include mean, median, or mode and standard deviation, variance, and/or range.
All the information needed is below. Because the final project is done in stages
it ONLY goes up through Week 6…Please note that.
Journal Articles
Howell, D. C., Huessy, H. R., &Hassuk, B. (1985). Fifteen-year follow-up of a behavioral history of attention deficit disorder. Pediatrics, 76(2), 185–190.Retrieved January 27, 2006, from Academic Search Premier database. Accession Number (AN) 4733982.
Final Project
The project is to be completed in stages. I have listed the first 6 stages that need to be completed. Starting in the first week of the course, write sections ofthe Final Project. A brief description of the stages of the Final Project is below.
• Week 1: Save, print, and read the Final Project Grading Information and Instructions; Save and review the Final Project Template.
• Week 2: Read the required peer-reviewed article and download and save the Final Project data set. (This is week 2 Final projectinstructions)
This week you will become familiar with the Final Project data set.
Access, save, and read the required peer-reviewed article by Howell, Huessy, and Hussak (1985), listed above in the Reading section. This article describes themethodology of the original study, detailing how the data were collected. You will use this data set for the Final Project. At various points in the course, youare asked to perform specific statistical tests and analyses using this data set, the results of which will be integrated into your Final Project. Throughout thiscourse, the data set will be referred to as the Howell data set.
Save the Howell data set to your computer (this is an SPSS file and must be accessed with the SPSS software). Be sure that you can open the data set successfullyin SPSS on your computer. Click here for the Howell data set.
• Week 3: Compute measures of central tendency and variability for project variables.
Open the Howell data set in SPSS. For each of the nine variables in the data set, compute all appropriate measures of central tendency and variability in SPSS, andgenerate syntax and output files. The SPSS syntax and output files will be copied and pasted into this week’s Application assignment and into the Appendix of yourFinal Project (see the Final Project Template).
Based on your SPSS analysis, report the results using correct APA format,
There are two parts to this assignment:
First, using SPSS, you must use the Analyze, Descriptive Statistics, Frequency commands to generate frequency data for all of the categorical variables and theAnalyze, Descriptive Statistics, Descriptives commands to generate means and standard deviations for your continuous data. Please see Lesson 21 in your Green andSalkind textbook. Once you calculate all of this information, you must copy and paste all the relevant tables into your application file (THESE ARE NOT ALL OFTHEM.)
Descriptive Statistics
Mean and Standard Deviation for Quantitative Variables (n=216)
N Mean Std. Deviation
ADD-like behavior score (mean of 3) 216 52.85 10.45
IQ Score 216 102.35 12.56
GPA in 9th Grade 216 2.44 .85
Gender
Frequency Percent Valid Percent Cumulative Percent
Valid Male 116 53.7 53.7 53.7
Female 100 46.3 46.3 100.0
Total 216 100.0 100.0
Dropped out of High School?
Frequency Percent Valid Percent Cumulative Percent
Valid No 196 90.7 90.7 90.7
Yes 20 9.3 9.3 100.0
Total 216 100.0 100.0
Social Adjustment Problems in 9th Grade?
Frequency Percent Valid Percent Cumulative Percent
Valid No 191 88.4 88.4 88.4
Yes 25 11.6 11.6 100.0
Total 216 100.0 100.0
Repeated Grade?
Frequency Percent Valid Percent Cumulative Percent
Valid No 196 90.7 90.7 90.7
Yes 20 9.3 9.3 100.0
Total 216 100.0 100.0
Second, you must generate an APA formatted write-up that includes the following: (a) A text paragraph describing the information about these variables (e.g.,percentage of men and women, average IQ, etc.) and (b) an APA formatted Table (please see Study Notes for an example).
• Week 4: Find, download, and read one peer-reviewed article on attention deficit disorder; create an APA reference for the article.
This week, you are asked to locate an article on attention deficit disorder to reference in your
Final Project.
Search the Walden Library databases for a peer-reviewed article on attention deficit disorder (ADD) that was published in the past five years. It does not have tobe an article that used the Howell data set.
