Conducting Time-Series Research

Conducting Time-Series Research

Introduction

Many psychologists consider some methodological designs to be cross-sectional. Cross-sectional methodological studies involve measurement of the relationship existing between some variables of interest in time duration. Despite cross-sectional designs being appropriate for larger samples, they are often  less powered to the assumptions obtained from other linear methods. It, therefore, becomes imperative for psychological scientists to consider supplementing methodological toolkits with time series to investigate the effect of time-dependent variation on individual subjects exhaustively. In this paper, I will analyze the efficacy of my behavioral intervention on Kaya. Using time series research techniques, I will access the effectiveness of my recommended behavioral intervention strategies towards Kaya’s target behaviors.

Background information

Acording to Martin et al(2015), behavioral intervention plan is a plan used to teach and reward positive behaviors. This plan can help prevent or stop problem behaviors in school children. Kaya’s off-task behavior included failure to  continue undertaking a given task at hand for more than three consecutive seconds. Kaya also portrayed behaviors of physical and verbal aggression. In my approach to tackle Kaya’s target behavior, I asked him to always ask for breaks when he needed to change from a particular task. I also asked Kaya to engage in some self-calming activities such as breathing in and out. Kaya was also removed from a particular group after one warning until he was able to show traits of self-control. I also introduced several rewards such as candy and computer time when Kaya works well in a group. I de-emphasized the competition from the classroom. Removal of competition from the classroom allowed Kaya to interact freely with other members of the class (Martin et al, 2015).

Methods

Swanson (2019) affirms that the recording and taking of multiple measurements are essential in the understanding of the unfolding of a particular behavior over time. These measurements should be done at equal intervals to give a definite investigation of how a particular behavior manifests itself at distinct time scales (Swanson, 2019). Kaya’s behavior and interaction with other students were carefully monitored. His first observation period was on Monday during the math class. A 10- minute, 10-second recording interval was used in determinining Kaya’s frequency of off-task behaviors, physical aggression, and verbal aggression. During the second observation, this happened during recess on Wednesday as from 9:00 to 9: 30. On Friday, Kaya was monitored as from 10:30 to 10:40 while he was engaging in a group activity.

Additional data will be obtained from teachers who will examine Kaya’s behavior when not under my direct supervision (Swanson, 2019).

Results

Discussion and analysis

From the graph, it is evident that Kaya’s off-task behavior was significantly higher than the other behaviors. During the group activity, Kaya shows higher degrees of off-task behavior (20%) Kaya displayed verbal aggression when interacting with other students during recess and group activity. It is also notable that Kaya was more physically aggressive during recess than other periods of observation. He also displayed zero percent physical aggression during the math class.

Conclusion

My behavior modification on Kaya proved unsuccessful. It is necessary to instill several behavioral modifications on Kaya to eliminate the observed target behaviors.  The behavior displayed by Kaya reveals a growing need for special education in children today. They should be taught on interpersonal and intrapersonal skills which would assist them peacefully relate with other students. The source of the behavior should be investigated using a practical behavior assessment strategy.