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  • [Solved] Law – Criminal CJ 230 Module Six Assignment

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    Please the attached below for details. – ## ModuleSixAssignmentGuidelinesandRubric.html.zip **## ModuleSixAssignmentGuidelinesandRubric.html.zip** ## Module Six Assignment Guidelines and Rubric.html ## CJ 230 Module Six Assignment Guidelines and Rubric ### Overview In this assignment, you will explo…

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    Assignment Prompt & Instructions

    Please the attached below for details.

    – ## ModuleSixAssignmentGuidelinesandRubric.html.zip

    **## ModuleSixAssignmentGuidelinesandRubric.html.zip**

    ## Module Six Assignment Guidelines and Rubric.html

    ## CJ 230 Module Six Assignment Guidelines and Rubric

    ### Overview

    In this assignment, you will explore how laws can limit or rely on discretion, and how aspects of an agency’s culture can influence discretion.

    ### Prompt

    In Module Four, you learned about aspects of discretionary laws. In this module, you learned how discretion is influenced by an agency’s culture. You will now apply this knowledge to the topic of domestic violence. This information will help you prepare for submission of Project Three, due in Module Eight.

    First, review the
    [Project Three Guidelines and Rubric](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2019209&type=content&rcode=snhu-3162660) document and familiarize yourself with the elements of the project. Next, review the
    [Project Three Scenario PDF](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20230%20Project%20Three%20Scenario.pdf) document that ties directly to the project. Then, research the Rhode Island statutes regarding domestic violence. The following resources will assist you as you begin your research:

    – Reading:
    [Title 12: Criminal Procedure, Chapter 12-29: Domestic Violence Protection Act](http://webserver.rilin.state.ri.us/Statutes/TITLE12/12-29/12-29-3.HTM)
    – Reading:
    [Rhode Island Coalition Against Domestic Violence](https://ricadv.org/)

    Consider how domestic violence laws affect discretionary decision making in domestic violence situations. Also, consider how, as a law enforcement officer, your agency’s culture may affect the discretionary decision-making process in response to domestic violence situations. Use these rubric criteria as headings to format your writing:

    Summary of Statute

    – In your own words, summarize the Rhode Island Domestic Violence Protection Act. Be sure to properly cite the source in APA style.

    Statute and Discretion

    – How may the Rhode Island Domestic Violence Protection Act affect discretionary decision making in domestic violence situations?
    – Does it limit discretion, or rely on it?

    Agency’s Culture

    – Describe aspects of a law enforcement agency’s culture that may influence the discretionary decision-making process in domestic violence situations.

    Specifically, the following rubric criteria must be addressed:

    – Summarize the Rhode Island Domestic Violence Protection Act.
    – Explain how the Rhode Island Domestic Violence Protection Act may affect discretionary decision making in domestic violence situations.
    – Describe aspects of a law enforcement agency’s culture that may influence the discretionary decision-making process in domestic violence situations.

    ### What to Submit

    This assignment must be submitted as a 1- to 2-page Microsoft Word document. Any references should be cited in APA style. For more information on APA style, review the
    [Shapiro Library APA Style Guide](https://snhu.ink/ShapiroAPAGuide).

    ### Module Six Assignment Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Summary of Statute | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Summarizes the Rhode Island Domestic Violence Protection Act | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification regarding the statute | Does not attempt criterion | 20 |
    | Statute and Discretion | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how the Rhode Island Domestic Violence Protection Act may affect discretionary decision making in domestic violence situations | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification regarding how the Rhode Island Domestic Violence Protection Act affects discretionary decision making | Does not attempt criterion | 30 |
    | Agency’s Culture | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes aspects of a law enforcement agency’s culture that may influence the discretionary decision-making process in domestic violence situations | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification regarding aspects of an agency’s culture that can influence discretionary decision making | Does not attempt criterion | 30 |
    | Citations/ Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/CJ 230 Project Three Scenario.pdf

    CJ 230 Project Three Scenario

    You are a domestic violence advocate working for the National Coalition Against Domestic Violence
    (NCADV). You have been asked to create a presentation for a small, local police department agency that
    will allow them to determine how laws, ordinances, policies, and procedures may affect the decisions
    made by their officers when responding to domestic violence calls. You will present the police
    department with two situations and explain how various aspects of the decision-making process, such as
    discretion and laws, can affect the outcome of each situation.

    Situation 1
    You are a police officer for a large, diverse city in Rhode Island with a population of nearly 180,000.
    There are over 400 sworn officers and 70 civilian personnel in your department, along with multiple
    sergeants and lieutenants and one chief. The police department that you work for practices community
    policing and places a strong emphasis on community involvement and trust. You are responding to a call
    from a neighbor regarding a disturbance next door. When you knock on the door where the disturbance
    is alleged, a woman with a fresh bruise on her left eye opens the door. When you inquire about the
    injury, the woman reports that her husband was recently fired from his job, and their loud argument
    over finances “had gotten out of hand.” The woman reports that she and her husband have reconciled,
    that he is extremely remorseful, and that this type of altercation has never happened in their 10 years of
    marriage. The woman does not wish to pursue charges against her husband.

    In your interview with the husband, he is clearly distraught and regretful over the incident. He reports
    that he was recently fired, has missed several payments on his mortgage, and is coping with the life-
    threatening illness of one of their children.

    Situation 2
    You are a patrol officer for a small town in Rhode Island that is roughly 48 square miles with a
    population of just under 2,800. It is a rural, close-knit community consisting of family-owned small
    businesses. Most community members were born and raised in the town. The town employs five full-
    time patrol officers (you and four others) who work in 10-hour shifts spanning three watches. There is a
    full-time sergeant, a lieutenant, and a chief who also work each watch. There are nine civilians who
    cover all administrative and dispatching functions.

    At approximately 9:30 p.m., you and your partner are dispatched to a 911 call made by a concerned
    neighbor who would like to remain anonymous. The caller states that the neighbors have been fighting
    for hours, and it has now escalated to what sounds like a person screaming for help. Upon arrival, you
    knock on the door and hear a male voice shouting, “I hate you,” at which time the male opens the door.
    You observe that some of the living room furniture is turned over and there is broken glass on the floor.
    After you separate the combatants, the female tells you that her husband was recently laid off from
    work and has been under a lot of stress. The female looks as if she has been crying, but there are no
    visible signs of injury. She claims the argument began after he refused to get off the recliner for the third
    day in a row to go out and look for work. She admits to throwing a glass of water to the floor, and states
    he tripped over the recliner causing it to fall over.

    Your partner knows the male from the painting company he has just been laid off from. The male claims
    that his wife called him a loser for getting laid off, which sparked a larger argument. During the verbal
    altercation, he claims the woman began throwing dishes and pushed him into the recliner, which

    knocked it over, but there are no signs of visible injuries. The male states he does not want to sign
    complaints against his wife and he really just wants her to take a walk and cool off.

    Rhode Island Statute
    In the state of Rhode Island, the General Laws (R.I. Gen. Laws § 12-29-3 (b)) state the following:

    When a law enforcement officer responds to a domestic violence situation and has probable
    cause to believe that a crime has been committed, the officer shall exercise arrest powers
    pursuant to §§ 12-7-3 and 12-7-4; provided, that the officer shall arrest and take into custody
    the alleged perpetrator of the crime when the officer has probable cause to believe that any of
    the following acts has occurred:

    (i) A felonious assault;
    (ii) An assault that has resulted in bodily injury to the victim, whether or not the injury is
    observable by the responding officer;
    (iii) Physical action that was intended to cause another person reasonably to fear
    imminent serious bodily injury or death. "Bodily injury" means physical pain, illness, or
    an impairment of physical condition; or
    (iv) Violation of a protective order and the violator has previous knowledge of the order
    and the terms of it;
    (v) Violation of a no-contact order issued pursuant to § 12-29-4.

    Reference

    State of Rhode Island General Assembly. (n.d.) Title 12 Criminal Procedure, Chapter 12–29

    Domestic Violence Prevention Act, Section 12-29-3. Retrieved from
    http://webserver.rilin.state.ri.us/Statutes/TITLE12/12-29/12-29-3.HTM

    [http://www.rilin.state.ri.us/](http://www.rilin.state.ri.us/)

    **## ModuleSixAssignmentGuidelinesandRubric.html.zip**

    ## Module Six Assignment Guidelines and Rubric.html

    ## CJ 230 Module Six Assignment Guidelines and Rubric

    ### Overview

    In this assignment, you will explore how laws can limit or rely on discretion, and how aspects of an agency’s culture can influence discretion.

    ### Prompt

    In Module Four, you learned about aspects of discretionary laws. In this module, you learned how discretion is influenced by an agency’s culture. You will now apply this knowledge to the topic of domestic violence. This information will help you prepare for submission of Project Three, due in Module Eight.

    First, review the
    [Project Three Guidelines and Rubric](https://www.sweetstudy.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2019209&type=content&rcode=snhu-3162660) document and familiarize yourself with the elements of the project. Next, review the
    [Project Three Scenario PDF](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20230%20Project%20Three%20Scenario.pdf) document that ties directly to the project. Then, research the Rhode Island statutes regarding domestic violence. The following resources will assist you as you begin your research:

    – Reading:
    [Title 12: Criminal Procedure, Chapter 12-29: Domestic Violence Protection Act](http://webserver.rilin.state.ri.us/Statutes/TITLE12/12-29/12-29-3.HTM)
    – Reading:
    [Rhode Island Coalition Against Domestic Violence](https://ricadv.org/)

    Consider how domestic violence laws affect discretionary decision making in domestic violence situations. Also, consider how, as a law enforcement officer, your agency’s culture may affect the discretionary decision-making process in response to domestic violence situations. Use these rubric criteria as headings to format your writing:

    Summary of Statute

    – In your own words, summarize the Rhode Island Domestic Violence Protection Act. Be sure to properly cite the source in APA style.

    Statute and Discretion

    – How may the Rhode Island Domestic Violence Protection Act affect discretionary decision making in domestic violence situations?
    – Does it limit discretion, or rely on it?

    Agency’s Culture

    – Describe aspects of a law enforcement agency’s culture that may influence the discretionary decision-making process in domestic violence situations.

    Specifically, the following rubric criteria must be addressed:

    – Summarize the Rhode Island Domestic Violence Protection Act.
    – Explain how the Rhode Island Domestic Violence Protection Act may affect discretionary decision making in domestic violence situations.
    – Describe aspects of a law enforcement agency’s culture that may influence the discretionary decision-making process in domestic violence situations.

    ### What to Submit

    This assignment must be submitted as a 1- to 2-page Microsoft Word document. Any references should be cited in APA style. For more information on APA style, review the
    [Shapiro Library APA Style Guide](https://snhu.ink/ShapiroAPAGuide).

    ### Module Six Assignment Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Summary of Statute | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Summarizes the Rhode Island Domestic Violence Protection Act | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification regarding the statute | Does not attempt criterion | 20 |
    | Statute and Discretion | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how the Rhode Island Domestic Violence Protection Act may affect discretionary decision making in domestic violence situations | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification regarding how the Rhode Island Domestic Violence Protection Act affects discretionary decision making | Does not attempt criterion | 30 |
    | Agency’s Culture | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes aspects of a law enforcement agency’s culture that may influence the discretionary decision-making process in domestic violence situations | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification regarding aspects of an agency’s culture that can influence discretionary decision making | Does not attempt criterion | 30 |
    | Citations/ Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/CJ 230 Project Three Scenario.pdf

    CJ 230 Project Three Scenario

    You are a domestic violence advocate working for the National Coalition Against Domestic Violence
    (NCADV). You have been asked to create a presentation for a small, local police department agency that
    will allow them to determine how laws, ordinances, policies, and procedures may affect the decisions
    made by their officers when responding to domestic violence calls. You will present the police
    department with two situations and explain how various aspects of the decision-making process, such as
    discretion and laws, can affect the outcome of each situation.

