Evaluate ABA assessment and interventions strategies to change socially significant behavior. Communicate in a manner that is scholarly and consistent with expectations for professionals in the field of psychology.

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Literature Review

This assignment is the third component of your Assessment, Intervention Support, and Related Systems project. In Unit 4, you described the graphic displays and measurement that will be used to make sense of the behavioral data available in your case study. Although measurement and graphic displays can reveal whether, when, and how much behavior has changed, they alone cannot reveal what caused the behavior change.

This assignment will give you the chance to explore and uncover a wide range of theoretical underpinnings necessary for developing a more complete understanding of the behavioral research that builds the foundational knowledge necessary to analyze ABA case studies and real-life scenarios. Please refer to What Is the Literature Review?(linked in Resources) for a refresher on how to be a skilled researcher.

For this assignment, you will be assessed on your understanding of the following course competencies:

  • Evaluate ABA assessment and interventions strategies to change socially significant behavior.
  • Communicate in a manner that is scholarly and consistent with expectations for professionals in the field of psychology.

How to Organize Your Paper

Your paper will be divided in two parts. Use the following subheadings in your paper and format your subheadings in APA style.

Introduction.

In one paragraph, provide an overview of your research plan. At a minimum, it must restate the following from the Unit 2 assignment:

  1. Behavioral challenge and outcome criteria identified.
  2. Social significance of the target behavior and outcome criteria in your case study.
Theoretical Underpinnings.

This section (6–8 pages) will consist of your evaluation of the literature you compiled. In this evaluation, you will:

  1. Identify relevant ABA concepts, principles, and methods for behavioral challenges in research.
  2. Compare theoretical underpinnings of the chosen research related to the case study.
  3. Evaluate research studies to distinguish purpose, benefits, strengths, and weaknesses in applied behavior analysis.

Additional Requirements

  • Written communication: Should be free of errors that detract from the overall message.
  • APA formatting: References and citations are formatted according to current APA style guidelines.
  • Resources: At least 10–12 scholarly resources.
  • Length: 8–10 double-spaced pages, excluding title page and list of references.
  • Font and font size: Times New Roman, 12 point.
  • SafeAssign: You are required to use SafeAssign before submitting the completed assignment to your instructor. Submit your work to SafeAssign as a draft, review the results, and make any needed changes. When you are ready, submit your assignment to the assignment area for grading.

Refer to the Literature Review Scoring Guide to ensure you understand the grading criteria for this assignment. You should also review the course project information to ensure you have paid attention to all the project requirements.

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.

Resources

  • Literature Review Scoring Guide.
  • APA Style and Format.
  • What Is the Literature Review?
  • SafeAssign.
  • Writing Feedback Tool.

Analyze the major trends in psychology and explain the connection between evidenced-based practices and psychotherapy integration.

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Prior to beginning work on this assignment, read the Ryder, Ban, & Chentsova-Dutton (2011) “Towards a Cultural-Clinical Psychology,” American Psychological Association (2014) “Guidelines for Prevention in Psychology,” Hage, et al. (2007) “Walking the Talk: Implementing the Prevention Guidelines and Transforming the Profession of Psychology,” and Rivera-Mosquera, et al. (2007) “Prevention Activities in Professional Psychology: A Reaction to the Prevention Guidelines” articles.

Clinical and counseling psychology is a dynamic field that is constantly evolving and striving toward better treatment options and modalities. In this literature review, you will explore and integrate psychological research into a literature review, addressing current trends in three major areas of clinical and counseling psychology: assessment, clinical work, and prevention.

In your review, include the following headings, and address the required content.

Assessment
Support this section with information from the Ryder et al. (2011) article “Towards a Cultural-Clinical Psychology” and at least one additional peer-reviewed article from the Ashford University Library.

  • 1. Compare the assessments currently in use by clinical and counseling psychologists.
  • 2. Explain the trend towards cultural-clinical psychology and the suitability of clinical assessments with diverse clients.

Clinical work
Support this section using a minimum of three peer-reviewed articles from the Ashford University Library. The recommended articles for this week may be useful in generating your response.

  • 1. Compare and contrast technical eclecticism, assimilative integration and theoretical integration.
  • 2. Provide a historical context and identify the major theorists for each perspective.
  • 3. Assess the trends in psychotherapy integration.
  • 4. List three pros and cons for each perspective, sharing which perspective most closely aligns with your own.
  • 5. Analyze the major trends in psychology and explain the connection between evidenced-based practices and psychotherapy integration.

Prevention
Review the “Guidelines for Prevention in Psychology” (American Psychological Association, 2014), and support this section with information from the Hage, et al. (2007) “Walking the Talk: Implementing the Prevention Guidelines and Transforming the Profession of Psychology,” and Rivera-Mosquera, et al. (2007) “Prevention Activities in Professional Psychology: A Reaction to the Prevention Guidelines” articles.

