooms, therapy spaces, and secure play areas designed to cater to the unique needs of children with ASD. The controlled and structured environment allows for systematic observation and intervention implementation. The study sessions occurred during regular therapy hours, ensuring that the participants were in a familiar and comfortable setting, thus minimizing potential stressors that could influence the occurrence of headbanging behavior.

Four children (2 males, and 2 females) meeting the criteria of ASD diagnosis were recruited from the early intervention center. Informed consent was obtained from parents or legal guardians. The children had a mean ageof 4.5 years. The inclusion criteria specified a clinical diagnosis of ASD, confirmed through standardized assessments conducted by licensed clinicians.

The early intervention center, where the study took place, was a state-of-the-art facility equipped with soundproof observation rooms fitted with unobtrusive cameras for precise behavioral coding. Each observation room was furnished with age-appropriate toys and stimuli, creating a naturalistic environment for the study. Additionally, therapy sessions were conducted by trained behavior analysts and therapists, ensuring consistency and reliability in data collection and intervention implementation.

This detailed participant and setting description establishes the foundation for a comprehensive understanding of the study context and the characteristics of the individuals under investigation.

Procedure

Independent Variable (Intervention): Functional Communication Training (FCT), a behavior-analytic method, is the intervention that has been put into practice. In FCT, children with ASD are taught appropriate communication skills as a substitute for headbanging. Rather than confronting inappropriate behavior, the emphasis is on promoting communication. Execution for Every Individual: Based on the communication skills and preferences of each participant, a customized communication plan was created for them. As an alternative to headbanging, the kid was taught to convey needs and wishes through a communication system, such as words, gestures, or visual symbols, as part of the intervention.

Data Collection

Data Recording Method: To gauge the prevalence of headbanging behavior and the adoption of alternate communication techniques, frequency recording was used. Records were kept on the number of headbanging episodes and successful use of the communication system. Frequency recording was selected because it enables a quantitative evaluation of the intervention's efficacy over time and offers a clear count of the target behaviors. Device for Data Recording: An application for digital tablets that tracks behavior was used to record the data. This application made it possible to capture behavioral occurrences in real-time and offered a practical method for effectively organizing and analyzing the data.

Because of its mobility, simplicity of use, and precise timestamping of incidences, the digital tablet application was chosen. It made data collecting in the early intervention center's natural setting easier and more seamless.

Baseline Data Collection

Schedule for Data Collection: Information was gathered during children's scheduled visits to the early intervention program. During scheduled activities and free-play periods, behavior events were observed by trained observers and documented. Personnel in Charge of Data Collection: Behavior analysts and therapists with training who were conversant with the children and the intervention process oversaw gathering data.To get a complete picture of how behavior changed over time during the intervention phase, data were gathered every day.

Collecting Baseline Data: Before the intervention's start, baseline data were gathered for a predefined amount of time. The frequency of headbanging activity and any current (if any) forms of communication were noted during this period. Goal: Establishing a baseline level of the intended behavior and comprehending the starting point of communication abilities were made possible by the baseline data. The efficacy of the intervention was assessed using this data as a foundation.

Interobserver Agreement

Interobserver Agreement Method: The interobserver agreement was computed by interval recording. To do this, the observation period was divided into intervals, and the recordings made by the observers were compared within those intervals. Percentage and Calculation: Calculation: Each interval's recorded episodes from the observers were compared, and an agreement was established when both observers recorded the same behaviorheadbanging or using communicationduring that interval. Percent of Sessions: For twenty percent of the randomly chosen sessions, interobserver agreement was computed. Percentage Agreement: The number of agreed intervals divided by the total number of intervals and multiplied by 100 was used to get the percentage agreement.

Design

The multiple baseline design across subjects was used in this study for the assessment of head-banging behavior. Child 1's baseline phase consisted of six days of once-daily, three-hour sessions. Once the baseline was stable, treatment, self-monitoring, and data collection took place over 14 days. Child 2's baseline was 11 days long. Once the baseline was stable, treatment with the self-monitoring of head banging took place from the 12th to the 20th day.

Results

Baseline	Communication	Baseline	Communication	Baseline	Communication	Baseline	Communication
12		12		5		11
11		10		6		10
9		12		4		9
13		9		4		8
11		9		3		10
8		11		5			8
	4	12			1		6
	5	12			1		4
	3	7			2		5
	3	8			0		4
	3	8			0		3
	4		2		1		4
	2		1		2		5
	2		3		1		3
	1		2		1		4
	3		2		2		3
	4		3		1		4
	3		1		1		4
	3		2		2		3
	2		1		1		3