    Situation 1
    You are a police officer for a large, diverse city in Rhode Island with a population of nearly 180,000.
    There are over 400 sworn officers and 70 civilian personnel in your department, along with multiple
    sergeants and lieutenants and one chief. The police department that you work for practices community
    policing and places a strong emphasis on community involvement and trust. You are responding to a call
    from a neighbor regarding a disturbance next door. When you knock on the door where the disturbance
    is alleged, a woman with a fresh bruise on her left eye opens the door. When you inquire about the
    injury, the woman reports that her husband was recently fired from his job, and their loud argument
    over finances “had gotten out of hand.” The woman reports that she and her husband have reconciled,
    that he is extremely remorseful, and that this type of altercation has never happened in their 10 years of
    marriage. The woman does not wish to pursue charges against her husband.

    In your interview with the husband, he is clearly distraught and regretful over the incident. He reports
    that he was recently fired, has missed several payments on his mortgage, and is coping with the life-
    threatening illness of one of their children.

    Situation 2
    You are a patrol officer for a small town in Rhode Island that is roughly 48 square miles with a
    population of just under 2,800. It is a rural, close-knit community consisting of family-owned small
    businesses. Most community members were born and raised in the town. The town employs five full-
    time patrol officers (you and four others) who work in 10-hour shifts spanning three watches. There is a
    full-time sergeant, a lieutenant, and a chief who also work each watch. There are nine civilians who
    cover all administrative and dispatching functions.

    At approximately 9:30 p.m., you and your partner are dispatched to a 911 call made by a concerned
    neighbor who would like to remain anonymous. The caller states that the neighbors have been fighting
    for hours, and it has now escalated to what sounds like a person screaming for help. Upon arrival, you
    knock on the door and hear a male voice shouting, “I hate you,” at which time the male opens the door.
    You observe that some of the living room furniture is turned over and there is broken glass on the floor.
    After you separate the combatants, the female tells you that her husband was recently laid off from
    work and has been under a lot of stress. The female looks as if she has been crying, but there are no
    visible signs of injury. She claims the argument began after he refused to get off the recliner for the third
    day in a row to go out and look for work. She admits to throwing a glass of water to the floor, and states
    he tripped over the recliner causing it to fall over.

    Your partner knows the male from the painting company he has just been laid off from. The male claims
    that his wife called him a loser for getting laid off, which sparked a larger argument. During the verbal
    altercation, he claims the woman began throwing dishes and pushed him into the recliner, which

    knocked it over, but there are no signs of visible injuries. The male states he does not want to sign
    complaints against his wife and he really just wants her to take a walk and cool off.

    Rhode Island Statute
    In the state of Rhode Island, the General Laws (R.I. Gen. Laws § 12-29-3 (b)) state the following:

    When a law enforcement officer responds to a domestic violence situation and has probable
    cause to believe that a crime has been committed, the officer shall exercise arrest powers
    pursuant to §§ 12-7-3 and 12-7-4; provided, that the officer shall arrest and take into custody
    the alleged perpetrator of the crime when the officer has probable cause to believe that any of
    the following acts has occurred:

    (i) A felonious assault;
    (ii) An assault that has resulted in bodily injury to the victim, whether or not the injury is
    observable by the responding officer;
    (iii) Physical action that was intended to cause another person reasonably to fear
    imminent serious bodily injury or death. "Bodily injury" means physical pain, illness, or
    an impairment of physical condition; or
    (iv) Violation of a protective order and the violator has previous knowledge of the order
    and the terms of it;
    (v) Violation of a no-contact order issued pursuant to § 12-29-4.

    Reference

    State of Rhode Island General Assembly. (n.d.) Title 12 Criminal Procedure, Chapter 12–29

    Domestic Violence Prevention Act, Section 12-29-3. Retrieved from
    http://webserver.rilin.state.ri.us/Statutes/TITLE12/12-29/12-29-3.HTM

    [http://www.rilin.state.ri.us/](http://www.rilin.state.ri.us/)

  • [Solved] CJ 230 Module Five Practice Activity

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see the below attached for details – ## ModuleFivePracticeActivityGuidelinesandRubric.html.zip **## ModuleFivePracticeActivityGuidelinesandRubric.html.zip** ## Module Five Practice Activity Guidelines and Rubric.html ## CJ 230 Module Five Practice Activity Guidelines and Rubric ### Overview I…

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    Assignment Prompt & Instructions

    Please see the below attached for details

    – ## ModuleFivePracticeActivityGuidelinesandRubric.html.zip

    **## ModuleFivePracticeActivityGuidelinesandRubric.html.zip**

    ## Module Five Practice Activity Guidelines and Rubric.html

    ## CJ 230 Module Five Practice Activity Guidelines and Rubric

    ### Overview

    In this practice activity, you will identify the steps of the decision-making process within a scenario. You will then craft an objective summary of the decision-making process.

    ### Prompt

    In this module, you have learned about crafting objective summaries. You will now apply this knowledge to craft an objective summary of the decision-making process by using the information provided in a scenario. First, read the scenario in the Module Five Practice Activity Template. Next, using the information in the scenario, identify each step in the decision-making process. For example, the first step is to identify the facts, so you will identify the facts in the scenario and insert them in the cell below the first step. Repeat this process for each step. Then, craft an objective summary of the decision-making process by using the steps identified.

    Specifically, the following rubric criteria must be addressed for each scenario:

    – Identify each step in the decision-making process
    – Craft an objective summary of the decision-making process

    ### What to Submit

    This assignment must be completed using the
    [Module Five Practice Activity Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20230%20Module%20Five%20Practice%20Activity%20Template.docx). Any references must be cited in APA style. See the
    [Shapiro Library APA Style Guide](https://snhu.ink/ShapiroAPAGuide) for more information on citations.

    ### Module Five Practice Activity Rubric

    | Criteria | Meets Expectations (100%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Steps in Decision-Making Process | Identifies each step in the decision-making process | Does not identify each step in the decision-making process | 30 |
    | Objective Summary | Crafts an objective summary of the decision-making process | Does not craft an objective summary of the decision-making process | 50 |
    | Citations and Attributions | Uses citations for ideas requiring attribution | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/CJ 230 Module Five Practice Activity Template.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/cj-230-module-five-practice-activity)

    ## CJ 230 Module Five Practice Activity Template Objective Summary of Decision-Making Process

    Complete the table below by replacing the bracketed text with the relevant information.

    ### Scenario:

    You are a state patrol officer, on duty, who has observed a car unable to stay in its lane. When you pull the car over, you realize that the driver is also a state patrol officer who you know well and whose wife has a friendship with your wife. You have engaged in several social activities with him in the past. He is a very popular and likeable colleague in the department.

    As you engage with him after pulling him over, you notice that there is a strong scent of alcohol on his breath and that he is slurring his speech. When asked if he had something to drink, he says that he has just come from the retirement party of a popular police chief. He adds that he would be willing to park his car and have his wife pick him up if you could let this error slide, and states, “Law enforcement officers need to support each other.” As a patrol officer, you also have an obligation to enforce traffic laws and maintain public safety.

    | | | | | |
    | — | — | — | — | — |
    | **Step 1: Identify the facts** | **Step 2: Identify relevant values and concepts** | **Step 3: Identify all possible moral dilemmas for each party involved** | **Step 4: Decide what is the most immediate moral or ethical issue facing the individual** | **Step 5: Resolve the ethical or moral dilemma by using an ethical system or some other means of decision making** |
    | [Insert text.] | [Insert text.] | [Insert text.] | [Insert text.] | [Insert text.] |

    **Objective Summary:**
    [Insert text.]

    **image1.png**

    **image2.svg**

    **## ModuleFivePracticeActivityGuidelinesandRubric.html.zip**

    ## Module Five Practice Activity Guidelines and Rubric.html

    ## CJ 230 Module Five Practice Activity Guidelines and Rubric

    ### Overview

    In this practice activity, you will identify the steps of the decision-making process within a scenario. You will then craft an objective summary of the decision-making process.

    ### Prompt

    In this module, you have learned about crafting objective summaries. You will now apply this knowledge to craft an objective summary of the decision-making process by using the information provided in a scenario. First, read the scenario in the Module Five Practice Activity Template. Next, using the information in the scenario, identify each step in the decision-making process. For example, the first step is to identify the facts, so you will identify the facts in the scenario and insert them in the cell below the first step. Repeat this process for each step. Then, craft an objective summary of the decision-making process by using the steps identified.

    Specifically, the following rubric criteria must be addressed for each scenario:

    – Identify each step in the decision-making process
    – Craft an objective summary of the decision-making process

    ### What to Submit

    This assignment must be completed using the
    [Module Five Practice Activity Template Word Document](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20230%20Module%20Five%20Practice%20Activity%20Template.docx). Any references must be cited in APA style. See the
    [Shapiro Library APA Style Guide](https://snhu.ink/ShapiroAPAGuide) for more information on citations.

    ### Module Five Practice Activity Rubric

    | Criteria | Meets Expectations (100%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Steps in Decision-Making Process | Identifies each step in the decision-making process | Does not identify each step in the decision-making process | 30 |
    | Objective Summary | Crafts an objective summary of the decision-making process | Does not craft an objective summary of the decision-making process | 50 |
    | Citations and Attributions | Uses citations for ideas requiring attribution | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/CJ 230 Module Five Practice Activity Template.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/cj-230-module-five-practice-activity)

    ## CJ 230 Module Five Practice Activity Template Objective Summary of Decision-Making Process

    Complete the table below by replacing the bracketed text with the relevant information.

    ### Scenario:

    You are a state patrol officer, on duty, who has observed a car unable to stay in its lane. When you pull the car over, you realize that the driver is also a state patrol officer who you know well and whose wife has a friendship with your wife. You have engaged in several social activities with him in the past. He is a very popular and likeable colleague in the department.

    As you engage with him after pulling him over, you notice that there is a strong scent of alcohol on his breath and that he is slurring his speech. When asked if he had something to drink, he says that he has just come from the retirement party of a popular police chief. He adds that he would be willing to park his car and have his wife pick him up if you could let this error slide, and states, “Law enforcement officers need to support each other.” As a patrol officer, you also have an obligation to enforce traffic laws and maintain public safety.

    | | | | | |
    | — | — | — | — | — |
    | **Step 1: Identify the facts** | **Step 2: Identify relevant values and concepts** | **Step 3: Identify all possible moral dilemmas for each party involved** | **Step 4: Decide what is the most immediate moral or ethical issue facing the individual** | **Step 5: Resolve the ethical or moral dilemma by using an ethical system or some other means of decision making** |
    | [Insert text.] | [Insert text.] | [Insert text.] | [Insert text.] | [Insert text.] |

    **Objective Summary:**
    [Insert text.]

    **image1.png**

    **image2.svg**

  • [Solved] CJ 230 Project One

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see the attached below for details. – ## ProjectOneGuidelinesandRubric.html.zip **## ProjectOneGuidelinesandRubric.html.zip** ## Project One Guidelines and Rubric.html ## CJ 230 Project One Guidelines and Rubric ### Competency In this project, you will demonstrate your mastery of the followin…

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    Assignment Prompt & Instructions

    Please see the attached below for details.

    – ## ProjectOneGuidelinesandRubric.html.zip

    **## ProjectOneGuidelinesandRubric.html.zip**

    ## Project One Guidelines and Rubric.html

    ## CJ 230 Project One Guidelines and Rubric

    ### Competency

    In this project, you will demonstrate your mastery of the following competency:

    – Explain how discretion is utilized in decision making within criminal justice professions

    ### Scenario

    You are a patrol officer on duty with your partner. At approximately 1:45 a.m., you observe a fast-moving vehicle run through a red stoplight. You attempt to stop the vehicle, which refuses to pull over but does turn on its hazard signal. Using light detection and ranging (lidar) technology, you determine the vehicle to be traveling in excess of the posted speed limit. After a brief two-mile traffic pursuit, the vehicle pulls into a hospital emergency room ambulance bay. The male driver exits the vehicle with his arms raised in the air and begins shouting at you and your partner. A female passenger then exits the vehicle, also with her arms raised. She yells that her water broke and that she is in active labor and needs to get into the hospital. What step do you take next? How do you address the situation?