Create the APA reference for the article you found. This reference will be copied and pasted into this week’s Application assignment and added to the Referencessection of your Final Project.
• Week 5: Prepare the Title Page, Abstract page, and Introduction.
Review the APA Manual sections 2.01-2.05 for information on the Title Page, Abstract, and Introduction of an APA-formatted paper; and chapter 2 for a completesample APA-formatted paper. (Visit the APA’s website for an updated, corrected version of the sample paper. Click onhttp://www.apastyle.org/manual/related/index.aspx, and choose Chapter 2, Manuscript Structure and Content.)
Review the Final Project Grading Information and Instructions and the Final Project Template, paying particular attention to the explanations and notes for thefollowing sections:
o Title Page
o Abstract
o Introduction
• Week 6: Submit a working draft of the Final Project for instructor feedback.
This week, you are asked to complete a working draft of your Final Project.
Review the APA Manual sections 2.01-2.06 for information on the Title Page, Abstract,
Introduction, and Method sections of an APA-formatted paper; and chapter 2 for a complete
sample APA-formatted paper.
Review the Final Project Grading Information and Instructions and the Final Project Template,
paying particular attention to the explanations and notes for the following sections:
o Title Page
o Abstract
o Introduction
o Method
o Results
o References
Appendix
Using the Final Project Template, complete a working draft of your Final Project. Note that at this time, you will not complete all sections of the template. Yourdraft should include the following sections and use correct APA format:
o Title Page: Fill in the information indicated in the template.
o Abstract: A working copy of your abstract. This will be need to be revised before submitting your final project in Week 11 to include your results.
o Introduction: 1-2 pages in length
o Method: Provided in the template
o Results: Descriptive Statistics, including APA formatted Table(s) (from Week 3 assignment)
o References: Include the reference for the Howell, Huessy, and Hussak article and the reference you created for the Final Project in Week 4.
o Appendix: Copy and paste your SPSS output files from Week 3 into the Descriptive Statistics section; leave the rest of this section as is in the template.
• Week 7: There is no Final Project assignment for this week.
• Week 8: Perform an independent-samples t test and report the results.
Open the Howell data set in SPSS. Using the hypothesis testing procedure in the course text, select any appropriate independent and any appropriate dependentvariable from the Howell data set.
Using the variables you selected, perform an independent-samples t test in SPSS, and generate syntax and output files. The SPSS syntax and output files will becopied and pasted into this week’s Application Assignment and into the Appendix of your Final Project.
Based on your SPSS analysis, report the results using correct APA format, following the example in this week’s Study Notes. Copy and paste this report into thisweek’s Application Assignment and integrate it into the Results section of your Final Project.
• Week 9: Perform an analysis of variance (ANOVA) test and report the results.
This week, you are asked to perform an analysis of variance (ANOVA) test (including a post hoc
test) in SPSS.
Review the Week 9 Study Notes: Analysis of Variance (ANOVA).
Review the SPSS demonstration Analysis of Variance (ANOVA) on your DVD.
Review the hypothesis testing procedure in Chapter 8 in the course text Statistics for the Behavioral Sciences.
Open the Howell data set in SPSS. Using the hypothesis testing procedure in the course text, select any appropriate independent variable with three (3) or morelevels and any appropriate dependent variable from the Howell data set.
Using the variables you selected, perform an ANOVA test (including a post hoc test) in SPSS, and generate syntax and output files. The SPSS syntax and output fileswill be copied and pasted into this week’s Application Assignment and into the Appendix of your Final Project.
Based on your SPSS analysis, report the results using correct APA format, following the example in this week’s Study Notes. Copy and paste this report into thisweek’s Application Assignment and integrated it into the Results section of your Final Project.
• Week 10: Perform a correlation test and report the results.
This week, you are asked to calculate a Pearson correlation in SPSS.
Review the Week 10 Study Notes: Correlation.
Review the SPSS demonstration Correlation and Introduction to Regression on your DVD.
