Kindergarten Childrens Behavior Analysis - Coursework Example

Task Analysis al Affiliation) Systematic Breakdown Obtain the materials a. Toothbrush b. Toothpaste c. RunningWater d. Sink 2. Get the case of a toothbrush 3. Unzip and open the case 4. Take out the toothpaste 5. Unscrew the cap of toothpaste 6. Lay the Cap on the countertop 7. Turn the cold water on 8. Take toothbrush 9. Wet the toothbrush bristle 10. Place toothpaste on toothbrush 11. Lay the tube of toothbrush on countertop 12. Bring toothbrush next to your mouth 13. Start brushing teeth a. Left back: Top to Outside then inside b. Left back: bottom to outside then inside c. Then Front: Top to Outside then inside d. Then Front: Bottom to Outside then inside e. Then right back: Top to Outside then inside f. Then right back: Bottom to outside then inside. 14. Spit the toothpaste into the sink 15. Rinse the toothbrush bristle under the running water 16. Shake water off the brush 17. Put back toothbrush into its case 18. Get the drinking cup from the toothbrush case 19. Fill the cup with a lot of drinking water 20. Rinse mouth with running water 21. Spit the water into the sink 22. Rinse the cup with running water 23. Wipe the cup dry 24. Place the cup tack into the toothbrush case 25. Put the cap of toothpaste on tube 26. Return the toothpaste into the toothbrush case Target Outcome Behavior The section discusses step 13 of brushing teeth. Kindergarten children with an average age of 77 months participated in the study. The conventional recommendation for these steps is 6 strokes for the group. The brushing tracker fails to recognize the possible brushing strokes; the design of the analysis needed the children remove 4 layers of plaque. The experiment shows that removing the 4 layers of plaque needs 6 physical brushing strokes (Annett, 2000).  Measurable Dimension of Behavior The six techniques outlined in the steps need a total time of 120 seconds, which is equivalent to 2 minutes. When the total time for brushing takes 120 seconds, meaning that each teeth needs 5 seconds of brushing time. The brushing techniques recommends one 6 back and front strokes for one to clean every area of the teeth. The duration for each stroke, need to be 0.71 seconds. The motions of the physical brushing are recognized with the help of vision brushing tracker displayed on the LCD display. Experiments were also carried out to measure the brushing trackers accuracy(Davis, Jensen, & Falls, 2004). During the experiment, the researchers performed the horizontal motion with the help of a playful toothbrush. The sessions of brushing were recorded using the video camcorder. The recordings were analyzed by human observers who determined the number of strokes. The accuracy calculated by number of strokes was found to be 98.6%. The experiment demonstrates the brushing system accuracy under the ideal conditions. Since young children tend to exhibit unpredictable behaviors in brushing, the error rates were measured to be 98.6% (Jonassen, Tessmer & Hannum, 2009). Continuous versus Sampling Techniques In continuous sampling, the behaviors of the subjects are measured continuously over time thereby making the process to be systematic. The occurrences of behavior are recorded as soon as they occur. The techniques are best used when the ethogram are small, making it undetailed. The sequence sampling is also implied. Meaning all the sequence behaviors are recorded in the order of their occurrence (Cochran, 2007). On the other hand, in sampling techniques, the subject behaviors are measured discontinuously over a certain period making it unsystematic. The recording methods and techniques are better used for state’s behavior rather than events. Here the behavior of individuals and groups are recorded at set period intervals. Under scan sampling, groups are scanned at intervals, therefore, every bit of recordings is noted down making detailed though time wasting (Jonassen Hannum,& Tessmer, 2009). Under one zero sampling, an event is recorded whether the behavior occurred or failed to occur within the observation interval. Therefore, if an event occurs, it is given a score of one and if it fails to occur, it is given a score of 0. This technique makes the sampling technique to be hypothetical and lowly detailed. From the two techniques, continuous sampling has higher estimations for activity budgets (Som, 2013). Appropriate Schedule of Recording and Observation The user study is carried out in a kindergarten where all the children are meant to brush after taking their meals. Therefore, the activities of brushing their teeth became their habitual activity for the children. The camera and the game displays are installed at the rest room sinks where the children take their brushing activities. The second video camera recorded the brushing performance for the behaviors (Desberg & Taylor, 2006). All the children brushed once on the first eleven days of the experiment. The first day acted as the pre-trial practice in explaining the toothbrush system and the anticipated activity of brushing together with therapist’s introduction. The other 10 says involves actual trial of the case study. The four stages of the study include the