    Possible next steps:

    – Arrest the male driver for reckless driving, fleeing, and eluding, which means he will miss the birth of his child.
    – Issue a warning to the male driver and get medical personnel to address the female passenger.
    – Issue traffic citations to the male driver and get medical personnel to address the female passenger.
    – Escort the couple into the hospital and do nothing regarding traffic violations/pursuit.

    ### Directions

    Internal Justification Statement
    You will be creating a written internal justification statement to submit to the chief of your department. You are a new patrol officer and are asked to provide information on how discretion could be used for this situation and other situations. Using the scenario, create a written statement (with all sections identified) that addresses all of the required elements:

    1. Explain what it means to exercise discretion and the role it plays in the criminal justice field.
    2. Describe the roles integrity, authority, discretionary power, and morality play in discretionary decision making. Answer the following questions in your description:

    – What is the relationship between integrity, authority, and discretionary power?
    – What is the difference between ethics and morals, and how does each affect discretionary decision making?
    3. Summarize the actions taken in response to the provided discretionary dilemma. Answer the following questions in your summary:

    – What discretionary decision did you make for the provided scenario?
    – Why did you make the decision?
    4. Explain how integrity, authority, discretionary power, and morality affected the decision you made. Answer the following questions in your explanation:

    – What role did integrity, authority, and discretionary power play in the decision you made?
    – How did ethics and morals influence your decision in this scenario?
    5. Explain how decisions in law enforcement affect discretionary decisions made in courts and corrections. Answer the following questions in your explanation:

    – If you choose to summons or arrest the male driver, how might the court react once the circumstances are known?
    – What discretionary decisions may be made in court?
    – How could the decisions made in court potentially affect corrections?

    ### What to Submit

    To complete this project, you must submit the following:

    Internal Justification Statement
    Create a written statement justifying the discretionary decisions made in the scenario. This statement will be for internal use only and will be kept on file within your department. The statement should address the rubric criteria listed above: exercising discretion; integrity, authority, discretionary power, and morality in discretionary decision making; summary of actions; integrity, authority, discretionary power, and morality in the provided scenario; and decisions affecting other branches.

    Submit your statement as a 2- to 4-page Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Cite sources according to APA style.

    ### Project One Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Exercising Discretion | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains what it means to exercise discretion in criminal justice | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining what it means to exercise discretion in criminal justice | Does not attempt criterion | 10 |
    | Integrity, Authority, Discretionary Power, and Morality in Discretionary Decision Making | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes the role integrity, authority, discretionary power, and morality play in discretionary decision making | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing the relationship between integrity, authority, and discretionary power; describing the difference between ethics and morals; or describing how ethics and morals affect discretionary decision making | Does not attempt criterion | 15 |
    | Summary of Actions | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Summarizes the actions taken in response to a discretionary dilemma | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include summarizing the discretionary decision made or providing rationale | Does not attempt criterion | 20 |
    | Integrity, Authority, Discretionary Power, and Morality in Scenario | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how integrity, authority, discretionary power, and morality affect decision made in response to scenario | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining the role integrity, authority, and discretionary power played in the decision made, or explaining how morals and ethics influenced the decision | Does not attempt criterion | 15 |
    | Decisions Affecting Other Branches | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how decisions in law enforcement affect discretionary decisions made in courts and corrections | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining how the court might react once the circumstances are known, explaining what discretionary decisions may be made in court, or explaining how the decisions in court could potentially affect corrections | Does not attempt criterion | 20 |
    | Citations and Attributions | Attributes sources where applicable using citation methods with very few minor errors | Uses citation for ideas requiring attribution | Attributes sources where applicable, but with major errors | Does not attribute sources where applicable | 5 |
    | Total: | 100% |

    **## ProjectOneGuidelinesandRubric.html.zip**

    ## Project One Guidelines and Rubric.html

    ## CJ 230 Project One Guidelines and Rubric

    ### Competency

    In this project, you will demonstrate your mastery of the following competency:

    – Explain how discretion is utilized in decision making within criminal justice professions

    ### Scenario

    You are a patrol officer on duty with your partner. At approximately 1:45 a.m., you observe a fast-moving vehicle run through a red stoplight. You attempt to stop the vehicle, which refuses to pull over but does turn on its hazard signal. Using light detection and ranging (lidar) technology, you determine the vehicle to be traveling in excess of the posted speed limit. After a brief two-mile traffic pursuit, the vehicle pulls into a hospital emergency room ambulance bay. The male driver exits the vehicle with his arms raised in the air and begins shouting at you and your partner. A female passenger then exits the vehicle, also with her arms raised. She yells that her water broke and that she is in active labor and needs to get into the hospital. What step do you take next? How do you address the situation?

    Possible next steps:

    – Arrest the male driver for reckless driving, fleeing, and eluding, which means he will miss the birth of his child.
    – Issue a warning to the male driver and get medical personnel to address the female passenger.
    – Issue traffic citations to the male driver and get medical personnel to address the female passenger.
    – Escort the couple into the hospital and do nothing regarding traffic violations/pursuit.

    ### Directions

    Internal Justification Statement
    You will be creating a written internal justification statement to submit to the chief of your department. You are a new patrol officer and are asked to provide information on how discretion could be used for this situation and other situations. Using the scenario, create a written statement (with all sections identified) that addresses all of the required elements:

    1. Explain what it means to exercise discretion and the role it plays in the criminal justice field.
    2. Describe the roles integrity, authority, discretionary power, and morality play in discretionary decision making. Answer the following questions in your description:

    – What is the relationship between integrity, authority, and discretionary power?
    – What is the difference between ethics and morals, and how does each affect discretionary decision making?
    3. Summarize the actions taken in response to the provided discretionary dilemma. Answer the following questions in your summary:

    – What discretionary decision did you make for the provided scenario?
    – Why did you make the decision?
    4. Explain how integrity, authority, discretionary power, and morality affected the decision you made. Answer the following questions in your explanation:

    – What role did integrity, authority, and discretionary power play in the decision you made?
    – How did ethics and morals influence your decision in this scenario?
    5. Explain how decisions in law enforcement affect discretionary decisions made in courts and corrections. Answer the following questions in your explanation:

    – If you choose to summons or arrest the male driver, how might the court react once the circumstances are known?
    – What discretionary decisions may be made in court?
    – How could the decisions made in court potentially affect corrections?

    ### What to Submit

    To complete this project, you must submit the following:

    Internal Justification Statement
    Create a written statement justifying the discretionary decisions made in the scenario. This statement will be for internal use only and will be kept on file within your department. The statement should address the rubric criteria listed above: exercising discretion; integrity, authority, discretionary power, and morality in discretionary decision making; summary of actions; integrity, authority, discretionary power, and morality in the provided scenario; and decisions affecting other branches.

    Submit your statement as a 2- to 4-page Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Cite sources according to APA style.

    ### Project One Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Exercising Discretion | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains what it means to exercise discretion in criminal justice | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining what it means to exercise discretion in criminal justice | Does not attempt criterion | 10 |
    | Integrity, Authority, Discretionary Power, and Morality in Discretionary Decision Making | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes the role integrity, authority, discretionary power, and morality play in discretionary decision making | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing the relationship between integrity, authority, and discretionary power; describing the difference between ethics and morals; or describing how ethics and morals affect discretionary decision making | Does not attempt criterion | 15 |
    | Summary of Actions | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Summarizes the actions taken in response to a discretionary dilemma | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include summarizing the discretionary decision made or providing rationale | Does not attempt criterion | 20 |
    | Integrity, Authority, Discretionary Power, and Morality in Scenario | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how integrity, authority, discretionary power, and morality affect decision made in response to scenario | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining the role integrity, authority, and discretionary power played in the decision made, or explaining how morals and ethics influenced the decision | Does not attempt criterion | 15 |
    | Decisions Affecting Other Branches | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains how decisions in law enforcement affect discretionary decisions made in courts and corrections | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining how the court might react once the circumstances are known, explaining what discretionary decisions may be made in court, or explaining how the decisions in court could potentially affect corrections | Does not attempt criterion | 20 |
    | Citations and Attributions | Attributes sources where applicable using citation methods with very few minor errors | Uses citation for ideas requiring attribution | Attributes sources where applicable, but with major errors | Does not attribute sources where applicable | 5 |
    | Total: | 100% |

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    In this assignment, you will analyze the Cost-of-Living Index and Groceries Index for seven United States cities. You will then create a scatterplot to represent the relationships between the variables. In the end, you will describe the implications of your analysis in your Paper. You may choose any…

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    In this assignment, you will analyze the Cost-of-Living Index and Groceries Index for seven United States cities. You will then create a scatterplot to represent the relationships between the variables. In the end, you will describe the implications of your analysis in your Paper. You may choose any seven United States cities you wish.
    Go to the [Northern America: Current Cost of Living Index by CityLinks to an external site.](https://www.numbeo.com/cost-of-living/region_rankings_current.jsp?region=021) webpage and follow the directions below to get started:
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    – City
    – Groceries Index (independent variable)
    – Cost of Living Index (dependent variable)
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    – Now, insert or draw a scatterplot of the above data set.
    – Display the regression line (also called the trend line, linear model, or line of best fit). To do so in Excel, select anywhere in the scatterplot. Select the plus sign, and at the bottom of Chart Elements, select “Trend line.”
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    2-3 pages use book as reference

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    – ## ABA503Assignments-CaseStudy.pdf – ## ABA503Assignment1GradingRubric-StudentVersion.pdf – ## 503Assignment1Instructions.docx **## ABA503Assignments-CaseStudy.pdf** ABA 503 Assignments – Case Study Justin is a 13-year-old boy diagnosed with autism. He has an effective, but below average, use of s…

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    – ## ABA503Assignments-CaseStudy.pdf

    – ## ABA503Assignment1GradingRubric-StudentVersion.pdf

    – ## 503Assignment1Instructions.docx

    **## ABA503Assignments-CaseStudy.pdf**

    ABA 503 Assignments – Case Study

    Justin is a 13-year-old boy diagnosed with autism. He has an effective, but below average, use
    of spoken language but is able to communicate his emotions using picture cards that have a sad
    face, a neutral face and a smiley face. He is able to communicate effectively enough to make his
    requests understood, although he can be reluctant to do so.

    Justin lives with his mother and stepfather in a small 2-bedroom house which is also shared
    with a three year old female sibling who does not have any known disabilities or challenges
    beyond what would be considered normal for a child of her age. There is also an uncle and his
    girlfriend who live in the house and sleep in the living area of the home. Justin's mother, father,
    and his uncle all primarily speak Spanish and consider it to be their first language.

    Justin attends school daily and is accommodated in a “special education” classroom along with
    27 other children who have a variety of disabilities both physical and intellectual. The classroom
    is managed by a dedicated teacher and, most days, teaching assistants.

    Justin can become very agitated and can exhibit aggressive behaviors when he is in
    environments that he cannot control and are noisy and/or crowded. Aggression takes the form
    of hitting others with a closed fist which is sometimes accompanied by kicking. When Justin
    becomes agitated, he tends to rock back and forth on the balls of his feet which is typically
    followed by the hitting and kicking behavior. He will also run away if he is in an open area or is
    otherwise able to leave the situation.

    Recently, Justin’s mother took him to a nearby shopping mall for a “treat” because it was
    approaching the holiday season and she wanted him to see Santa Claus. When they arrived, the
    mall was playing festive Christmas music and it was busier than normal due to the approaching
    holidays.

    Justin and his mother arrived at the mall, parked the car, and entered the mall. Within a minute
    or so, Justin began rocking back and forth. His mother then attempted to grab his arm and
    Justin proceeded to hit her. He broke away and ran further into the mall, knocking an elderly
    lady down along the way. A mall security person witnessed the event and called the police and
    reported that a young man had assaulted an elderly lady and was running around hitting and
    kicking people while screaming.

    Additional Information

    Descriptive Assessment

    Descriptive assessment requires beginning with indirect methods and then including direct

    assessment methods as indicated below.

    Indirect

    – 2nd party report about student’s behavior.

    • Interviews – teacher, parent, student

    Example: Functional Assessment Interview (FAI, O’Neill, Horner et. al.,

    1997)

    • Records review such as school reports, medical reports, other therapy notes as

    available, etc.

