Write a comment explaining why a functional relationship is depicted (review visual analysis Powerpoint presentation attached next to this document for guidance).

1 Learning Activity: Single Subject Research Design Graphs (40 points) Purpose: Develop three SSRD graphs demonstrating functional relationship and in accordance with standards noted in the field of Applied Behavior Analysis. Guidelines: 1. You will need to construct three line graphs using three of the SSRDs listed below: a. Three Phase Alternating Treatment Design (ATD) b. Changing Criterion Design (CCD) c. Multiple Baseline Design (MBL) 2. You will use the same baseline data from reliability activity and generate additional mock treatment data to depict functional relationship across each of the designs. This often means at least 5 data points per condition (more if you do not have stable data). 3. Please review in-depth the meaning, purpose, and how to demonstrate functional relationships across each of the designs. It is extremely important that you first focus on how and why these designs are implemented, then attempt to develop data. It is not about making the graph “look” a certain way, rather to ensure you understand the concept of the designs. 4. For ATD-need to show a superior treatment. 5. For MBL-need to have planned implantation of subsequent baselines and not just start it after having one or two extra baseline sessions. 6. For CCD-need to have a plan for when criterion levels are changed. 7. For each design’s graph, add a footnote comment explaining why a functional relationship is depicted (review visual analysis Powerpoint presentation attached next to this document for guidance). 8. Data must be presented for each design separately using an APA-format table. 9. Graphing can certainly be challenging if you have no prior experience, hence many resources are provided for you in the “Resources” module. Please carefully review the scoring guide of this and other graphing assignments. Review journals and text book to learn how ABA graphs should look. 10. Scroll down to see some sample graphs with some mistakes that the instructor has elaborated on. Keep in mind that these graphs do not contain all elements of the current rubric on purpose. It is done so to make sure you are paying very careful attention to each item of the rubric and not simply mirroring the graph examples. 11. Mistakes made that are clear evidence of not paying attention to rubric will not be allowed to be resubmitted. Submission: One MS word document with: 1. Data tables organized to clearly show each design’s data, along with average and range for each phase of each design. These tables provide the raw mock data to your professor. 2. Data graphs for each of the three designs. Scoring Guide: Criterion Point value Data are presented in an APA format table, along with range and average 5 Axes are labeled .5 Solid phase lines are present (dotted phase lines permitted for intervention phases changes in CCD) 1 No extra gaps between data points across phases 3 Phases are labeled (e.g., Baseline, DRO). List specific treatment name .5 2 *If a student fails to complete one of the graphs or is missing substantial components to one of the graphs, an automatic 10 points will be deducted from the assignment STUDENT SAMPLE GRAPHS AND HELPFUL HINTS ON PAGES BELOW Data shapes and lines are in black color .5 Client name is present in the lower right corner of the graph. .5 For MBL, treatments are staggered in a systematic way and dog-leg lines are used 4 For ATD, treatments were randomly alternated, a superior treatment is visible, a final phase is shown, final phase data are listed separately in table, and legend keys are used 4 For CCD, list criterion for each phase, draw a criterion line, and include a footnote comment about the criterion to decide when to move to next level. 4 Functional relationship is demonstrated for each design 15 Graph has a title that lists show/setting/activity) 1 Footnote comment explaining each design’s functional relationship 1[order_button_a]