pretest, training, posttest, and then follow up. During the second day of the pretest period, the children were asked to use their own toothbrushes. The training stage consisted of five days where the children were subjected to the playful toothbrush. On the second day of the posttest stage, the subjects were subjected in using their own toothbrushes. However, before brushing in the second day, the subjects were asked to recall how their brushing experience was. The last stage involved a week follow up schedule where the subjects were asked to brush on their own. Assessment To assess the behavior of their brushing methods, the subjects are orally examined to assess and evaluated on the plaque presence. This assessment method was developed from the control record of the plaque in the five surfaces that include the lingual, mesial, buccal, and oclusal from the molar teeth. Additionally, with the help of the disclosing dye the videos are also coded and later analyzed. Some of the data that were coded during the session include the total time of brushing, number of brushing strokes for each of the 24 teeth, and the cumulative number of strokes (Schraagen, Chipman,& Shalin, 2000). Methods of Charting and Graphing To present my intervention results I would use the comparison chart. The chart will help in showing the recorded data together to show the pattern of the research. I would also use the distribution charges to convey the data distribution. This will be important for the study because if visualize the age distribution among the respondents. Some of the common ones include the line and column histograms. Another chart is with tables. Tables are simple and easy to construct data representation method. Additionally, one can easily interpret and analyze the data when using tables. Data Display Number of Brushing Strokes Number of Unbrushed Teeth Brushing Time Pretest Day 2 212.30(137.78) 11.31(5.25) 84(52) Day 3 168.63(157.10) 13.47(5.33) 67(47) Average 190.46(138.4) 12.39(4.74) 76(46) Training Day 4 291(87) Day 5 265(43) Day 6 252(58) Day 7 243(47) Day 8 238(55) Average 251(38) Posttest Day 9 281.70(120.65) 7.46(4.90) 137(40) Day 10 214.30(71.90) 9.46(5.11) 99(30) Average 248.00(87.00) 8.46(4.83) 118(29) Follow up Day 11 239.61(107.51) 8.30(5.06) 120(37) The above table tabulated the outcomes and results of the thirteen subjects of the given day of test (Kirwan & Ainsworth, 2012). The second column of the table outlines the mean number of brushing strokes; the third column shows the mean number of teeth areas that were not brushed, while the 4th column is the average brushing time. Each of the recorded data consisted of the pre-test, post-test, and a day follow up. Results From the above table, the one-week result is shown by the plaque-disclosing eye. The impact of cleaning was measured with the help of indices that were recorded before and after every brushing session. Some of the findings from the experiment are as follows. The signed ranks showed that that the significant level of less than 0.1 in the effectiveness of teeth cleaning between the pretest and posttest stages. The average effectiveness of cleaning was doubled. There was no significance difference in effectiveness was noted between the pretest, posttest, and the follow up. This means that the effectiveness of cleaning was retained from the playful toothbrush through the posttests and the seven-day follow up activity (Shepherd, 2001).  The third column of the table is the mean number of the teeth areas that were unbrushed on the pretest, posttest, and the seven-day follow up. There was a decrease in the number of areas that were not brushed. Additionally, the time for brushing is shown on the 4th column. From the table it is evident that the brushing time increased significantly. However, the brushing time for the post-test and the follow up did not differ significantly. The children have been educated on how brush their teeth. However, the effectiveness of their brushing is not standard, from the experiment; it is evident that the subject failed to clean 38 per cent of their teeth surfaces. However, a five day training, there was an improvement among the subjects (Waagen, 2008). Reference Annett, J. (2000). Task analysis. London: Taylor & Francis. Cochran, W. G. (2007). Sampling techniques (3d ed.). New York: Wiley. Davis, M. J., Jensen, M., & Falls, I. (2004). Task analysis. Iowa Falls, Iowa: R.A.T.E.S., Rehabilitation Associate Training for Employed Staff, Ellsworth Community College ;. Desberg, P. (2006). Essentials of task analysis. Lanham: University Press of America. Jonassen, D. H., Tessmer, M., & Hannum, W. H. (2009). Task analysis methods for instructional design. Mahwah, N.J.: L. Erlbaum Associates. Kirwan, B., & Ainsworth, L. K. (2012). A Guide to task analysis. London: Taylor & Francis. Schraagen, J. M., Chipman, S. F., & Shalin, V. L. (2000). Cognitive task analysis. Mahwah, N.J.: L. Erlbaum Associates. Shepherd, A. (2001). Hierarchical task analysis. London: Taylor & Francis. Som, R. K. (2013). A manual of sampling techniques. London: Heinemann Educational. Waagen, A. K. (2008). Task analysis. Alexandria, VA: American Society for Training and Development. Read More