Needs Assessment Assignment Case Study
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
Please write a brief overview of your needs assessment.
Use APA 7.
Use 1 pages for this work.
Needs Assessment Assignment
Part I
To facilitate the research on “increasing on-task behavior in students with autism during the home-learning school period,” two assessment instruments have been selected. First, there is the Functional Assessment Screening Tool (FAST) tool. The FAST tool was selected because it allows the researcher to find out the factors, which have an impact on the incidence of specific problem behavior. Second, there is the Event Recording tool. The Event Recording tool was selected because it allows the researcher to document behaviors in real-time. These two tools were selected over other instruments because of their efficiency in data collection, in addition to how they complement each other. The FAST tool will be utilized as an initial screening tool for the participants of the research and note if they are the right fit for the research objective.
The Event Recording tool is handy for the research since it offers data regarding the frequency of occurrence of a given behavior. LeBlanc, Raetz, Sellers, and Carr (2016) assert that this frequency is a specific and significant behavioral dimension. Together, these two tools will give comprehensive results for the analysis of the identified problem behavior. Through the use of these two tools for the research, the anticipated findings are that the researcher will identify several vital aspects that will inform his/her decision on the best way to increase on-tasks behaviors in students with autism while reducing their task refusal behaviors. Overall, the process that resulted in the establishment of the two needs assessment instrument started with the identification of the research objective. The researcher then assessed the need for training for each needs assessment instrument. Finally, the researcher selected the instruments that required minimal training but would offer a way of obtaining valuable data to inform the needs of the study.
Reference
LeBlanc, L. A., Raetz, P. B., Sellers, T. P., & Carr, J. E. (2016). A proposed model for selecting measurement procedures for the assessment and treatment of problem behavior. Behavior Analysis in Practice, 9(1), 77-83.
Part II
The individuals who participated in the research were students with autism that are currently learning from home. This batch of students is often characterized by a high propensity for indulging in off-task behaviors rather than on-task activities. Thus, rather than deal with the prescribed school work, they would rather do unrelated stuff. The researcher was seeking to establish if there is a way he/she can decrease the participants’ off-task behaviors while increasing their on-task behaviors. More so, the researcher wanted to alter the participants’ task refusal behaviors. This was crucial as it would establish techniques that can be used by educators to enhance the learning behaviors of students with autism. Excessively indulging in off-task behaviors is very detrimental to learning outcomes. Additionally, it lowers the students’ ability to socialize, acquire new skills, and be independent.
The assessment was proctored during the Covid-19 outbreak when children are increasingly being home-schooled. This was an opportune moment since it fitted the research’s criteria of investigating children that are learning from home. The assessment took place in the students’ homes with the consent of their parents or caregivers. The process of proctoring the assessment started with the researcher explaining to the students, their parents/caregivers, and educators about what was going to happen during the research process. Thereafter, the researcher administered the FAST tool. The results of this tool were used to assess the participants and identify the ones that would best suit the objectives of the research. Thereafter, the researcher used the Events Recording Tool. This tool was used over a period of one month to carefully collect as much data as possible. The data would, later on, be analyzed to give insight into the gaps that exist in the current learning model at homes. Thereafter, solutions would be given on how to enhance the learning experience and outcomes for the students with autism.
Reference
LeBlanc, L. A., Raetz, P. B., Sellers, T. P., & Carr, J. E. (2016). A proposed model for selecting measurement procedures for the assessment and treatment of problem behavior. Behavior Analysis in Practice, 9(1), 77-83.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. 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The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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