Description
Please fix the powerpoint based on the comment below.
There appears to be a lot of cutting and pasting as words and sentences appear in a short time. You should be using phrases and not whole sentences
When describing the independent and dependent variables, it sounds like you are describing the experimental and control groups.
Sample does't include number of subjects.
It sounds like you addressed subject bias though you didn't label the slide as such. You are missing sampling and experimenter bias.
Self-replication here means to do the experiment another time
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Explanation & Answer
Hello there, the assignment is ready. I have covered all aspects although I could not relate the independent and dependent variables to the materials you had provided. If you can provide more information or materials, maybe I can deduce the two aspects. Goodbye for now
Autism
Student’s Name
Introduction
❖
❖
❖
❖
❖
Autism spectrum disorder (ASD) is a group of sophisticated
neurodevelopment disorder.
ASD is associated with specific patterns of behaviors that lead
to poor interaction and communication.
Society deals with people with ASD differently because some
have symptoms that are visible while others have problems with
psychomotor skills.
Autism has no preference to social economic status or
particular ethnic group but occurs in all socio-economic levels.
These articles are summary of information on how society
caters for people with this condition.
Independent variable /main manipulated
variable
❖
People with ASD have often shown rigidity and lack of
responsiveness to incidences and the environment. It is
commonly associated with intellectual disability.
❖
Ordinary people samples are set to form the independent
variable.
Dependent variable
❖
Individuals diagnosed with ASD are set to make the
dependent cluster.
❖
Their behavior under various instances is on the
investigation. ASD persons ought to show some progress in
adapting and learning as time moves.
Confounding variables & how to remove
❖
The confounding variables include; Teachers, instructors,
and fellow ASD individuals.
❖
Behavior of the aforementioned has a direct impact on
every ASD person they interact with.
❖
The easiest way to avert the effects of these confounding
variables is to ensure service continuity while changing
them for a respectable period.
Constant
❖
The genetic formation is one of the constants in the study
as it cannot be altered.
❖
Further, the support groups which entail their families
and teachers ought to be kept constant.
❖
Keeping support groups as constant help build trust and
familiarity in the learning process.
Sample including experimental & control
groups
❖
The experimental group is made up of ASD patients at home.
Their response towards various adjustments has to be keenly
observed.
❖
Another experimental group includes school going children with
ASD prognosis.
❖
The control group consists of other learners of the same age.
❖
Their behavior and learning improvement of school going
children with ASD prognosis are to be compared with that of
other learners of the same age.
Sampling
❖
Availability sampling will be adopted for this study.
❖
Pamphlets will be distributed informing parents, teachers,
and guardians of the study.
❖
Participation will be based on volunteering as well as
availability.
❖
The researcher will ensure that all participants meet the
criteria of selection.
Ethical considerations
❖
The researcher will adhere to the goal of the study is to
improve the quality of life for the ASD individuals.
❖
The human wellbeing and comfort of ASD individuals must
not be compromised during and after the study.
❖
A good rapport must be maintained with the family
members and the caregivers.
Procedure
A daily structured schedule will be established.
❖ The researcher has to approach the parents, caregivers,
and teachers from the entity in which he wants to conduct
the study from.
❖ Upon acceptance, the study commences with the
researcher taking the role of a learner in case of an adult
setup.
❖ The researcher can also become an observer in a
children's institution or a friend in case of a family setup.
❖ All observations have to be entered for further analysis.
❖
Subject Bias
❖
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❖
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The selection of ADS participants is likely to have
biasness.
There is a likelihood of selecting those individuals one is
familiar with.
The extent of the disorder among the participants may
differ leading to subject bias.
Difference in the environments, especially light and noise
at the places of study, may as well influence subject
bias.
Experimenter Bias
❖
Experimenter bias in this research could occur when the
researcher unconsciously affects data, results or
participant.
❖
It occurs due to the researcher’s association with the
subject.
❖
The bias is influenced by desires and personal emotions.
❖
To reduce the likelihood of experimenter bias, non-biased
data collectors and researchers will have to be recruited.
Error and data analysis
❖
❖
❖
❖
Behavioral and cognitive inflexibility and rigidity in ASD
may result from the atypical computation of prediction
errors.
Certain ASD traits, such as ritualistic behaviors and
insistence on sameness, may reflect behaviors that
function to minimize environmental unpredictability.
Further, some individuals with ASD have adverse reactions
to unexpected and unpredictable events.
Such may lead to errors during data collection and
analysis.
Self-replication
❖
Self-replication is the repetition of a research study under
different situations and subjects.
❖
It will be essential to identify whether the findings of the
original study can be replicated in other studies.
❖
The procedures, sampling, variables, and measures of this
study will form the basis of self-replication.
References
❖
Aylott J. (2010). Improving access to health and social
care for people with autism. Nursing Standard, 24 (27),
pp.47-56.
❖
Owen, A.M., Gary, A. & Schnetter, V. (2020). Nursing care
of patients with autism disorder. Nursing Made Incredibly
Easy, 18(2), pp.28-36
This is the topic I have used to get variables " The level of caregiver training and autism awareness in society determine health outcomes of individuals with ASD and overall societal perceptions."I have covered all the aspects as stipulated on the comments. Kindly, let me know if you need more assistance. You're the best!
Autism
Student’s Name
Introduction
❖ Autism spectrum disorder (ASD) is a group of
sophisticated neurodevelopment disorder.
❖ ASD is associated with specific patterns of
behaviors that lead to poor interaction and
communication.
❖ Autism has no preference to social economic status
or particular ethnic group but occurs in all socioeconomic levels.
❖ These articles are summary of information on how
society caters for people with this condition.
Independent variable /main manipulated variable
❖The independent variables include the
level of training for the caregivers and
autism awareness in society. The two
can be manipulated to influence
outcomes.
Dependent variable
❖The dependent variable is the health
outcomes of individuals with ASD.
❖It is will vary based on the level of
training and awareness.
Confounding variables & how to remove
❖ The confounding variables include; Teachers,
instructors, and fellow ASD individuals.
❖ Behavior of the aforementioned has a direct
impact on every ASD person they interact
with.
❖ The easiest way to avert the effects of these
confounding variables is to ensure service
continuity while changing them for a
respectable period.
Constant
❖ The genetic formation is one of the constants
in the study as it cannot be altered.
❖ Further, the support groups which entail
their families and teachers ought to be kept
constant.
❖ Keeping support groups as constant help
build trust and familiarity in the learning
process...
