Scientific Method Discussion

Description

The scientific method allows us to pose questions, test questions, and analyze results. Through observation and research we begin to understand the world around us. Consider research you have read about or been a part of and analyze the following in one page:Was the Scientific method followed? How?What pieces were or were not part of it? (Randomization, study type, placebos, etc.)For the second part, present a research project you would like to propose in approximately one page.How can it help us learn about basic principles of behavior?How can you use the scientific method to find and address possible problems in your research design? 

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PSYC 495 The Community College of Baltimore County Psychology Discussion

Description

Your Task

Part 1: Read: Read the four case studies provided this week. They are included in the Week 6 Learning Resources. Links to access the case studies are included below as well.

Part 2: Main Post: In order to express our mastery of professional psychology’s prerequisite knowledge, skills, and abilities, this week we will exchange responses to diversely different case studies.

Select the case study you would like to analyze and discuss. Read the case study carefully and compose your responses to the assigned questions, provided below. Your responses should reflect your unique, personal, response to the case addressed. Once you have crafted your analysis and written your answers, post your answers here as your main post.

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UOWG Psychology Racial Variations Reflection Questions

Question Description

I’m studying for my Psychology class and need an explanation.

1. Heitzeg (2015) argues that white criminality is “defined and controlled via the medical model”. She goes on to discuss criminalization and medicalization. In your own words, explain how these two ideas act as two a ides of the same coin. Provide an example from the reading. 

2. Bond’s and Heitzeg’s articles touch on some of the same ideas. In your own words, discuss these similarities. 

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Waldorf University Behavior Intervention Plan Paper

Description

write minimum 1500 words. make sure to include all the bullets below and use just the given references

Your Behavioral Intervention Plan should also accomplish the following:

  • Draw on content from Weeks 6, 7, and 8.
  • Incorporate concepts of generalization and maintenance from Week 9.
  • Be consistent with the ethical standards explored in Week 10.

Your Behavioral Intervention Plan should be structured as follows:

  • Identify information on the child (provided)
  • Background information on child (provided)
  • Discussion of behavioral assessment, including the results of the functional assessment you conducted in Week 5
  • Detailed description of the recommended intervention, including a review of the literature supporting your intervention
  • The methodology you plan on using (e.g., ABA, multiple baseline design) to evaluate the effectiveness of your intervention
  • Should include
  • Literature Review- this is 1-2 page review of empirical support for your proposed intervention. It should be a literature review. If you have not written a literature review please go to the Writing Center as soon as possible to view the tutorials posted there. I am confident that the writing center resources can help you. The literature review is a REQUIRED.
  • Identifying Information/Background Information: You are given some background information about the child. Please DO NOT cut and paste this into your paper. Summarize the information and include only the details that support your hypotheses and functional assessment. I want to see that you can select and summarize relevant information from what you are given.
  • Target Behavior
  • Behavioral Assessment- include your data in charts, graphs and summaries
  • Functional Analysis- be sure to clearly state your hypothesis as to the function of the child’s behavior. This is key to developing an appropriate intervention.
  • Behavior Intervention Plan/Proposed Intervention- be specific. What exactly will be done to address the target behavior
  • Evaluation
  • Maintainence/Generalization
  • Ethical Considerations

Readings:

