Assignment specifics:

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Nov 12, 2022

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(USE THE EXCEL SPREADSHEET TO COMPLETE THIS ASSIGNMENT – SHOW ALL YOUR WORK IN EXCEL SPREADSHEET)
Using the data Excel spreadsheet provided in Moodle, students will create and interpret trend-lines from simulated clinical cases (what happens before an intervention, during an intervention, and following
removal of an intervention).
***Review the example, F. Norris, in the first tab of the Excel spreadsheet.*** (WHICH IS IN THE EXCEL ATTACHMENT)
Turn in:
*Excel spreadsheet (located in EXCEL attachment) with scatterplots, straight lines and markers for each tab
(one for R. Christy, one for R. Quivers, and one for R. Mund). Note: not all cases will have each of
the three conditions.
*In the section listed under “Interpretation,” write your interpretation of what is going on. You
should explain: 1) both the phenomenon that appears to be observed based on the scatterplot: and
2) also a critical, alternative explanation whereby the observed is not happening due to the intervention, but something else. In the case of the critical explanation, state what the researcher/evaluator could do in a subsequent single systems design to help counter this type of argument.
*Record your work in the Excel file that you have downloaded, and save it.
*The interpretation for R. Mund presents at least one critical argument, whereby the apparent phenomenon observed may be caused by an unmeasured, confounding factor, and provides a suggestion as to how this type of critical argument could be countered in a future single systems
design.
Important Information:
• Review assigned readings on single systems (also known as single case) designs.
• Review the example of F. Norris on the Excel spreadsheet.
• This assignment requires that you have a reasonably current version of Excel. Being a student at
LSU allows you a license to Microsoft Office, and as such, you should be able to download and
use Excel without paying an additional fee. If you do not have Excel on your own computer, you
may use the LSU virtual lab (VLAB).
• Using the Excel document found in Moodle, imagine a scenario where a series of clients are
being measured on their level of emotional wellbeing over time. On a scale from 1-10, where 1
is the lowest level of wellbeing, and 10 is the highest level of wellbeing.
• A series of weekly time periods are listed in ROW 2.
• Week 1 means the 1st week observed, Week 9 means the 9th week observed, etc.
• In the EXCEL document, develop scatterplots with straight lines and markers from the series of
simulated situations. You will also interpret the phenomenon observed, in terms of what is happening at baseline, intervention, and removal of intervention time periods.
• Some cases will have a baseline phase, others may not.
• There will be a removal of observation phase. This variation represents different scenarios that
could be impacted by factors including level of pre-planning, and availability of subjects
following cessation of a program. This information is represented in ROW 1, which tells you
when one of three conditions takes place: 1) baseline (e.g., the period before the cognitive behavioral therapy is provided); 2) intervention (e.g., the cognitive-behavioral therapy is
provided in this period); and 3) intervention removed (e.g., the cognitive-behavioral therapy is
no longer provided in this period).
• You should assume that the intervention will begin at the very beginning of the first week listed
under the “intervention” section, and the removal of the intervention happens at the end of the
last week listed under the “intervention” section. You should also assume that wellbeing levels
are recorded at the end of the week listed.
• Scenario type, and corresponding time periods are color coded.
• The Royse et al. (Chapter 6) gives you the background information you need to make these
“Interpretation” arguments.
• If you need assistance in creating scatterplots, you can seek assistance from this website:
https://www.excel-easy.com/examples/scatter-chart.html
Assignment Specifics:
Your assignment will be graded based on your ability to speak to each of the following. You should
address each point thoughtfully and coherently.
• The scatterplot with lines and markers is correctly created for R. Christy.
• The interpretation for R. Christy accurately describes the apparent phenomenon modeled with
the scatterplot.
• The interpretation for R. Christy presents at least one critical argument, whereby the apparent
phenomenon observed may be caused by an unmeasured, confounding factor, and provides a
suggestion as to how this type of critical argument could be countered in a future single systems
design.
• The scatterplot with lines and markers is correctly created for R. Quivers.
• The interpretation for R. Quivers accurately reflects the phenomenon modeled with the
scatterplot.
• The interpretation for R. Quivers presents at least one critical argument, whereby the apparent
phenomenon observed may be caused by an unmeasured, confounding factor, and provides a
suggestion as to how this type of critical argument could be countered in a future single systems
design.
• The scatterplot with lines and markers is correctly created for R. Mund.
• The interpretation for R. Mund accurately reflects the phenomenon modeled with the
scatterplot.

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