    • Behavior Situation Rating Scales examples:

    – MAS, Durand & Crimmins, 1988; FAST, Iwata 1995; Q-FAST,

    Vollmer & Matson, 1995; QABF, Matson et. al., 1999; Aid to

    Functional Analysis, Willis & LaVigna, 1987; etc.

    Direct

    – On-site observation or permanent product assessment of student behavior.

    – Examples:

    • Scatterplot (Pattern Analysis) Touchette et. al., 1985

    • A-B-C recording (Sequence Analysis) Bijou et. al., 1968

    • Functional Assessment Observation Form (FAOF, O’Neill Et. al., 1997,

    Brookes)

    **## ABA503Assignment1GradingRubric-StudentVersion.pdf**

    ABA503 Assignment 1 Rubric

    Grading item

    Completely accurate

    in content and

    clearly articulated

    Partially inaccurate

    in content OR

    somewhat unclear in

    articulation

    Partially inaccurate

    in content AND

    unclear in

    articulation

    Item is missing or

    completely

    inaccurate in content

    Total

    Case Summary,

    including person

    whose behavior will

    be targeted

    5 3 1 0

    Target Behaviors

    5 3 1 0

    Operational

    Definitions of Target

    Behaviors

    5 3 1 0

    Rationale for

    changing behaviors

    5 3 1 0

    Choice of indirect

    assessment tool

    (MAS, QABF, or

    FAI)

    4 3 1 0

    Identification of 2

    people to complete

    the assessment and

    why

    6

    (3 points each)

    4 2 0

    Completed

    assessment for 1st

    person

    15

    10 5 0

    Completed

    assessment for 2nd

    person

    15

    10 5 0

    Data analysis: scored

    assessment (for MAS

    or QABF) plus

    written summary of

    results (for MAS,

    QABF, or FAI) for

    1st person

    completing

    assessment

    15

    10 5 0

    Data analysis: scored

    assessment (for MAS

    or QABF) plus

    written summary of

    results (for MAS,

    QABF, or FAI) for

    2nd person

    completing

    assessment

    15 10 5 0

    Overall Writing

    (clarity, APA style

    formatting, proper

    citations)

    10 7 3 0

    Final Grade

    Additional Comments:

    APA Style Links:

    1) Sample student paper using APA style: https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf

    2) Student Paper Setup Guide: https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf

    3) Heading Levels Template for a Student Paper: https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf

    4) Student Title Page Guide: https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf

    5) Reference Examples: https://apastyle.apa.org/style-grammar-guidelines/references/examples

    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf](https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf)

    [https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf](https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf](https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf)

    [https://apastyle.apa.org/style-grammar-guidelines/references/examples](https://apastyle.apa.org/style-grammar-guidelines/references/examples)

    **## 503Assignment1Instructions.docx**

    **Assignment 1**

    For Assignments 1 and 2 in this course, you will be conducting a hypothetical Functional Behavior Assessment (FBA) based on the
    [**Case Study**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/ABA%20503%20Assignments%20-%20Case%20Study.pdf).

    In Assignment 1, you will conduct the indirect assessment portion of the FBA.

    In Assignment 2, you will conduct a direct assessment and write a hypothesis statement.

    **Be sure to watch the lecture by Dr. Michael Weinberg on “** [**How to Use Common Functional Assessment Tools: the MAS, QABF, FAI, and FAOF**](https://mwp.onlineclasslogin.com/mod/page/view.php?id=46816) **” before completing this assignment.**

    **Specific directions for Assignment 1**:

    **(1) Review the** [**Case Study**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/ABA%20503%20Assignments%20-%20Case%20Study.pdf) **. Then write 2 paragraphs that discuss the following**:

    a) A brief
    **case summary**, starting with a description of the
    **person** whose behavior is to be addressed.

    b) List the
    **behavior(s)** to be targeted for change.

    **Note**: Avoid the use of generic terms (such as “inappropriate behavior”) or references to functions (such as “escape behavior”) because you have not yet identified the function of the target behavior.

    c) Provide an
    **operational definition** (including situational context if relevant) of each behavior to be changed, using observable, measurable terms.

    d) Provide a
    **rationale** for changing the behavior(s). (Why is it important? What is the social significance of the behavior(s)?)

    **(2) Administer an indirect assessment using a standardized functional assessment tool.**

    a) Choose
    **one** from the following standardized assessments:

    | | |
    | — | — |
    | **Standardized Assessments Tools** |
    | **Assessment Tool** | **Instructions** |
    | 1. <br>[**Motivation Assessment Scale (MAS II)**](https://autisminternetmodules.org/storage/ocali-ims-sites/ocali-ims-aim/documents/Motivation-Assessment-Scale-II.pdf) | [**Link to video**](https://youtu.be/xHeS_LUTij0?si=TSwAgbOYVT3tgqTS) explaining how to score |
    | 2. <br>[**Question About Behavioral Function (QABF)**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/QABF%20form.docx) **Note**: this is a Word document that will be downloaded when you click the link. | [**Description and Instructions**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/QABF%20Overview_Description_Publication%202000.pdf) |
    | 3. <br>[**Functional Assessment Interview (FAI)**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAI%20Form.docx) **Note**: this is a Word document that will be downloaded when you click the link. | [**Description**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAI%20Overview.pdf) |

    b)
    **Identify 2 people** involved with the child to complete the assessment tool (e.g., family members, teachers, paraprofessionals, etc.) and
    **explain why** you selected them.

    c) Pretend that you administer the standardized assessment to each of the people you selected and
    **fill out the forms with hypothetical data**.

    d)
    **Analyze your hypothetical data** by following the instructions on how to score the data for the assessment you selected (for the MAS or QABF) and then writing a detailed summary of the findings (for the MAS, QABF, or FAI). (Note: You do NOT have to come up with an actual hypothesized function of the behavior yet because you will do that in
    Assignment 2 **after** you complete the direct descriptive assessment. Only summarize your findings so far for this assignment.)

    **Be sure to turn in your completed assessments**.

    **Please note:** Your assignment should be submitted in a
    **Word Document** format
    **using Times New Roman 12.** The assignment must use APA format (see link to APA publication style in the course site resources.)  Please include an appropriate heading on your paper and references (at least 3 references) to support methods or procedures used.

    **Please be sure to save your work using the naming convention:**

    Student last name, first name, ABA 503 Assignment 1

    **## 503Assignment1Instructions.docx**

    **Assignment 1**

    For Assignments 1 and 2 in this course, you will be conducting a hypothetical Functional Behavior Assessment (FBA) based on the
    [**Case Study**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/ABA%20503%20Assignments%20-%20Case%20Study.pdf).

    In Assignment 1, you will conduct the indirect assessment portion of the FBA.

    In Assignment 2, you will conduct a direct assessment and write a hypothesis statement.

    **Be sure to watch the lecture by Dr. Michael Weinberg on “** [**How to Use Common Functional Assessment Tools: the MAS, QABF, FAI, and FAOF**](https://mwp.onlineclasslogin.com/mod/page/view.php?id=46816) **” before completing this assignment.**

    **Specific directions for Assignment 1**:

    **(1) Review the** [**Case Study**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/ABA%20503%20Assignments%20-%20Case%20Study.pdf) **. Then write 2 paragraphs that discuss the following**:

    a) A brief
    **case summary**, starting with a description of the
    **person** whose behavior is to be addressed.

    b) List the
    **behavior(s)** to be targeted for change.

    **Note**: Avoid the use of generic terms (such as “inappropriate behavior”) or references to functions (such as “escape behavior”) because you have not yet identified the function of the target behavior.

    c) Provide an
    **operational definition** (including situational context if relevant) of each behavior to be changed, using observable, measurable terms.

    d) Provide a
    **rationale** for changing the behavior(s). (Why is it important? What is the social significance of the behavior(s)?)

    **(2) Administer an indirect assessment using a standardized functional assessment tool.**

    a) Choose
    **one** from the following standardized assessments:

    | | |
    | — | — |
    | **Standardized Assessments Tools** |
    | **Assessment Tool** | **Instructions** |
    | 1. <br>[**Motivation Assessment Scale (MAS II)**](https://autisminternetmodules.org/storage/ocali-ims-sites/ocali-ims-aim/documents/Motivation-Assessment-Scale-II.pdf) | [**Link to video**](https://youtu.be/xHeS_LUTij0?si=TSwAgbOYVT3tgqTS) explaining how to score |
    | 2. <br>[**Question About Behavioral Function (QABF)**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/QABF%20form.docx) **Note**: this is a Word document that will be downloaded when you click the link. | [**Description and Instructions**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/QABF%20Overview_Description_Publication%202000.pdf) |
    | 3. <br>[**Functional Assessment Interview (FAI)**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAI%20Form.docx) **Note**: this is a Word document that will be downloaded when you click the link. | [**Description**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAI%20Overview.pdf) |

    b)
    **Identify 2 people** involved with the child to complete the assessment tool (e.g., family members, teachers, paraprofessionals, etc.) and
    **explain why** you selected them.

    c) Pretend that you administer the standardized assessment to each of the people you selected and
    **fill out the forms with hypothetical data**.

    d)
    **Analyze your hypothetical data** by following the instructions on how to score the data for the assessment you selected (for the MAS or QABF) and then writing a detailed summary of the findings (for the MAS, QABF, or FAI). (Note: You do NOT have to come up with an actual hypothesized function of the behavior yet because you will do that in
    Assignment 2 **after** you complete the direct descriptive assessment. Only summarize your findings so far for this assignment.)

    **Be sure to turn in your completed assessments**.

    **Please note:** Your assignment should be submitted in a
    **Word Document** format
    **using Times New Roman 12.** The assignment must use APA format (see link to APA publication style in the course site resources.)  Please include an appropriate heading on your paper and references (at least 3 references) to support methods or procedures used.

    **Please be sure to save your work using the naming convention:**

    Student last name, first name, ABA 503 Assignment 1

    **## ABA503Assignments-CaseStudy.pdf**

    ABA 503 Assignments – Case Study

    Justin is a 13-year-old boy diagnosed with autism. He has an effective, but below average, use
    of spoken language but is able to communicate his emotions using picture cards that have a sad
    face, a neutral face and a smiley face. He is able to communicate effectively enough to make his
    requests understood, although he can be reluctant to do so.

    Justin lives with his mother and stepfather in a small 2-bedroom house which is also shared
    with a three year old female sibling who does not have any known disabilities or challenges
    beyond what would be considered normal for a child of her age. There is also an uncle and his
    girlfriend who live in the house and sleep in the living area of the home. Justin's mother, father,
    and his uncle all primarily speak Spanish and consider it to be their first language.

    Justin attends school daily and is accommodated in a “special education” classroom along with
    27 other children who have a variety of disabilities both physical and intellectual. The classroom
    is managed by a dedicated teacher and, most days, teaching assistants.

    Justin can become very agitated and can exhibit aggressive behaviors when he is in
    environments that he cannot control and are noisy and/or crowded. Aggression takes the form
    of hitting others with a closed fist which is sometimes accompanied by kicking. When Justin
    becomes agitated, he tends to rock back and forth on the balls of his feet which is typically
    followed by the hitting and kicking behavior. He will also run away if he is in an open area or is
    otherwise able to leave the situation.

    Recently, Justin’s mother took him to a nearby shopping mall for a “treat” because it was
    approaching the holiday season and she wanted him to see Santa Claus. When they arrived, the
    mall was playing festive Christmas music and it was busier than normal due to the approaching
    holidays.

    Justin and his mother arrived at the mall, parked the car, and entered the mall. Within a minute
    or so, Justin began rocking back and forth. His mother then attempted to grab his arm and
    Justin proceeded to hit her. He broke away and ran further into the mall, knocking an elderly
    lady down along the way. A mall security person witnessed the event and called the police and
    reported that a young man had assaulted an elderly lady and was running around hitting and
    kicking people while screaming.

    Additional Information

    Descriptive Assessment

    Descriptive assessment requires beginning with indirect methods and then including direct

    assessment methods as indicated below.