Review the hypothesis testing procedure in Chapter 8 in the course text Statistics for the Behavioral Sciences.
Open the Howell data set in SPSS. Using the hypothesis testing procedure in the course text, select any two appropriate variables from the Howell data set.
Retrieve the descriptive statistics for each of the nine project variables you computed in Week 3. In the output from your Week 3 analysis, select the variablesthat you will use to perform your SPSS analysis this week. You are asked to incorporate these descriptive statistics into the results of this week’s Pearsoncorrelation calculation, following the example provided in this week’s Study Notes.
Using the variables you selected, calculate a Pearson correlation in SPSS, and generate syntax and output files. The SPSS syntax and output files will be copiedand pasted into this week’s Application Assignment and into the Appendix of your Final Project.
Based on your SPSS analysis, report the results using correct APA format, following the example in this week’s Study Notes. This report will be copied and pastedinto this week’s Application Assignment and integrated into the Results section of your Final Project.
Final Project Instructions
You are strongly encouraged to use the Final Project Template (provided in the Week 1 Assignments area under Final Project) to help guide you in preparing yourFinal Project.
1. Title Page. The Title Page must be written in accordance with the requirements of the APA manual. Because this paper is a collaboration (that is, you did notwrite the Method Section), please include the author of the Method Section—Heather Walen-Frederick—as the second author (see Final Project Template).
2. Abstract. The Abstract must be written in accordance with the requirements of the APA manual and should not exceed one page.
3. Introduction. The Introduction should describe the overall goal of the research and must include an overview of the questions examined. Use both the requiredHowell, Huessy, and Hussak article as well as the additional peer-reviewed article you retrieved related to ADD in Week 4 to write the introduction. TheIntroduction should be approximately ½–1 page in length.
4. Method Section. Include the Method Section below. (Note: if you use the template provided, this section is already in the document.)
5. Results. This section will contain two main parts as described below:
a. Descriptive Statistics. This section will provide a description of the variables used in the analysis below and must contain the following information for eachvariable:
• For all variables, include the valid N.
• For continuous variables, include mean, median, or mode and standard deviation, variance, and/or range.
• For categorical variables, include percent in each group.
All of the above information must be summarized in a table (one or two tables, depending on how you choose to format these).
b. Statistical Analyses and Interpretation. You will conduct three inferential tests—t test, ANOVA, and correlation—during the course for the Final Project. Theresults of these three inferential tests must be reported using correct APA format, following the examples provided in the Study Notes. The results include:
• The research question and the null and alternative hypotheses.
• Identification and verification of assumptions and requirements for the statistical test.
• The results of the test reported in correct APA style.
• A decision regarding the null hypothesis.
• A measure of effect size and interpretation.
• For the ANOVA test only, provide a table in APA format that contains the appropriate information describing the ANOVA test (including post-hoc analyses).
• For all tests, a very brief “plain-language” description of what the results mean.
6. Discussion . Provide a brief discussion of the findings (less than 1 page is acceptable). You should refer to the required Howell, Huessy, and Hussak article aswell as the additional peer-reviewed article related to ADD you retrieved in Week 4. You may want to include implications and some suggestions for futureresearch.
7. References. References must be provided in correct APA style.
8. Appendix. Copy and paste all SPSS output files into their respective sections within the Appendix.
9. Form and Style. This is a grade based on correct use of APA format (Refer to chapter 2 in the APA manual for a sample paper and visit the APA’s website for anupdated, corrected version of the sample paper. Click on http://www.apastyle.org/manual/related/index.aspx, and choose Chapter 2, Manuscript Structure andContent). Please use the Final Project Template provided in the Course Information area under Final Project. This includes:
• Clarity in writing
• Grammatical errors
• Correct use of APA format
• Use of spell-check for typographic and spelling errors
Data Set Name and Location:
The name of the data set for the Final Project is “Howell_dataset_cleaned.sav”.
The data set is available for download in the Course Information area under Final project. This is an SPSS file and must be accessed using the SPSS software.
