performance relative to target behavior and related behaviors.

Chapter 3MethodsRecording of Syllabus Part 3 Capstone Plan:3.D. Chapter 3Capstone Research Hypothesis(2 points)____ build your project hypothesis, based on your RQ. A hypothesis is a statement that introduces a research question and proposes an expected result. Try to write the hypothesis as an if-then statement. If you take an action, then a certain outcome is expected. If the (proposed) intervention is implemented, then the participants will acquire the (proposed) behavior/skill.____ hypothesis should include your independent variable (intervention)____ hypothesis should include your dependent variable (behavior/skill)____ hypothesis should be testable. A testable hypothesis is a hypothesis that can be supported or rejected as a result of experimentation.Participants (4 points)___ number of participants. Write a summary of the following for each participant, if you use a small number of participants:___ chronological age (years months: 6 years 2 months)___ hypothetical names___ diagnoses or functioning levels___ standard test scores (test name and date administered)___ performance relative to target behavior and related behaviors___ history with independent variable (intervention)___ secondary disabilities or problems, medication and dosage per day, and other related information (precautions, experience with materials/ arrangement/ equipment, related services received, etc.)___ if you use whole group instruction (whole class), you can use the above variables to describe the class as a group.Criteria for Including and Excluding Participants from the Study(6 points)___ what criteria were used to include these students in this study? (example: must be your student; must be in XYZ grade; must have XYZ diagnosis; must…. )___ what criteria were used to exclude students, if any were excluded? (example: students who meet the inclusion criteria, but who already possess the skill to be taught; presence or absence of medical or emotional conditions; if a grade repeater; etc.)___ state pre-requisite skills needed to teach the skill/behavior you stated in your RQ, and briefly describe how each will be assessed (i.e., how do you make sure each participant possesses these pre-requites?). State acceptable criterion for each skill. For example:___ wait for prompt (five seconds)___letter naming___numeral matching___multiplication facts 1-10___imitation (motor/ verbal)___attention to task (20 minutes)___follow one-step directions___independent reach, grasp, & release___palmar grasp___object recognition (receptive)___ how will the prerequisite skills be taught if necessary?Screening to Pinpoint Target Behavior(5 points)For each participant:___ define in measurable terminology the target behavior/skill. If needed, write up a detailed task analysis with numbered steps (individual steps to perform a complex behavior, such as washing dishes). Remember, the behavior MUST be MEASURABLE, so you can measure growth.___ how was the target behavior identified as needed to be learned/taught? (why does the participant need to know/possess that skill/behavior?)___ describe screening procedure (i.e., how do you know that the behavior needs to be taught and is not already acquired?). This relates back to the rationale for choosing this topic – the student needs to learn this behavior because…___ what criteria were used to decide to teach this behavior? (most of the times, the answer is: less than 20% independent correct responses in the baseline, therefore, the participant does not have the target behavior in their repertoire)___ describe how stimuli/ behaviors were assigned to sets or groups, if they were (example, sets of words, matching items, passages to teach reading comprehension, etc.)Setting and Arrangements(2.5 points)___ describe instructional/ intervention settings (classroom, hallway, computer lab, library, home, seated at computer, etc.)___ instructional arrangement/format (1:1, triadic, small group of 3-5, large group, whole group, etc.)___ where will the teacher be relative to participants (seating across at table, or facing)___ is there more than one teacher/person to teach the skill/behavior (describe who)?___ how are non-participants in the setting supervised?Materials and Equipment(4 points)Recording of Syllabus Part 3 Capstone Plan:3.E. Chapter 3___ describe target stimuli (size, color, print material, number of each, etc.)___ what reinforcers will be used (tokens, back-up reinforcers, primary, secondary, etc….)___ how were reinforcers identified?___ what equipment is needed to perfom tasks? (E.g., to cook: GW waffle iron, model #2534; to record: Apple XS digital recording app; etc.)Operationalize Correct & Incorrect Behavior and Describe Data Recording Procedures(6 points)___ are you using an attentional cue, also called a hook or attention grabber (E.g.: Let’s have fun! Are you ready?

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