The Children’s Anxiety Treatment Center
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
The Children’s Anxiety Treatment Center
2
Week four discussion
Student’s name
Instructor
Course
Date
The Children’s Anxiety Treatment Center (CATC)
The best design to answer evaluation questions
The Children’s Anxiety Treatment Center will be evaluated using a pre- and post-test. There will be no control groups in this design since each participant’s data will be considered as an independent unit (Fink, 2014). For the evaluation of the Children’s Anxiety Treatment Center, parents will be requested for informed permission from their children. Random identifiers will be issued to participants in order to protect their personal information. A record of treatment attendance will be preserved and used with the help of this number.
The pros and cons of the selected design
Because of the directionality of the research, the pre-test and post-test study design allows for assessment of a dependent variable (knowledge or attitude) before and after intervention with an independent variable. Because of the testing threat, the pretest-posttest control group design has just one disadvantage over the posttest-only control group design (Lohr, 2019). It is possible for this threat to arise when the pre-test and therapy interact.
Whether the selected design pose any additional ethical considerations
The parents of the participants will be notified of the assessment once they have been accepted into the program. In order to assess the program’s efficacy, they will be asked for their informed permission. The anonymity and confidentiality of the participants will be ensured by randomly providing each participant a unique identifying number. Prior to this, it will be easier to ensure secrecy and anonymity, as well as control over who attends treatment sessions (Fink, 2014).
The best sampling method for the selected population
The outcomes of this research will be generalized to a wide audience because of the non-probabilistic sample. Parents and children between the ages of 7 and 18 were included in the sample procedure (Lohr, 2019). Anxiety disorders were seen in children with and without autism spectrum disorder (ASD) (Fink, 2014).
The type of assessment schedule
Therapy participants will be assessed at the beginning and end of each session. In order to establish the program’s efficacy, the findings of the two evaluations will be compared.
The Adult Substance Abuse Treatment Program (ASATP)
The best design to answer evaluation questions
Single-Subject Designs will be used to study client-level outcomes. Using a single-subject case study in this research will allow us to evaluate the link between factors in ASATP and see whether the findings in the control group will statistically reduce substance usage and enhance the functioning of those participating (Fink, 2014). Objective measurements will be replaced by self-reporting methods.
The pros and cons of the selected design
There are several benefits to these designs, including their ability to be easily modified and their cost-effectiveness. There is a lot of emphasis on external validity and generalizability while doing research (Lohr, 2019). Because of the limited sample size, it might be difficult to extrapolate findings from single-subject designs to a broader population.
Whether the selected design pose any additional ethical considerations
When using the single-subject design, the practitioner/researcher should take in mind the ethical concerns of having enough information to determine the efficacy of social storytelling. The explanation is connected to the withdrawal of the intervention, a component of the design that may hurt the participant since returning to the baseline period is risky.
The best sampling method for the selected population
To get the intended findings, the researcher utilized a method known as purposive sampling (Lohr, 2019).
The type of assessment schedule
Before and after the program’s implementation, the participants will be assessed using the instrument designed for program assessment. The evaluator may use this approach to check whether the program has long-term effects, and it can give significant information on long-term effects (Fink, 2014).
References
Fink, A. (2014). Evaluation fundamentals: Insights into program effectiveness, quality, and value. Sage Publications.
Lohr, S. L. (2019). Sampling: design and analysis. Chapman and Hall/CRC.
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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