    Indirect

    – 2nd party report about student’s behavior.

    • Interviews – teacher, parent, student

    Example: Functional Assessment Interview (FAI, O’Neill, Horner et. al.,

    1997)

    • Records review such as school reports, medical reports, other therapy notes as

    available, etc.

    • Behavior Situation Rating Scales examples:

    – MAS, Durand & Crimmins, 1988; FAST, Iwata 1995; Q-FAST,

    Vollmer & Matson, 1995; QABF, Matson et. al., 1999; Aid to

    Functional Analysis, Willis & LaVigna, 1987; etc.

    Direct

    – On-site observation or permanent product assessment of student behavior.

    – Examples:

    • Scatterplot (Pattern Analysis) Touchette et. al., 1985

    • A-B-C recording (Sequence Analysis) Bijou et. al., 1968

    • Functional Assessment Observation Form (FAOF, O’Neill Et. al., 1997,

    Brookes)

    **## ABA503Assignment1GradingRubric-StudentVersion.pdf**

    ABA503 Assignment 1 Rubric

    Grading item

    Completely accurate

    in content and

    clearly articulated

    Partially inaccurate

    in content OR

    somewhat unclear in

    articulation

    Partially inaccurate

    in content AND

    unclear in

    articulation

    Item is missing or

    completely

    inaccurate in content

    Total

    Case Summary,

    including person

    whose behavior will

    be targeted

    5 3 1 0

    Target Behaviors

    5 3 1 0

    Operational

    Definitions of Target

    Behaviors

    5 3 1 0

    Rationale for

    changing behaviors

    5 3 1 0

    Choice of indirect

    assessment tool

    (MAS, QABF, or

    FAI)

    4 3 1 0

    Identification of 2

    people to complete

    the assessment and

    why

    6

    (3 points each)

    4 2 0

    Completed

    assessment for 1st

    person

    15

    10 5 0

    Completed

    assessment for 2nd

    person

    15

    10 5 0

    Data analysis: scored

    assessment (for MAS

    or QABF) plus

    written summary of

    results (for MAS,

    QABF, or FAI) for

    1st person

    completing

    assessment

    15

    10 5 0

    Data analysis: scored

    assessment (for MAS

    or QABF) plus

    written summary of

    results (for MAS,

    QABF, or FAI) for

    2nd person

    completing

    assessment

    15 10 5 0

    Overall Writing

    (clarity, APA style

    formatting, proper

    citations)

    10 7 3 0

    Final Grade

    Additional Comments:

    APA Style Links:

    1) Sample student paper using APA style: https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf

    2) Student Paper Setup Guide: https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf

    3) Heading Levels Template for a Student Paper: https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf

    4) Student Title Page Guide: https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf

    5) Reference Examples: https://apastyle.apa.org/style-grammar-guidelines/references/examples

    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf](https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf)

    [https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf](https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf](https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf)

    [https://apastyle.apa.org/style-grammar-guidelines/references/examples](https://apastyle.apa.org/style-grammar-guidelines/references/examples)

    **## 503Assignment1Instructions.docx**

    **Assignment 1**

    For Assignments 1 and 2 in this course, you will be conducting a hypothetical Functional Behavior Assessment (FBA) based on the
    [**Case Study**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/ABA%20503%20Assignments%20-%20Case%20Study.pdf).

    In Assignment 1, you will conduct the indirect assessment portion of the FBA.

    In Assignment 2, you will conduct a direct assessment and write a hypothesis statement.

    **Be sure to watch the lecture by Dr. Michael Weinberg on “** [**How to Use Common Functional Assessment Tools: the MAS, QABF, FAI, and FAOF**](https://mwp.onlineclasslogin.com/mod/page/view.php?id=46816) **” before completing this assignment.**

    **Specific directions for Assignment 1**:

    **(1) Review the** [**Case Study**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/ABA%20503%20Assignments%20-%20Case%20Study.pdf) **. Then write 2 paragraphs that discuss the following**:

    a) A brief
    **case summary**, starting with a description of the
    **person** whose behavior is to be addressed.

    b) List the
    **behavior(s)** to be targeted for change.

    **Note**: Avoid the use of generic terms (such as “inappropriate behavior”) or references to functions (such as “escape behavior”) because you have not yet identified the function of the target behavior.

    c) Provide an
    **operational definition** (including situational context if relevant) of each behavior to be changed, using observable, measurable terms.

    d) Provide a
    **rationale** for changing the behavior(s). (Why is it important? What is the social significance of the behavior(s)?)

    **(2) Administer an indirect assessment using a standardized functional assessment tool.**

    a) Choose
    **one** from the following standardized assessments:

    | | |
    | — | — |
    | **Standardized Assessments Tools** |
    | **Assessment Tool** | **Instructions** |
    | 1. <br>[**Motivation Assessment Scale (MAS II)**](https://autisminternetmodules.org/storage/ocali-ims-sites/ocali-ims-aim/documents/Motivation-Assessment-Scale-II.pdf) | [**Link to video**](https://youtu.be/xHeS_LUTij0?si=TSwAgbOYVT3tgqTS) explaining how to score |
    | 2. <br>[**Question About Behavioral Function (QABF)**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/QABF%20form.docx) **Note**: this is a Word document that will be downloaded when you click the link. | [**Description and Instructions**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/QABF%20Overview_Description_Publication%202000.pdf) |
    | 3. <br>[**Functional Assessment Interview (FAI)**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAI%20Form.docx) **Note**: this is a Word document that will be downloaded when you click the link. | [**Description**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAI%20Overview.pdf) |

    b)
    **Identify 2 people** involved with the child to complete the assessment tool (e.g., family members, teachers, paraprofessionals, etc.) and
    **explain why** you selected them.

    c) Pretend that you administer the standardized assessment to each of the people you selected and
    **fill out the forms with hypothetical data**.

    d)
    **Analyze your hypothetical data** by following the instructions on how to score the data for the assessment you selected (for the MAS or QABF) and then writing a detailed summary of the findings (for the MAS, QABF, or FAI). (Note: You do NOT have to come up with an actual hypothesized function of the behavior yet because you will do that in
    Assignment 2 **after** you complete the direct descriptive assessment. Only summarize your findings so far for this assignment.)

    **Be sure to turn in your completed assessments**.

    **Please note:** Your assignment should be submitted in a
    **Word Document** format
    **using Times New Roman 12.** The assignment must use APA format (see link to APA publication style in the course site resources.)  Please include an appropriate heading on your paper and references (at least 3 references) to support methods or procedures used.

    **Please be sure to save your work using the naming convention:**

    Student last name, first name, ABA 503 Assignment 1

    **## ABA503Assignments-CaseStudy.pdf**

    ABA 503 Assignments – Case Study

    Justin is a 13-year-old boy diagnosed with autism. He has an effective, but below average, use
    of spoken language but is able to communicate his emotions using picture cards that have a sad
    face, a neutral face and a smiley face. He is able to communicate effectively enough to make his
    requests understood, although he can be reluctant to do so.

    Justin lives with his mother and stepfather in a small 2-bedroom house which is also shared
    with a three year old female sibling who does not have any known disabilities or challenges
    beyond what would be considered normal for a child of her age. There is also an uncle and his
    girlfriend who live in the house and sleep in the living area of the home. Justin's mother, father,
    and his uncle all primarily speak Spanish and consider it to be their first language.

    Justin attends school daily and is accommodated in a “special education” classroom along with
    27 other children who have a variety of disabilities both physical and intellectual. The classroom
    is managed by a dedicated teacher and, most days, teaching assistants.

    Justin can become very agitated and can exhibit aggressive behaviors when he is in
    environments that he cannot control and are noisy and/or crowded. Aggression takes the form
    of hitting others with a closed fist which is sometimes accompanied by kicking. When Justin
    becomes agitated, he tends to rock back and forth on the balls of his feet which is typically
    followed by the hitting and kicking behavior. He will also run away if he is in an open area or is
    otherwise able to leave the situation.

    Recently, Justin’s mother took him to a nearby shopping mall for a “treat” because it was
    approaching the holiday season and she wanted him to see Santa Claus. When they arrived, the
    mall was playing festive Christmas music and it was busier than normal due to the approaching
    holidays.

    Justin and his mother arrived at the mall, parked the car, and entered the mall. Within a minute
    or so, Justin began rocking back and forth. His mother then attempted to grab his arm and
    Justin proceeded to hit her. He broke away and ran further into the mall, knocking an elderly
    lady down along the way. A mall security person witnessed the event and called the police and
    reported that a young man had assaulted an elderly lady and was running around hitting and
    kicking people while screaming.

    Additional Information

    Descriptive Assessment

    Descriptive assessment requires beginning with indirect methods and then including direct

    assessment methods as indicated below.

    Indirect

    – 2nd party report about student’s behavior.

    • Interviews – teacher, parent, student

    Example: Functional Assessment Interview (FAI, O’Neill, Horner et. al.,

    1997)

    • Records review such as school reports, medical reports, other therapy notes as

    available, etc.

    • Behavior Situation Rating Scales examples:

    – MAS, Durand & Crimmins, 1988; FAST, Iwata 1995; Q-FAST,

    Vollmer & Matson, 1995; QABF, Matson et. al., 1999; Aid to

    Functional Analysis, Willis & LaVigna, 1987; etc.

    Direct

    – On-site observation or permanent product assessment of student behavior.

    – Examples:

    • Scatterplot (Pattern Analysis) Touchette et. al., 1985

    • A-B-C recording (Sequence Analysis) Bijou et. al., 1968

    • Functional Assessment Observation Form (FAOF, O’Neill Et. al., 1997,

    Brookes)

    **## ABA503Assignment1GradingRubric-StudentVersion.pdf**

    ABA503 Assignment 1 Rubric

    Grading item

    Completely accurate

    in content and

    clearly articulated

    Partially inaccurate

    in content OR

    somewhat unclear in

    articulation

    Partially inaccurate

    in content AND

    unclear in

    articulation

    Item is missing or

    completely

    inaccurate in content

    Total

    Case Summary,

    including person

    whose behavior will

    be targeted

    5 3 1 0

    Target Behaviors

    5 3 1 0

    Operational

    Definitions of Target

    Behaviors

    5 3 1 0

    Rationale for

    changing behaviors

    5 3 1 0

    Choice of indirect

    assessment tool

    (MAS, QABF, or

    FAI)

    4 3 1 0

    Identification of 2

    people to complete

    the assessment and

    why

    6

    (3 points each)

    4 2 0

    Completed

    assessment for 1st

    person

    15

    10 5 0

    Completed

    assessment for 2nd

    person

    15

    10 5 0

    Data analysis: scored

    assessment (for MAS

    or QABF) plus

    written summary of

    results (for MAS,

    QABF, or FAI) for

    1st person

    completing

    assessment

    15

    10 5 0

    Data analysis: scored

    assessment (for MAS

    or QABF) plus

    written summary of

    results (for MAS,

    QABF, or FAI) for

    2nd person

    completing

    assessment

    15 10 5 0

    Overall Writing

    (clarity, APA style

    formatting, proper

    citations)

    10 7 3 0

    Final Grade

    Additional Comments:

    APA Style Links:

    1) Sample student paper using APA style: https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf

    2) Student Paper Setup Guide: https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf

    3) Heading Levels Template for a Student Paper: https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf

    4) Student Title Page Guide: https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf

    5) Reference Examples: https://apastyle.apa.org/style-grammar-guidelines/references/examples

    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf](https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf)

    [https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf](https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf](https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf)

    [https://apastyle.apa.org/style-grammar-guidelines/references/examples](https://apastyle.apa.org/style-grammar-guidelines/references/examples)

    **## 503Assignment1Instructions.docx**

    **Assignment 1**

    For Assignments 1 and 2 in this course, you will be conducting a hypothetical Functional Behavior Assessment (FBA) based on the
    [**Case Study**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/ABA%20503%20Assignments%20-%20Case%20Study.pdf).

    In Assignment 1, you will conduct the indirect assessment portion of the FBA.

    In Assignment 2, you will conduct a direct assessment and write a hypothesis statement.