  • 1. Describe general prevention strategies implemented by clinical and counseling psychologists at the micro, meso, exo, and macro levels.

Describe the basic principles of classical conditioning, including the extinction and recovery of a classically conditioned response, how higher-order conditioning takes place, and the process of stimulus generalization and discrimination. 

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Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be double‐spaced; refer to the “Format Requirementsʺ page for specific format requirements.

Part I: Describe the three psychological dimensions of vision.

For Part II: of the written assignment, explain why the following course objectives are important to understanding psychology:

5. Define circadian rhythms and explain how the body’s “biological clock” works and what happens when it doesn’t.

6. Distinguish between the basic processes of sensation and perception, explain how the doctrine of specific nerve energies applies to perception, and discuss how synesthesia contributes to our understanding of sensory modalities.

7. Describe the basic principles of classical conditioning, including the extinction and recovery of a classically conditioned response, how higher-order conditioning takes place, and the process of stimulus generalization and discrimination.

8. Compare social norms and social roles, and note how each contributes to the social rules that govern a culture.

Please reference and include at least three scholarly articles within your response. The minimum word count should be 750 words. Overall response should be formatted according to APA style, with the total assignment between three to six pages, pages not including title page and reference page.

students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

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The primary goal of the Learning and Cognition Handbook is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specified audience which will be designated based on students’ current or future career goals. Students will choose one of five assigned constructs and focus their handbook on this specific area of learning and cognition. Skills and information learned throughout the course will be applied in the design and creation of this handbook. Findings from required sources, including those from the text and individual peer-reviewed articles, will be incorporated into the handbook; however, these findings will not constitute the total information for each of the sub-constructs addressed within the project. Students should include the relevant sources they researched in the Week Two Discipline-Based Literature Review as well as those from the Week Three Assignment. The purpose of the handbook is to share helpful strategies, apply the chosen construct to seven sub-constructs in the field, and present a holistic guide for others that can be used in the discipline.

To complete this assignment, students may utilize the Learning and Cognition Handbook template or create their own using the template as a guide. Each section of the handbook should be written in the student’s own words with use of limited paraphrased material cited according to APA standards as outlined in the Ashford Writing Center. Each section of the handbook should include a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. Students may wish to use the Where to Get Free Images guide for assistance with accessing freely available public domain and/or Creative Commons licensed images.

The following constructs will be the subject content options for this handbook and will be chosen based on an evaluative literature review in Week Two and students’ future career goals:

  • The Neurosciences:  A Look at Our Brains
  • Socio-Cognition: Social Interactions in Learning
  • Learning and Literacy: Reading, Writing, and Language Development
  • Diversity and Culture: The Effects to Learning
  • Connectionism and Learning: A Web of Development

The sections listed below must be used within the paper to delineate the sections of content.

Table of Contents
In this section, students will list all sections and subsections included in the handbook with the applicable page numbers.

Preface
In this section, students will provide a 100- to 150-word overview of the handbook and its potential use by the chosen audience.

Introduction to Chosen Construct
In this section, students will provide a 200- to 300-word introductory summary of the chosen construct and discuss any careers in psychology specifically related to this construct. Beginning with the work completed in Week One, students will include the language from their personal epistemology (revised based on instructor feedback and the further development of their ideas and beliefs throughout the course and the program thus far).

Chosen Construct
In this section, students will provide information that communicates how and why the chosen construct of learning and cognition affects the following sub-constructs through synthesizing the learning principles and/or theories. For each of the sub-constructs, students will apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical findings that substantiate the relationship between the construct and the sub-constructs. Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.

Sub-Constructs
Information for each sub-construct will be presented in 500 to 700 words.

  • Comprehension
  • Problem Solving
  • Memory Development/Retention
  • Lifelong Learning
  • Domains and Domain Learning
  • Affective Outcomes of Emotion
  • Effects of Demographic Differences (e.g., gender, socioeconomics, religious affiliation, race)

Conclusion
In this section, students will provide a 200- to 300-word summarization of the handbook in which they describe the importance of the chosen construct and assigned sub-constructs within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Learning and Cognition Handbook, please implement any changes recommended by the instructor, go to Pathbrite and upload the revised Learning and Cognition Handbook to the portfolio. (Use the Pathbrite Quick-Start Guide to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite website for information and further instructions on using this portfolio tool.

The Learning and Cognition Handbook

  • Must be 4000 to 7000 words (see instructions and rubric for each section and sub-construct) following the Learning and Cognition Handbook template as a guide. Although a handbook differs from a written paper, all citations and references must be formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a title page with the required information from the handbook template:
    • Title of handbook
    • Student’s name
    • Institution’s name
    • Student’s contact information (address and email)
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must include the sections and subsections required as indicated in the handbook template.
  • Must address the construct and sub-constructs with critical thought and substantiated assertions.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center at the end of the handbook and precedes any optional appendices if applicable to the project.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.