  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.
    • Chapter 11, “Positive Reinforcement” (pp. 256–290)
    • Chapter 13, “Schedules of Reinforcement” (pp. 304–323)
  • Cavalari, R. N. S., DuBard, M., Luiselli, J. K., & Birtwell, K. (2013). Teaching an adolescent with autism and intellectual disability to tolerate routine medical examination: Effects of a behavioral compliance training package. Clinical Practice in Pediatric Psychology, 1(2), 121–128.
    Retrieved from the Walden Library databases.
  • Morgan, D. L. (2010). Schedules of reinforcement at 50: A retrospective appreciation. The Psychological Record, 60, 151–172.
    Retrieved from the Walden Library databases.
  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.
    • Chapter 12, “Negative Reinforcement” (pp. 291–303)
    • Chapter 14, “Punishment by Stimulus Presentation” (pp. 326–355)
    • Chapter 15, “Punishment by Removal of a Stimulus” (pp. 356–371)
  • Little, S. G., Akin-Little, A., & Cook, C. (2009). Classroom application of reductive procedures: A positive approach. In A. Akin-Little, S. G. Little, M. Bray, & T. Kehle (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (pp. 171–188). Washington, DC: APA Books.
    Retrieved from the Walden Library databases.
  • Nevin, J. A. (2002). Measuring behavioral momentum. Behavioural Processes, 57, 187–198.
    Measuring Behavioral Momentum by Nevin, J. A., in Behavioural Processes, Vol. 57/Issue 2-3. Copyright 2002 by Elsevier Science & Technology Journals. Reprinted by permission of Elsevier Science & Technology Journals via the Copyright Clearance Center.
  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.
    • Chapter 18, “Imitation” (pp. 412–429)
    • Chapter 19, “Shaping” (pp. 420–433)
    • Chapter 20, “Chaining” (pp. 434–453)
  • Klett, L. S., & Turan, Y. (2012). Generalized effects of social stories with task analysis for teaching menstrual care to three young girls with autism. Sexuality and Disability, 30, 319–336.
    Retrieved from the Walden Library databases.
  • Koegel, R. L., Vernon, T. W., & Koegel, L. K. (2009). Improving social initiations in young children with autism using reinforcers with embedded social interactions. Journal of Autism and Developmental Disorders, 39(9), 1240–1251.
    Retrieved from the Walden Library databases.
  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.
    • Chapter 28, “Generalization and Maintenance of Behavior Change” (pp. 614–655)
  • Foxx, R. M. (2013). The maintenance of behavioral change: The case for long-term follow-ups. American Psychologist, 68(8), 728–736.
    Retrieved from the Walden Library databases.
  • Steege, M. W., & Sullivan, E. (2009). Generalization and maintenance of learned positive behavior. In A. Akin-Little, S. G. Little, M. Bray, & T. Kehle (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (pp. 189–201). Washington, DC: APA Books.
    Retrieved from the Walden Library databases
  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.
    • Chapter 29, “Ethical Considerations for Applied Behavior Analysts” (pp. 658–678)
  • American Psychological Association (APA). (2014). Ethical principles of psychologists and code of conduct. Retrieved from http://apa.org/ethics/code/index.aspx
  • Behavior Analyst Certification Board (BACB). (2014). BACB guidelines for responsible conduct for behavior analysts. Retrieved from http://www.bacb.com/index.php?page=57
  • Behavior Analyst Certification Board (BACB). (2014). Disciplinary and ethical standards, procedures for appeals. Retrieved from http://bacb.com/?page=85
  • Schreck, K. A., & Miller, V. A. (2010). How to behave ethically in a world of fads. Behavioral Interventions, 25(4), 307–324.
    Retrieved from the Walden Library databases.
  • Sidman, M. (2010). Remarks. Behavior and Philosophy, 38, 125–127.
    Retrieved from the Walden Library databases.

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University of Phoenix Environmental Impact Discussion Question

Question Description

I’m working on a psychology discussion question and need an explanation and answer to help me learn.

Option A·     Explain what significance tells you in a way a that anyone could understand. What are the levels of significance most commonly seen? What is the most common level of significance used in psychological research?

Option B·     Explain a Type I and Type II error in terms of the research hypothesis that Drug A produces better improvement for depression than Drug B.

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Saint Mary University of Minnesota Adulthood Development Presentation

Description

You are a Drug Treatment Specialist for Wayne County, Michigan. You work specifically as the intake coordinator for the adolescent and adult drug and alcohol treatment programs. In order to develop and implement individualized treatment plans, you need to perform psychosocial assessments and other types of individual testing required by the courts. Before conducting these assessments, you need to thoroughly understand the normal/healthy developmental milestones that occur at 12-years-old until the end of life. Since you often have to explain these developmental milestones to the direct care staff you work with, you have decided to create a PowerPoint presentation.

Instructions

In your presentation, identify and explain the physical, cognitive, and social-emotional development milestones for the following age ranges:

  • Adolescence (ages 12-18)
  • Early Adulthood (ages 18-40)
  • Middle Adulthood (ages 40-60)
  • Late Adulthood (ages 6-11)

Additionally, for each age range, describe the impact of drugs and alcohol on development.

Make sure your presentation is visually appealing with colors, graphics, and keywords. Use the notes section below each slide to write the details of what you would have said had you given the presentation live. This allows you to show your understanding and critical thinking skills to your instructor.

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