    **Be sure to watch the lecture by Dr. Michael Weinberg on “** [**How to Use Common Functional Assessment Tools: the MAS, QABF, FAI, and FAOF**](https://mwp.onlineclasslogin.com/mod/page/view.php?id=46816) **” before completing this assignment.**

    **Specific directions for Assignment 1**:

    **(1) Review the** [**Case Study**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/ABA%20503%20Assignments%20-%20Case%20Study.pdf) **. Then write 2 paragraphs that discuss the following**:

    a) A brief
    **case summary**, starting with a description of the
    **person** whose behavior is to be addressed.

    b) List the
    **behavior(s)** to be targeted for change.

    **Note**: Avoid the use of generic terms (such as “inappropriate behavior”) or references to functions (such as “escape behavior”) because you have not yet identified the function of the target behavior.

    c) Provide an
    **operational definition** (including situational context if relevant) of each behavior to be changed, using observable, measurable terms.

    d) Provide a
    **rationale** for changing the behavior(s). (Why is it important? What is the social significance of the behavior(s)?)

    **(2) Administer an indirect assessment using a standardized functional assessment tool.**

    a) Choose
    **one** from the following standardized assessments:

    | | |
    | — | — |
    | **Standardized Assessments Tools** |
    | **Assessment Tool** | **Instructions** |
    | 1. <br>[**Motivation Assessment Scale (MAS II)**](https://autisminternetmodules.org/storage/ocali-ims-sites/ocali-ims-aim/documents/Motivation-Assessment-Scale-II.pdf) | [**Link to video**](https://youtu.be/xHeS_LUTij0?si=TSwAgbOYVT3tgqTS) explaining how to score |
    | 2. <br>[**Question About Behavioral Function (QABF)**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/QABF%20form.docx) **Note**: this is a Word document that will be downloaded when you click the link. | [**Description and Instructions**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/QABF%20Overview_Description_Publication%202000.pdf) |
    | 3. <br>[**Functional Assessment Interview (FAI)**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAI%20Form.docx) **Note**: this is a Word document that will be downloaded when you click the link. | [**Description**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAI%20Overview.pdf) |

    b)
    **Identify 2 people** involved with the child to complete the assessment tool (e.g., family members, teachers, paraprofessionals, etc.) and
    **explain why** you selected them.

    c) Pretend that you administer the standardized assessment to each of the people you selected and
    **fill out the forms with hypothetical data**.

    d)
    **Analyze your hypothetical data** by following the instructions on how to score the data for the assessment you selected (for the MAS or QABF) and then writing a detailed summary of the findings (for the MAS, QABF, or FAI). (Note: You do NOT have to come up with an actual hypothesized function of the behavior yet because you will do that in
    Assignment 2 **after** you complete the direct descriptive assessment. Only summarize your findings so far for this assignment.)

    **Be sure to turn in your completed assessments**.

    **Please note:** Your assignment should be submitted in a
    **Word Document** format
    **using Times New Roman 12.** The assignment must use APA format (see link to APA publication style in the course site resources.)  Please include an appropriate heading on your paper and references (at least 3 references) to support methods or procedures used.

    **Please be sure to save your work using the naming convention:**

    Student last name, first name, ABA 503 Assignment 1

    – 1
    – 2
    – 3

  • [Solved] Psychology ABA 503- Assignment 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## ABA503Assignment2GradingRubric-StudentVersion.pdf – ## Assignment2Instructions.docx – FAOFInstructions.pdf – FunctionalAssessmentObservationForm.docx **## ABA503Assignment2GradingRubric-StudentVersion.pdf** ABA503 Assignment 2 Rubric Grading item Completely accurate in content and clearly artic…

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    Assignment Prompt & Instructions

    – ## ABA503Assignment2GradingRubric-StudentVersion.pdf

    – ## Assignment2Instructions.docx

    – FAOFInstructions.pdf
    – FunctionalAssessmentObservationForm.docx

    **## ABA503Assignment2GradingRubric-StudentVersion.pdf**

    ABA503 Assignment 2 Rubric

    Grading item

    Completely accurate

    in content and

    clearly articulated

    Partially inaccurate

    in content OR

    somewhat unclear in

    articulation

    Partially inaccurate

    in content AND

    unclear in

    articulation

    Item is missing or

    completely

    inaccurate in content

    Total

    Completed FAOF

    using data provided

    25 17 8 0

    Description of FAOF

    (what it is and why

    you use it)

    5 3 1 0

    Analysis and

    summary of data

    (i.e., what patterns of

    target behavior

    occurred)

    20 14 6 0

    Hypothesis

    statement—MOs and

    Sds

    10 7 3 0

    Hypothesis

    statement—Target

    Behaviors

    10 7 3 0

    Hypothesis statement

    – Hypothesized

    Function plus specific

    maintaining

    reinforcer(s) (For

    example: attention is

    the function and

    teacher reprimands

    serve as the form of

    attention that is the

    specific reinforcer.)

    20

    (half for function and

    half for reinforcer)

    14

    6 0

    Overall Writing

    (clarity, APA style

    formatting, proper

    citations)

    10 7 3 0

    Final Grade

    Additional Comments:

    APA Style Links:

    1) Sample student paper using APA style: https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf

    2) Student Paper Setup Guide: https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf

    3) Heading Levels Template for a Student Paper: https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf

    4) Student Title Page Guide: https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf

    5) Reference Examples: https://apastyle.apa.org/style-grammar-guidelines/references/examples

    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf](https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf)

    [https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf](https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf](https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf)

    [https://apastyle.apa.org/style-grammar-guidelines/references/examples](https://apastyle.apa.org/style-grammar-guidelines/references/examples)

    **## Assignment2Instructions.docx**

    **Assignment 2**

    For this assignment, you will be using the data from assignment 1 (indirect assessment) and conducting the direct assessment portion of the functional behavior assessment (FBA). You will then write a hypothesis statement about the possible function of the target behavior(s).

    **Specific directions for Assignment 2:**

    **1) Complete the Direct Assessment:**

    You will use the
    [**Functional Assessment Observation Form**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/Functional%20Assessment%20Observation%20Form.docx) (FAOF, O’Neil et. al., 1997)

    **Note:** when you click the link, the form will be downloaded as a Word document.

    Refer to
    [**these instructions**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAOF%20Instructions.pdf) for information on how to use this form.

    Remember to review the recorded lecture “
    [**How to Use Common Functional Assessment Tools: the MAS, QABF, FAI, and FAOF**](https://mwp.onlineclasslogin.com/mod/page/view.php?id=46816)” by Dr. Michael Weinberg, which explains how to use this form.

    Another example of how to use this form is provided in this
    [**video**](https://youtu.be/0D_NUeen4js?si=YEtwZitqRnweTm5j).

    **2) For the sake of this assignment, we will focus on occurrences of the problem behavior at school. Therefore, the direct assessment data will be collected based on school observations.**

    Use the information about the daily classroom schedule and the hypothetical data listed below to fill out the FAOF.

    **Class Schedule:**

    8:00 – 8:30 Homeroom activities

    8:30 – 9:30 Math

    9:30 – 10:00 Free choice activities in the classroom

    10:00 -11:00 Reading

    11:00 – 11:30 Lunch in the cafeteria

    11:30 – 12:00 Recess on the playground with 2 other classes

    12:00 – 12:30 Science

    12:30 – 1:00 Social Studies

    1:00 – 2:00 “Specials” (music, art, etc. – conducted with at least one other class of students)

    2:00 – 2:30 Waiting for transportation while in the gym (multiple classes present)

    **Observational Data:** (You can make up the dates.)

    Day 1 – occurrences of problem behavior at 11:15 am and 11:45 am.

    Day 2 – occurrences of problem behavior at 11:40 am and 2:10 pm.

    Day 3 – occurrences of problem behavior at 11:10 am, 1:10 pm, and 2:20 pm.

    Day 4 – occurrences of problem behavior at 11:50 am, 1:20 pm, and 2:05 pm.

    Day 5 – occurrences of problem behavior at 11:20 am, 11:50 am, and 2:15 pm.

    Day 6 – occurrences of problem behavior at 11:55 am, 1:50 pm, and 2:25 pm.

    Day 7 – occurrences of problem behavior at 11:25 am, 11:55 am, and 2:08 pm.

    **3) Write 2-3 paragraphs that contain the following information:**

    a. A description of the FAOF (what it is and why you would use it).

    b. An analysis and summary of the patterns of the target behavior (i.e., the time(s) of day, day(s) of occurrence, and circumstances or setting/people involved when the behavior is occurring with highest frequency).

    c. A hypothesis statement in which you write a statement of the hypothesized function of the target behavior based on the data from your descriptive (indirect and direct) assessment. Your statement should include the following:

    1.     MOs – under what setting events is the behavior more likely to occur

    2.     Antecedents (NOT “triggers”) –  Sds that occur before the behavior and signal the availability of reinforcement for the target behavior

    3.     Target behavior(s)

    4.     Hypothesized function (maintaining reinforcer for target behavior such as escape/avoidance, attention, access, or automatic positive/negative reinforcement).

    **Notes:**

    i) There can be different functions for each target behavior, but please identify the most likely function for each behavior.

    ii) It is possible for all target behaviors to be maintained by the same function, which should be stated if that is the case.

    iii) Use one of the four functions in the behavior analytic literature mentioned above.

    iv) Be sure to specify what reinforcer is linked to the function (e.g., attention may be the function, and the reinforcer might be teacher praise, or playing with a peer, etc.).

    **Be sure to turn in your completed assessments**.

    **Please note:** Your assignment should be submitted in a
    **Word Document** format
    **using Times New Roman 12.** The assignment must use APA format (see link to APA publication style in the course site resources.)  Please include an appropriate heading on your paper and references to support methods or procedures used.

    **Please be sure to save your work using the naming convention:**

    Student last name, first name, ABA 503 Assignment 2

    **FAOFInstructions.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/faofinstructions-pdf)

    **FunctionalAssessmentObservationForm.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/functionalassessmentobservationform-docx)

    **FunctionalAssessmentObservationForm.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/functionalassessmentobservationform-docx)

    **## ABA503Assignment2GradingRubric-StudentVersion.pdf**

    ABA503 Assignment 2 Rubric

    Grading item

    Completely accurate

    in content and

    clearly articulated

    Partially inaccurate

    in content OR

    somewhat unclear in

    articulation

    Partially inaccurate

    in content AND

    unclear in

    articulation

    Item is missing or

    completely

    inaccurate in content

    Total

    Completed FAOF

    using data provided

    25 17 8 0

    Description of FAOF

    (what it is and why

    you use it)

    5 3 1 0

    Analysis and

    summary of data

    (i.e., what patterns of

    target behavior

    occurred)

    20 14 6 0

    Hypothesis

    statement—MOs and

    Sds

    10 7 3 0

    Hypothesis

    statement—Target

    Behaviors

    10 7 3 0

    Hypothesis statement

    – Hypothesized

    Function plus specific

    maintaining

    reinforcer(s) (For

    example: attention is

    the function and

    teacher reprimands

    serve as the form of

    attention that is the

    specific reinforcer.)

    20

    (half for function and

    half for reinforcer)

    14

    6 0

    Overall Writing

    (clarity, APA style

    formatting, proper

    citations)

    10 7 3 0

    Final Grade

    Additional Comments:

    APA Style Links:

    1) Sample student paper using APA style: https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf

    2) Student Paper Setup Guide: https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf

    3) Heading Levels Template for a Student Paper: https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf

    4) Student Title Page Guide: https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf

    5) Reference Examples: https://apastyle.apa.org/style-grammar-guidelines/references/examples

    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf](https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf)

    [https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf](https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf](https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf)

    [https://apastyle.apa.org/style-grammar-guidelines/references/examples](https://apastyle.apa.org/style-grammar-guidelines/references/examples)

    **## Assignment2Instructions.docx**

    **Assignment 2**

    For this assignment, you will be using the data from assignment 1 (indirect assessment) and conducting the direct assessment portion of the functional behavior assessment (FBA). You will then write a hypothesis statement about the possible function of the target behavior(s).