Overview of Data Set:
In 1965, teachers of all second-grade school children in a number of schools in northwestern Vermont were asked to complete a questionnaire for each of theirstudents dealing with behaviors commonly associated with Attention Deficit Disorder (ADD). The sample at the outset contained 501 children. Questionnaires on thesesame children were again completed when they were in the fourth and fifth grades. At the end of 9th grade and again at the end of 12th grade, information on theperformance of these children was obtained from school records. Finally, approximately three years post high school graduation, the students were contacted for anextensive interview. The interview assessed, among other variables: educational background, employment history, marital status, self-perception, and lifesatisfaction. These data offer the opportunity to examine questions about whether later behavior can be predicted from earlier behavior and to examine academicallyrelated variables and their relationships.
The data set you will be provided contains only a small subset of the variables originally collected (see table below) and contains only children for whom completedata were available. Thus, the data set contains data from a total of 216 children.
Using the complete data set (after natural attrition, N = 369), Howell, Huessy and Hassuk (1985) reported on the differences between three groups of children:those they classified as exhibiting ADD-like behaviors (“ADD”), those that fell into a “normal” behavior category, and those that scored “low” on the ADD-likebehavior measure. Although they used the same data set you will use for the Final Project, the variables used to classify the children into these three groups doesnot exist in your data set. Rather, you will have access to the variable ADDSC. This variable is the average of three scores: ADD-like behavior in the second,fourth and fifth grade. Thus, the variable you have is an indication of ADD-like behavior for the child; the higher the score, the more ADD-like behaviors thechild exhibited.
A description of each variable follows:
Variable Name Variable Description Value Labels
GENDER Gender 1=Male
2=Female
REPEAT Did student repeat a grade during high school? 0=No
1=Yes
ENGL Ninth Grade English Level 1=College Preparatory
2=General
3=Remedial
ENGG Ninth Grade English Grade 0=F
1=D
2=C
3=B
4=A
SOCPROB Social Adjustment Problems in Ninth Grade? 0=No
1=Yes
DROPOUT Dropped Out of High School? 0=No
1=Yes
ADDSC ADD-like Behavior Score (mean of three scores) N/A
IQ IQ Score N/A
GPA Ninth Grade GPA N/A
Method Section to be used in Final Project Paper
(Note: if you use the Final Project Template, this information already appears in the proper section. If you do not use the template, please copy and paste thissection into your paper. Author name for Method Section to be included on Title Page: Heather Walen-Frederick)
Method
Participants
Participants were 216 students (54% boys, 46% girls) from one of 18 schools in northwestern Vermont. The schools were chosen in such a way to produce a reasonablecross section of rural schools within 40 miles of Burlington, VT. Age at first assessment, family background, racial/ethnic identity and other background variableswere not assessed.
Procedure
All participants were part of a larger study conducted by Howell, Huessy, and Hassuk (1985). The original study began with 501 children in the second grade andconsisted of six stages of data collection: 2nd grade, 4th grade, 5th grade, 9th grade, 12th grade, and 3 years post graduation. The first three assessments werecollected via the child’s current teacher, the second two assessments were collected via school records and the final assessment was an extensive interview. Due tonormal attrition, the sample size was reduced to 352 children by the end of the fifth grade. The present study utilizes data collected during all six collectionperiods and includes only those for whom complete data is available (N = 216).
Measures
Gender. The gender of the child was collected via a questionnaire completed by the child’s second grade teacher.
Grade repetition. Whether or not the child repeated a grade during high school was assessed via school records at the end of the 12th grade.
English level. The level of English class the child was enrolled in was assessed via the school record in the ninth grade. The three categories were: remedial,general and college preparatory.
English grade. The grade the child received in English during the ninth grade was assessed via school records. Grades were: A, B, C, D, or F.
Social adjustment problems. Whether or not the child exhibited any social adjustment problems in the ninth grade was assessed via school records. A child wasconsidered to have a social adjustment problem if there were at least two notations in the record of infractions like disruptive classroom behavior, truancy, orsetting fires in trash cans.
