Assignment Prompt & Instructions
– ## ReflectionPaperRubric.docx
– ImprovingClosingTaskCompletioninaDrugstore.pdf
**## ReflectionPaperRubric.docx**
**Reflect Module 6:**
Pinpoint a nuisance/undesired behavior that you've observed in your current or past workplace. Create two ABC tables, one for the nuisance behavior, and one for the desired behavior (see example below). Provide examples of the antecedents and consequences for both, and categorize 3 of the consequences per table (6 total) using Daniels' PIC/NIC analysis categories. How would you change the antecedents and consequences to get less of the nuisance behavior, and more of the appropriate alternative behavior?
| | | |
| — | — | — |
| **Antecedent** | **Undesired Behavior** | **Consequence** |
| | | |
| | | |
| — | — | — |
| **Antecedent** | **Desired Behavior** | **Consequence** |
| | | |
**To complete this module:**
¡
**Read the Daniels and Bailey textbook, chapter 10.**
¡
**Read** [**âImproving Closing Task Completion in a Drugstore"**](https://uwf.instructure.com/courses/61139/files/14938560?wrap=1) **Fante, Davis, & Kempt (2013).**
Module 6, Part 1: Introduction
Welcome to Module 6: Performance Assessments, part 2!
This 2-part module will provide an overview of the types of performance assessment tools used by performance management practitioners, and the historical foundations of these assessments are explored. Strategies for conducting historical assessments will be shared, including lists of documents that may be reviewed to influence interventions. Indirect assessments, including diagnostic tools and consequence analyses, will be demonstrated using both research and practical applications. Reviews of different types of direct observation strategies will also be reviewed in the context of determining interventions, and finally, the use of experimental analysis in PM practice will also be discussed, including exploring why the use of these analyses are more common in clinical ABA than performance management practice.
Upon successful completion of this module, learners should be able to:
¡ Identify the factors taken into consideration in ABC/Consequence analysis
¡ Determine the most powerful consequences to integrate into an intervention, depending on the desired behavior change
¡ Identify the different descriptive assessments, given a scenario
¡ Determine the conditions under which a descriptive assessment is appropriate (or inappropriate)
¡ Select reasons why experimental analysis is less common in PM practice than clinical ABA
**Reflection Paper Rubric (25 points)**
Reflection papers consist of brief responses to a prompt related to the information shared in each weekâs module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:
| | | | |
| — | — | — | — |
| **Category** | **5 points** | **3 points** | **0 points** |
| **Reflection Length*Â *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. | Reflection paper content was between 100-149 words. | Reflection paper content was less than 99 words. |
| **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. | Reflection paper contained 3-4 grammar, usage, or spelling errors. | Reflection paper contained more than 5 grammar,<br>usage, or spelling errors and proofreading was not apparent. |
| **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more<br>original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided. | The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference. | The author neither utilized APA format for referenced material used nor cited a peer-reviewed behavioral reference. |
| **Addressing the Prompt** | The authorâs reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The authorâs reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The authorâs reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. |
| **Application** | The authorâs post clearly demonstrates application and relationship to the weekâs assigned reading/topic. | The authorâs post refers to the assigned topic/reading<br>tangentially but does not demonstrate application. | The authorâs post does not demonstrate application of the weekâs assigned topic/reading. |
Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.
**WARNING: Using Generative AI (ChatGPT or similar) is not permitted on these papers. If use of AI is suspected, the professor will meet with you to discuss your response. If you cannot discuss your response sufficiently, you will receive 0 points for your submission. If this occurs more than once, you will be reported to the dean for academic misconduct and may receive an F in the class and removal from the program.**
**ImprovingClosingTaskCompletioninaDrugstore.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/improvingclosingtaskcompletioninadrugstore-pdf-10324327)
**ImprovingClosingTaskCompletioninaDrugstore.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/improvingclosingtaskcompletioninadrugstore-pdf-10324327)
**## ReflectionPaperRubric.docx**
**Reflect Module 6:**
Pinpoint a nuisance/undesired behavior that you've observed in your current or past workplace. Create two ABC tables, one for the nuisance behavior, and one for the desired behavior (see example below). Provide examples of the antecedents and consequences for both, and categorize 3 of the consequences per table (6 total) using Daniels' PIC/NIC analysis categories. How would you change the antecedents and consequences to get less of the nuisance behavior, and more of the appropriate alternative behavior?
| | | |
| — | — | — |
| **Antecedent** | **Undesired Behavior** | **Consequence** |
| | | |
| | | |
| — | — | — |
| **Antecedent** | **Desired Behavior** | **Consequence** |
| | | |
**To complete this module:**
¡
**Read the Daniels and Bailey textbook, chapter 10.**
¡
**Read** [**âImproving Closing Task Completion in a Drugstore"**](https://uwf.instructure.com/courses/61139/files/14938560?wrap=1) **Fante, Davis, & Kempt (2013).**
Module 6, Part 1: Introduction
Welcome to Module 6: Performance Assessments, part 2!
This 2-part module will provide an overview of the types of performance assessment tools used by performance management practitioners, and the historical foundations of these assessments are explored. Strategies for conducting historical assessments will be shared, including lists of documents that may be reviewed to influence interventions. Indirect assessments, including diagnostic tools and consequence analyses, will be demonstrated using both research and practical applications. Reviews of different types of direct observation strategies will also be reviewed in the context of determining interventions, and finally, the use of experimental analysis in PM practice will also be discussed, including exploring why the use of these analyses are more common in clinical ABA than performance management practice.