    **Specific directions for Assignment 2:**

    **1) Complete the Direct Assessment:**

    You will use the
    [**Functional Assessment Observation Form**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/Functional%20Assessment%20Observation%20Form.docx) (FAOF, O’Neil et. al., 1997)

    **Note:** when you click the link, the form will be downloaded as a Word document.

    Refer to
    [**these instructions**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAOF%20Instructions.pdf) for information on how to use this form.

    Remember to review the recorded lecture “
    [**How to Use Common Functional Assessment Tools: the MAS, QABF, FAI, and FAOF**](https://mwp.onlineclasslogin.com/mod/page/view.php?id=46816)” by Dr. Michael Weinberg, which explains how to use this form.

    Another example of how to use this form is provided in this
    [**video**](https://youtu.be/0D_NUeen4js?si=YEtwZitqRnweTm5j).

    **2) For the sake of this assignment, we will focus on occurrences of the problem behavior at school. Therefore, the direct assessment data will be collected based on school observations.**

    Use the information about the daily classroom schedule and the hypothetical data listed below to fill out the FAOF.

    **Class Schedule:**

    8:00 – 8:30 Homeroom activities

    8:30 – 9:30 Math

    9:30 – 10:00 Free choice activities in the classroom

    10:00 -11:00 Reading

    11:00 – 11:30 Lunch in the cafeteria

    11:30 – 12:00 Recess on the playground with 2 other classes

    12:00 – 12:30 Science

    12:30 – 1:00 Social Studies

    1:00 – 2:00 “Specials” (music, art, etc. – conducted with at least one other class of students)

    2:00 – 2:30 Waiting for transportation while in the gym (multiple classes present)

    **Observational Data:** (You can make up the dates.)

    Day 1 – occurrences of problem behavior at 11:15 am and 11:45 am.

    Day 2 – occurrences of problem behavior at 11:40 am and 2:10 pm.

    Day 3 – occurrences of problem behavior at 11:10 am, 1:10 pm, and 2:20 pm.

    Day 4 – occurrences of problem behavior at 11:50 am, 1:20 pm, and 2:05 pm.

    Day 5 – occurrences of problem behavior at 11:20 am, 11:50 am, and 2:15 pm.

    Day 6 – occurrences of problem behavior at 11:55 am, 1:50 pm, and 2:25 pm.

    Day 7 – occurrences of problem behavior at 11:25 am, 11:55 am, and 2:08 pm.

    **3) Write 2-3 paragraphs that contain the following information:**

    a. A description of the FAOF (what it is and why you would use it).

    b. An analysis and summary of the patterns of the target behavior (i.e., the time(s) of day, day(s) of occurrence, and circumstances or setting/people involved when the behavior is occurring with highest frequency).

    c. A hypothesis statement in which you write a statement of the hypothesized function of the target behavior based on the data from your descriptive (indirect and direct) assessment. Your statement should include the following:

    1.     MOs – under what setting events is the behavior more likely to occur

    2.     Antecedents (NOT “triggers”) –  Sds that occur before the behavior and signal the availability of reinforcement for the target behavior

    3.     Target behavior(s)

    4.     Hypothesized function (maintaining reinforcer for target behavior such as escape/avoidance, attention, access, or automatic positive/negative reinforcement).

    **Notes:**

    i) There can be different functions for each target behavior, but please identify the most likely function for each behavior.

    ii) It is possible for all target behaviors to be maintained by the same function, which should be stated if that is the case.

    iii) Use one of the four functions in the behavior analytic literature mentioned above.

    iv) Be sure to specify what reinforcer is linked to the function (e.g., attention may be the function, and the reinforcer might be teacher praise, or playing with a peer, etc.).

    **Be sure to turn in your completed assessments**.

    **Please note:** Your assignment should be submitted in a
    **Word Document** format
    **using Times New Roman 12.** The assignment must use APA format (see link to APA publication style in the course site resources.)  Please include an appropriate heading on your paper and references to support methods or procedures used.

    **Please be sure to save your work using the naming convention:**

    Student last name, first name, ABA 503 Assignment 2

    **FAOFInstructions.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/faofinstructions-pdf)

    **FunctionalAssessmentObservationForm.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/functionalassessmentobservationform-docx)

    **## ABA503Assignment2GradingRubric-StudentVersion.pdf**

    ABA503 Assignment 2 Rubric

    Grading item

    Completely accurate

    in content and

    clearly articulated

    Partially inaccurate

    in content OR

    somewhat unclear in

    articulation

    Partially inaccurate

    in content AND

    unclear in

    articulation

    Item is missing or

    completely

    inaccurate in content

    Total

    Completed FAOF

    using data provided

    25 17 8 0

    Description of FAOF

    (what it is and why

    you use it)

    5 3 1 0

    Analysis and

    summary of data

    (i.e., what patterns of

    target behavior

    occurred)

    20 14 6 0

    Hypothesis

    statement—MOs and

    Sds

    10 7 3 0

    Hypothesis

    statement—Target

    Behaviors

    10 7 3 0

    Hypothesis statement

    – Hypothesized

    Function plus specific

    maintaining

    reinforcer(s) (For

    example: attention is

    the function and

    teacher reprimands

    serve as the form of

    attention that is the

    specific reinforcer.)

    20

    (half for function and

    half for reinforcer)

    14

    6 0

    Overall Writing

    (clarity, APA style

    formatting, proper

    citations)

    10 7 3 0

    Final Grade

    Additional Comments:

    APA Style Links:

    1) Sample student paper using APA style: https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf

    2) Student Paper Setup Guide: https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf

    3) Heading Levels Template for a Student Paper: https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf

    4) Student Title Page Guide: https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf

    5) Reference Examples: https://apastyle.apa.org/style-grammar-guidelines/references/examples

    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf](https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf)

    [https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf](https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf](https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf)

    [https://apastyle.apa.org/style-grammar-guidelines/references/examples](https://apastyle.apa.org/style-grammar-guidelines/references/examples)

    **## Assignment2Instructions.docx**

    **Assignment 2**

    For this assignment, you will be using the data from assignment 1 (indirect assessment) and conducting the direct assessment portion of the functional behavior assessment (FBA). You will then write a hypothesis statement about the possible function of the target behavior(s).

    **Specific directions for Assignment 2:**

    **1) Complete the Direct Assessment:**

    You will use the
    [**Functional Assessment Observation Form**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/Functional%20Assessment%20Observation%20Form.docx) (FAOF, O’Neil et. al., 1997)

    **Note:** when you click the link, the form will be downloaded as a Word document.

    Refer to
    [**these instructions**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAOF%20Instructions.pdf) for information on how to use this form.

    Remember to review the recorded lecture “
    [**How to Use Common Functional Assessment Tools: the MAS, QABF, FAI, and FAOF**](https://mwp.onlineclasslogin.com/mod/page/view.php?id=46816)” by Dr. Michael Weinberg, which explains how to use this form.

    Another example of how to use this form is provided in this
    [**video**](https://youtu.be/0D_NUeen4js?si=YEtwZitqRnweTm5j).

    **2) For the sake of this assignment, we will focus on occurrences of the problem behavior at school. Therefore, the direct assessment data will be collected based on school observations.**

    Use the information about the daily classroom schedule and the hypothetical data listed below to fill out the FAOF.

    **Class Schedule:**

    8:00 – 8:30 Homeroom activities

    8:30 – 9:30 Math

    9:30 – 10:00 Free choice activities in the classroom

    10:00 -11:00 Reading

    11:00 – 11:30 Lunch in the cafeteria

    11:30 – 12:00 Recess on the playground with 2 other classes

    12:00 – 12:30 Science

    12:30 – 1:00 Social Studies

    1:00 – 2:00 “Specials” (music, art, etc. – conducted with at least one other class of students)

    2:00 – 2:30 Waiting for transportation while in the gym (multiple classes present)

    **Observational Data:** (You can make up the dates.)

    Day 1 – occurrences of problem behavior at 11:15 am and 11:45 am.

    Day 2 – occurrences of problem behavior at 11:40 am and 2:10 pm.

    Day 3 – occurrences of problem behavior at 11:10 am, 1:10 pm, and 2:20 pm.

    Day 4 – occurrences of problem behavior at 11:50 am, 1:20 pm, and 2:05 pm.

    Day 5 – occurrences of problem behavior at 11:20 am, 11:50 am, and 2:15 pm.

    Day 6 – occurrences of problem behavior at 11:55 am, 1:50 pm, and 2:25 pm.

    Day 7 – occurrences of problem behavior at 11:25 am, 11:55 am, and 2:08 pm.

    **3) Write 2-3 paragraphs that contain the following information:**

    a. A description of the FAOF (what it is and why you would use it).

    b. An analysis and summary of the patterns of the target behavior (i.e., the time(s) of day, day(s) of occurrence, and circumstances or setting/people involved when the behavior is occurring with highest frequency).

    c. A hypothesis statement in which you write a statement of the hypothesized function of the target behavior based on the data from your descriptive (indirect and direct) assessment. Your statement should include the following:

    1.     MOs – under what setting events is the behavior more likely to occur

    2.     Antecedents (NOT “triggers”) –  Sds that occur before the behavior and signal the availability of reinforcement for the target behavior

    3.     Target behavior(s)

    4.     Hypothesized function (maintaining reinforcer for target behavior such as escape/avoidance, attention, access, or automatic positive/negative reinforcement).

    **Notes:**

    i) There can be different functions for each target behavior, but please identify the most likely function for each behavior.

    ii) It is possible for all target behaviors to be maintained by the same function, which should be stated if that is the case.

    iii) Use one of the four functions in the behavior analytic literature mentioned above.

    iv) Be sure to specify what reinforcer is linked to the function (e.g., attention may be the function, and the reinforcer might be teacher praise, or playing with a peer, etc.).

    **Be sure to turn in your completed assessments**.

    **Please note:** Your assignment should be submitted in a
    **Word Document** format
    **using Times New Roman 12.** The assignment must use APA format (see link to APA publication style in the course site resources.)  Please include an appropriate heading on your paper and references to support methods or procedures used.

    **Please be sure to save your work using the naming convention:**

    Student last name, first name, ABA 503 Assignment 2

    **FAOFInstructions.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/faofinstructions-pdf)

    **FunctionalAssessmentObservationForm.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/functionalassessmentobservationform-docx)

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    – 2
    – 3
    – 4

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    – ## NewNew.pdf **## NewNew.pdf** Business Law 431 The Law of Commercial Transactions Unit 2 Assignment Please read each question carefully and draft your answers, making sure to address each part of each question. Upload your answers to the Unit 2 Assignment dropbox on Westernonline. 1 Search onlin…

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    **## NewNew.pdf**

    Business Law 431
    The Law of Commercial Transactions

    Unit 2 Assignment

    Please read each question carefully and draft your answers, making sure to address
    each part of each question. Upload your answers to the Unit 2 Assignment dropbox
    on Westernonline.