High school dropout status. Whether or not the participant dropped out before completing high school was obtained from the interview conducted approximately threeyears post high school graduation.
ADD-like behavior score. ADD-like behavior score is the average of three scores obtained during the second, fourth and fifth grades. Each child’s current teacherwas asked to complete the form. The diagnostic instrument was a 21-item questionnaire that tapped behavioral components commonly associated with ADD. Teachersrated each child on a scale from 1 (low behavior) to 5 (high behavior), where 3 indicated an “average” level of behavior. For each of the three assessments, the 21items were summed to obtain a total score. The score used in the present study reflect an average of these three assessments. Howell et al. (1985) reported highreliability (Cronbach’s alpha ranged from .93–.96 across the three assessments), and good validity for the measure.
Intelligence quotient (IQ). IQ was assessed via a group administered Intelligence Test.
Grade point average (GPA). Overall high school GPA was collected from school records at the end of the 12th grade. GPA was calculated using the following scale:A=4, B=3, C=2, D=1, F=0.
Reference
Howell, D. C., Huessy, H. R., &Hassuk, B. (1985). Fifteen-year follow-up of a behavioral history of attention deficit disorder. Pediatrics, 76, 185–190.
FINAL PROJECT TEMPLATE
Title of the Paper in Full Goes Here
Student Name Here and Heather Walen-Frederick
(Note: The second author appears to give credit for the Method section provided in this document)
Review the APA manual section 2.01 for more information about the Title Page.
You will need to go into Headers and type in your page header on this page.
Walden University
Date Goes Here
Abstract
Type your abstract here. An abstract “is a brief, comprehensive summary of the contents of the article” (p. 25). Review section 2.04 in the APA manual forimportant additional guidance.
Title of the Paper as Level 0 Heading
Place your Introduction here.
The APA manual shows the format of “Level 0” headings in the sample paper (centered, not bold). The Introduction should describe the overall goal of the researchand must include an overview of the questions examined. To write the Introduction, use both the required Howell, Huessy, and Hussak article and the additionalpeer-reviewed article on ADD that you retrieved in Week 4. The Introduction should be approximately one-half to one page in length. Review the APA manual section2.06 for more information about the Introduction.
Method
Leave this Method section as is. Heading Level 1 is centered, bold. Review the APA manual section 2.06 for more information about the Method section.
Participants
Participants were 216 students (54% boys, 46% girls) from one of 18 schools in northwestern Vermont. The schools were chosen in such a way to produce a reasonablecross section of rural schools within 40 miles of Burlington, VT. Age at first assessment, family background, racial/ethnic identity and other background variableswere not assessed.
Procedure
All participants were part of a larger study conducted by Howell, Huessy, and Hassuk (1985). The original study began with 501 children in the second grade andconsisted of six stages of data collection: 2nd grade, 4th grade, 5th grade, 9th grade, 12th grade, and 3 years post graduation. The first three assessments werecollected via the child’s current teacher, the second two assessments were collected via school records and the final assessment was an extensive interview. Due tonormal attrition, the sample size was reduced to 352 children by the end of the fifth grade. The present study utilizes data collected during all six collectionperiods and includes only those for whom complete data is available (N = 216).
Measures
Gender. The gender of the child was collected via a questionnaire completed by the child’s second grade teacher.
Grade repetition. Whether or not the child repeated a grade during high school was assessed via school records at the end of the 12th grade.
English level. The level of English class the child was enrolled in was assessed via the school record in the ninth grade. The three categories were: remedial,general and college preparatory.
English grade. The grade the child received in English during the ninth grade was assessed via school records. Grades were: A, B, C, D, or F.
Social adjustment problems. Whether or not the child exhibited any social adjustment problems in the ninth grade was assessed via school records. A child wasconsidered to have a social adjustment problem if there were at least two notations in the record of infractions like disruptive classroom behavior, truancy, orsetting fires in trash cans.