Upon successful completion of this module, learners should be able to:
¡ Identify the factors taken into consideration in ABC/Consequence analysis
¡ Determine the most powerful consequences to integrate into an intervention, depending on the desired behavior change
¡ Identify the different descriptive assessments, given a scenario
¡ Determine the conditions under which a descriptive assessment is appropriate (or inappropriate)
¡ Select reasons why experimental analysis is less common in PM practice than clinical ABA
**Reflection Paper Rubric (25 points)**
Reflection papers consist of brief responses to a prompt related to the information shared in each weekâs module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:
| | | | |
| — | — | — | — |
| **Category** | **5 points** | **3 points** | **0 points** |
| **Reflection Length*Â *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. | Reflection paper content was between 100-149 words. | Reflection paper content was less than 99 words. |
| **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. | Reflection paper contained 3-4 grammar, usage, or spelling errors. | Reflection paper contained more than 5 grammar,<br>usage, or spelling errors and proofreading was not apparent. |
| **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more<br>original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided. | The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference. | The author neither utilized APA format for referenced material used nor cited a peer-reviewed behavioral reference. |
| **Addressing the Prompt** | The authorâs reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The authorâs reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The authorâs reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. |
| **Application** | The authorâs post clearly demonstrates application and relationship to the weekâs assigned reading/topic. | The authorâs post refers to the assigned topic/reading<br>tangentially but does not demonstrate application. | The authorâs post does not demonstrate application of the weekâs assigned topic/reading. |
Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.
**WARNING: Using Generative AI (ChatGPT or similar) is not permitted on these papers. If use of AI is suspected, the professor will meet with you to discuss your response. If you cannot discuss your response sufficiently, you will receive 0 points for your submission. If this occurs more than once, you will be reported to the dean for academic misconduct and may receive an F in the class and removal from the program.**
**ImprovingClosingTaskCompletioninaDrugstore.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/improvingclosingtaskcompletioninadrugstore-pdf-10324327)
**## ReflectionPaperRubric.docx**
**Reflect Module 6:**
Pinpoint a nuisance/undesired behavior that you've observed in your current or past workplace. Create two ABC tables, one for the nuisance behavior, and one for the desired behavior (see example below). Provide examples of the antecedents and consequences for both, and categorize 3 of the consequences per table (6 total) using Daniels' PIC/NIC analysis categories. How would you change the antecedents and consequences to get less of the nuisance behavior, and more of the appropriate alternative behavior?
| | | |
| — | — | — |
| **Antecedent** | **Undesired Behavior** | **Consequence** |
| | | |
| | | |
| — | — | — |
| **Antecedent** | **Desired Behavior** | **Consequence** |
| | | |
**To complete this module:**
¡
**Read the Daniels and Bailey textbook, chapter 10.**
¡
**Read** [**âImproving Closing Task Completion in a Drugstore"**](https://uwf.instructure.com/courses/61139/files/14938560?wrap=1) **Fante, Davis, & Kempt (2013).**
Module 6, Part 1: Introduction
Welcome to Module 6: Performance Assessments, part 2!
This 2-part module will provide an overview of the types of performance assessment tools used by performance management practitioners, and the historical foundations of these assessments are explored. Strategies for conducting historical assessments will be shared, including lists of documents that may be reviewed to influence interventions. Indirect assessments, including diagnostic tools and consequence analyses, will be demonstrated using both research and practical applications. Reviews of different types of direct observation strategies will also be reviewed in the context of determining interventions, and finally, the use of experimental analysis in PM practice will also be discussed, including exploring why the use of these analyses are more common in clinical ABA than performance management practice.
Upon successful completion of this module, learners should be able to:
¡ Identify the factors taken into consideration in ABC/Consequence analysis
¡ Determine the most powerful consequences to integrate into an intervention, depending on the desired behavior change
¡ Identify the different descriptive assessments, given a scenario
¡ Determine the conditions under which a descriptive assessment is appropriate (or inappropriate)
¡ Select reasons why experimental analysis is less common in PM practice than clinical ABA
**Reflection Paper Rubric (25 points)**
Reflection papers consist of brief responses to a prompt related to the information shared in each weekâs module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. Reflection paper assignments will be graded as follows:
| | | | |
| — | — | — | — |
| **Category** | **5 points** | **3 points** | **0 points** |
| **Reflection Length*Â *(excludes reference section and direct quotes from references that are longer than 5 words)** | Reflection paper content was greater than 150 words. | Reflection paper content was between 100-149 words. | Reflection paper content was less than 99 words. |
| **Grammar, Usage, and Spelling** | Reflection paper contained less than 2 grammar, usage, or spelling errors. | Reflection paper contained 3-4 grammar, usage, or spelling errors. | Reflection paper contained more than 5 grammar,<br>usage, or spelling errors and proofreading was not apparent. |
| **References and Utilization of Outside Resources** | The author used references from peer-reviewed behavioral sources in APA format and cited one or more<br>original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided. | The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference. | The author neither utilized APA format for referenced material used nor cited a peer-reviewed behavioral reference. |
| **Addressing the Prompt** | The authorâs reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The authorâs reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing. | The authorâs reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. |
| **Application** | The authorâs post clearly demonstrates application and relationship to the weekâs assigned reading/topic. | The authorâs post refers to the assigned topic/reading<br>tangentially but does not demonstrate application. | The authorâs post does not demonstrate application of the weekâs assigned topic/reading. |
Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.
**WARNING: Using Generative AI (ChatGPT or similar) is not permitted on these papers. If use of AI is suspected, the professor will meet with you to discuss your response. If you cannot discuss your response sufficiently, you will receive 0 points for your submission. If this occurs more than once, you will be reported to the dean for academic misconduct and may receive an F in the class and removal from the program.**
**ImprovingClosingTaskCompletioninaDrugstore.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/improvingclosingtaskcompletioninadrugstore-pdf-10324327)
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