    1 Search online to find examples of the following:

    a. Find a website with Terms of Use that include a mandatory arbitration
    clause. Copy and paste the clause in your answer and indicate from what
    found it). Describe how at least one portion of the clause surprised you or
    indicate what portion you found to be the most important. Explain why. 5
    points

    b. Answer the following questions concerning the Apple.com Terms of Use,
    found here: https://www.apple.com/legal/internet-
    services/terms/site.html:

    i. If you have a dispute with Apple regarding any matter relating to
    your use of its website (and you are not a consumer based in any
    European Union country), where do you consent to personal
    jurisdiction and what law do you agree to use to govern your
    dispute with Apple? Copy and paste that portion of the agreement
    that governs these issues.

    ii. What do Apple’s Terms of Use say about a user attempting to sue
    Apple for consequential damages (or lost profits) as a result of a
    problem with its site or software? Copy and paste that portion of
    the agreement that governs these issues. 5 points

    2 Go to the artificial intelligence site hosting ChatGPT (openai.com). Create an
    account to use ChatGPT if you do not have one. Once there, you should see a
    search box near the bottom of the screen. In the search box, instruct it to draft
    a contract between RJ Hunt, seller, and DJ March, buyer, for the sale of a
    house at 123 Jackson St., Macomb, IL 61455, legally described as Lot 1 in
    Block 17 of Miller's Addition to the City of Macomb, IL for the purchase
    price of $300,000. There will be earnest money of $3000 paid on the date the
    contract is signed and the closing will be on December 31, 2023. Also, include
    a financing contingency clause for the buyer, where the buyer must be
    approved for a mortgage loan of 80% of the purchase price by December 1,
    2023.
    a. Compare the agreement drafted by ChatGPT to the Illinois Real Estate

    Purchase Agreement provided with this assignment. Answer the
    following questions:

    i. List at least two significant differences between the two contracts
    (the one drafted by AI and the one provided with the assignment)?

    ii. What stands out to you the most after reading each document? 4
    points

    b. According to the Illinois Real Estate Purchase Agreement (the human-
    prepared contract), what happens if a dispute arises between the buyer and
    seller (assuming the dispute is not one of the exceptions listed)?

    i. What happens if a dispute arises under the AI generated contract?
    ii. Is there a significant difference and what would the difference

    mean to the parties involved? Explain. 3 points
    c. Illinois, like many states, requires sellers of residential real estate to make

    certain disclosures about the condition of the property to the buyer.
    i. How do the two contracts treat the disclosures differently?

    ii. One disclosure requirement is in the form of the Illinois
    Residential Real Property Disclosure Report, a copy of which may
    be found here:
    https://www.irela.org/resources/Documents/ILLINOIS%20RESID
    ENTIAL%20REAL%20PROPERTY%20DISCLOSURE%20REP
    ORT%20-%20IRELA%20-
    %20fillable%20New%202022%20FINAL.pdf List three things a
    seller of residential real property in Illinois is required to disclose
    on the form? (you may have to zoom in to read them)

    iii. Page 2 of the form contains the language of the Illinois statute
    requiring this disclosure. Look at Section 55 on page 2 – what
    happens if the seller violates the Act by failing to make the
    required disclosures? Knowing this, what is the risk of using the
    AI generated contract? 3 points

    3 Billy-Ray-Joe-Bob (BRJB) is an excellent hunter. He is constantly hunting
    whatever is in season in Missouri. Von is a lawyer from the big city and has
    trouble hunting down a turkey sandwich in a deli. Von’s law firm put him in
    charge of organizing a retreat to rural Missouri, where several of the partners
    like to hunt deer. Von took a trip to Missouri to scout out the possibilities and
    ran into Billy-Ray-Joe-Bob at Bud’s Place, the local tavern-bait shop-used car
    lot-laundry mat. The two talked about the firm hiring Billy-Ray-Joe-Bob as a
    guide for the hunting trip. They laughed at the thought since it would be a
    funny pairing of Billy-Ray-Joe-Bob and a bunch of city lawyers. Von says,
    “yeah, and we could pay you $400 per hour for you to guide us, ha, ha, ha.”
    Billy-Ray-Joe-Bob then says, “I bet you wouldn’t.” Von responds by saying,
    “oh yes we will, here…” and Von writes on a bar napkin, “the Sullivan Law
    Firm will pay Billy-Ray-Joe-Bob $400 per hour, 8 hours per day, to be a
    hunting guide for the firm retreat from November 25-30.” Von laughs and
    says, “see, here you go,” and handed Billy-Ray-Joe-Bob the signed napkin.
    Billy-Ray-Joe-Bob says, “Great, you’re on!”

    Based on the conversation with Von, Billy-Ray-Joe-Bob contacts his
    cousin, Jim-Bob who owns prime hunting land in the area. Without asking

    Von, Billy-Ray-Joe-Bob forms an agreement with Jim-Bob to use his land to
    hunt when the lawyers arrive. In addition, Jim-Bob agrees to give Billy-Ray-
    Joe-Bob a commission on the rent the firm will pay Jim-Bob to hunt on his
    land. Billy-Ray-Joe-Bob’s commission will be 10% of the total rent, or
    $3,000. Additionally, Billy-Ray-Joe-Bob was asked to be a hunting guide for
    another group during the same week for $1,500. He turned them down,
    saying, “sorry, I can’t do it, I have a group of lawyers coming from the big
    city that week.”

    In October, the law firm canceled its retreat. Von did not call Billy-Ray-Joe-Bob
    and no one from the big city showed up to hunt on November 25th. In December,
    Von received a summons and complaint from Billy-Ray-Joe-Bob’s lawyer, Billy-Jack
    (licensed taxidermist/attorney at law). The suit alleges a breach of contract by the
    Sullivan Law Firm and seeks damages.

    a. Assume the Sullivan Law Firm did form and breach a contract with Billy-Ray-

    Joe-Bob, how much and what type of damages will they have to pay? In your
    answer explain the different types of damages and why certain types of damages
    would either apply or not apply.

    b. If the court determines there is no enforceable contract between the Sullivan Law
    Firm and Billy-Ray-Joe-Bob, is there any other remedy that Billy-Ray-Joe-Bob
    could seek? If so, what and for how much?

    c. Again, assume the Sullivan Law Firm formed and breached a contract with Billy-
    Ray-Joe-Bob. Can Jim-Bob sue the Sullivan Law Firm as a third party
    beneficiary to BRJB’s contract? In your answer discuss the classifications of
    third party beneficiaries and determine which classification would include Jim-
    Bob.
    10 points (Hint: Chapter on Remedies).

    **## NewNew.pdf**

    Business Law 431
    The Law of Commercial Transactions

    Unit 2 Assignment

    Please read each question carefully and draft your answers, making sure to address
    each part of each question. Upload your answers to the Unit 2 Assignment dropbox
    on Westernonline.

    1 Search online to find examples of the following:

    a. Find a website with Terms of Use that include a mandatory arbitration
    clause. Copy and paste the clause in your answer and indicate from what
    found it). Describe how at least one portion of the clause surprised you or
    indicate what portion you found to be the most important. Explain why. 5
    points

    b. Answer the following questions concerning the Apple.com Terms of Use,
    found here: https://www.apple.com/legal/internet-
    services/terms/site.html:

    i. If you have a dispute with Apple regarding any matter relating to
    your use of its website (and you are not a consumer based in any
    European Union country), where do you consent to personal
    jurisdiction and what law do you agree to use to govern your
    dispute with Apple? Copy and paste that portion of the agreement
    that governs these issues.

    ii. What do Apple’s Terms of Use say about a user attempting to sue
    Apple for consequential damages (or lost profits) as a result of a
    problem with its site or software? Copy and paste that portion of
    the agreement that governs these issues. 5 points

    2 Go to the artificial intelligence site hosting ChatGPT (openai.com). Create an
    account to use ChatGPT if you do not have one. Once there, you should see a
    search box near the bottom of the screen. In the search box, instruct it to draft
    a contract between RJ Hunt, seller, and DJ March, buyer, for the sale of a
    house at 123 Jackson St., Macomb, IL 61455, legally described as Lot 1 in
    Block 17 of Miller's Addition to the City of Macomb, IL for the purchase
    price of $300,000. There will be earnest money of $3000 paid on the date the
    contract is signed and the closing will be on December 31, 2023. Also, include
    a financing contingency clause for the buyer, where the buyer must be
    approved for a mortgage loan of 80% of the purchase price by December 1,
    2023.
    a. Compare the agreement drafted by ChatGPT to the Illinois Real Estate

    Purchase Agreement provided with this assignment. Answer the
    following questions:

    i. List at least two significant differences between the two contracts
    (the one drafted by AI and the one provided with the assignment)?

    ii. What stands out to you the most after reading each document? 4
    points

    b. According to the Illinois Real Estate Purchase Agreement (the human-
    prepared contract), what happens if a dispute arises between the buyer and
    seller (assuming the dispute is not one of the exceptions listed)?

    i. What happens if a dispute arises under the AI generated contract?
    ii. Is there a significant difference and what would the difference

    mean to the parties involved? Explain. 3 points
    c. Illinois, like many states, requires sellers of residential real estate to make

    certain disclosures about the condition of the property to the buyer.
    i. How do the two contracts treat the disclosures differently?

    ii. One disclosure requirement is in the form of the Illinois
    Residential Real Property Disclosure Report, a copy of which may
    be found here:
    https://www.irela.org/resources/Documents/ILLINOIS%20RESID
    ENTIAL%20REAL%20PROPERTY%20DISCLOSURE%20REP
    ORT%20-%20IRELA%20-
    %20fillable%20New%202022%20FINAL.pdf List three things a
    seller of residential real property in Illinois is required to disclose
    on the form? (you may have to zoom in to read them)

    iii. Page 2 of the form contains the language of the Illinois statute
    requiring this disclosure. Look at Section 55 on page 2 – what
    happens if the seller violates the Act by failing to make the
    required disclosures? Knowing this, what is the risk of using the
    AI generated contract? 3 points

    3 Billy-Ray-Joe-Bob (BRJB) is an excellent hunter. He is constantly hunting
    whatever is in season in Missouri. Von is a lawyer from the big city and has
    trouble hunting down a turkey sandwich in a deli. Von’s law firm put him in
    charge of organizing a retreat to rural Missouri, where several of the partners
    like to hunt deer. Von took a trip to Missouri to scout out the possibilities and
    ran into Billy-Ray-Joe-Bob at Bud’s Place, the local tavern-bait shop-used car
    lot-laundry mat. The two talked about the firm hiring Billy-Ray-Joe-Bob as a
    guide for the hunting trip. They laughed at the thought since it would be a
    funny pairing of Billy-Ray-Joe-Bob and a bunch of city lawyers. Von says,
    “yeah, and we could pay you $400 per hour for you to guide us, ha, ha, ha.”
    Billy-Ray-Joe-Bob then says, “I bet you wouldn’t.” Von responds by saying,
    “oh yes we will, here…” and Von writes on a bar napkin, “the Sullivan Law
    Firm will pay Billy-Ray-Joe-Bob $400 per hour, 8 hours per day, to be a
    hunting guide for the firm retreat from November 25-30.” Von laughs and
    says, “see, here you go,” and handed Billy-Ray-Joe-Bob the signed napkin.
    Billy-Ray-Joe-Bob says, “Great, you’re on!”

    Based on the conversation with Von, Billy-Ray-Joe-Bob contacts his
    cousin, Jim-Bob who owns prime hunting land in the area. Without asking

    Von, Billy-Ray-Joe-Bob forms an agreement with Jim-Bob to use his land to
    hunt when the lawyers arrive. In addition, Jim-Bob agrees to give Billy-Ray-
    Joe-Bob a commission on the rent the firm will pay Jim-Bob to hunt on his
    land. Billy-Ray-Joe-Bob’s commission will be 10% of the total rent, or
    $3,000. Additionally, Billy-Ray-Joe-Bob was asked to be a hunting guide for
    another group during the same week for $1,500. He turned them down,
    saying, “sorry, I can’t do it, I have a group of lawyers coming from the big
    city that week.”

    In October, the law firm canceled its retreat. Von did not call Billy-Ray-Joe-Bob
    and no one from the big city showed up to hunt on November 25th. In December,
    Von received a summons and complaint from Billy-Ray-Joe-Bob’s lawyer, Billy-Jack
    (licensed taxidermist/attorney at law). The suit alleges a breach of contract by the
    Sullivan Law Firm and seeks damages.

    a. Assume the Sullivan Law Firm did form and breach a contract with Billy-Ray-

    Joe-Bob, how much and what type of damages will they have to pay? In your
    answer explain the different types of damages and why certain types of damages
    would either apply or not apply.

    b. If the court determines there is no enforceable contract between the Sullivan Law
    Firm and Billy-Ray-Joe-Bob, is there any other remedy that Billy-Ray-Joe-Bob
    could seek? If so, what and for how much?

    c. Again, assume the Sullivan Law Firm formed and breached a contract with Billy-
    Ray-Joe-Bob. Can Jim-Bob sue the Sullivan Law Firm as a third party
    beneficiary to BRJB’s contract? In your answer discuss the classifications of
    third party beneficiaries and determine which classification would include Jim-
    Bob.
    10 points (Hint: Chapter on Remedies).