High school dropout status. Whether or not the participant dropped out before completing high school was obtained from the interview conducted approximately threeyears post high school graduation.
ADD-like behavior score. ADD-like behavior score is the average of three scores obtained during the second, fourth and fifth grades. Each child’s current teacherwas asked to complete the form. The diagnostic instrument was a 21-item questionnaire that tapped behavioral components commonly associated with ADD. Teachersrated each child on a scale from 1 (low behavior) to 5 (high behavior), where 3 indicated an “average” level of behavior. For each of the three assessments, the 21items were summed to obtain a total score. The score used in the present study reflect an average of these three assessments. Howell et al. (1985) reported highreliability (Cronbach’s alpha ranged from .93–.96 across the three assessments), and good validity for the measure.
Intelligence quotient (IQ). IQ was assessed via a group administered Intelligence Test.
Grade point average (GPA). Overall high school GPA was collected from school records at the end of the 12th grade. GPA was calculated using the following scale:A=4, B=3, C=2, D=1, F=0.
Results
Review the APA manual section 2.07 for more information about the Results section.
Descriptive Statistics
Descriptive statistics for the variables used in this study are provided in Table 1. (Note: if you use two tables, label them Table 1 and Table 2).
Table 1
Place Table Title Here, and Then Paste the Table Below
(Note: APA style for a manuscript is to place tables on their own page, after the References section. However, for theses and dissertations, tables are typicallyincluded in the text for the reader’s convenience.)
Results for t Test
In this section, place the results of your SPSS analysis using APA format, following the example in the Week 8 Study Notes. Your results should include yourresearch question, the null and alternative hypothesis, identification and verification of assumptions and requirements for the statistical test, the results (inAPA style), a decision regarding the null hypothesis, a measure of effect size and interpretations, and a “plain-language” description of what the results mean. Acopy of your SPSS output files belongs in the appendix, not in the Results section.
Results for Analysis of Variance (ANOVA)
In this section, place the results of your SPSS analysis using APA format, following the example in the Week 9 Study Notes. Your results should include yourresearch question, the null and alternative hypothesis, identification and verification of assumptions and requirements for the statistical test, the results (inAPA style), a decision regarding the null hypothesis, a measure of effect size and interpretations, and a “plain-language” description of what the results mean.For this test only, you also need to include a table in the section below labeled “Table 2” that contains the appropriate information describing the ANOVA test(including post hoc analyses). A copy of your SPSS output files belongs in the Appendix, not in the Results section.
Table 2
Place Table Title Here, and Then Paste the Table Below
Results for Correlation
In this section, place the results of your SPSS analysis using APA format, following the example in the Week 10 Study Notes. Your results should include yourresearch question, the null and alternative hypothesis, identification and verification of assumptions and requirements for the statistical test, the results (inAPA format), a decision regarding the null hypothesis, a measure of effect size and interpretations, and a “plain-language” description of what the results mean. Acopy of your SPSS output files belongs in the appendix, not in the Results section.
Discussion
In this section, briefly discuss your findings (less than one page is acceptable). You should refer to the required Howell, Huessy, and Hussak article as well asto the additional peer-reviewed article on ADD that you retrieved in Week. You may want to include implications and some suggestions for future research. Reviewthe APA manual section 2.08 for more information on the Discussion section.
References
In this section, place the APA references for the required Howell, Huessy, and Hussak article as well as the additional peer-reviewed article on ADD that youretrieved in Week 4. Review chapter 7 in the APA manual for more information about and examples of references.
Below is an example of a reference for a hypothetical journal article using correct APA format. The first is for an article with a doi number; the second, whenthere is no doi number, retrieved electronically, with a journal home page:
Nixon, R. M., &Agnew, S. T. (2008). Relationship between criminal abuse of power and Rorschach test results. Journal of Mendacity, 7, 345–367. doi:10.9876.543.2123.x
Tinkers, J., Evers, J., &Chance, F. (1914). Around the horn and over the hill. Elysian Fields, 6, 145-160. Retrieved from www.elysian-fields.com
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