School and Behavioral Psychology: Applied Research in Human-Computer Interactions, Functional Assess
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These are designed to prepare you for university study in the UK when you have not yet met the language requirements for direct entry onto a degree programme. Discover our English Language Programmes. Read more about the Teaching Excellence Framework. We know that the best way to learn how to design good software is to practise designing good software. You will learn to apply good software engineering principles, whatever the language or technology or platform: In addition, you will study the interaction between humans and computers so that you can design successful systems that are intuitive and well-received.
We also know how important it is to be at the leading edge of computing and so you will learn from research-active staff. Leading researchers teach from your first year through to your final year. Our smaller classes mean that we really get to know you, making for an informal and supportive community. Industrial collaboration is part of our ethos too, so we regularly include guest experts from industry.
Coursework is often very practical, e. You will cover the basics of programming, and start to think about how you can create programs for different purposes. If you want to talk about an aspect of the module, or your work on it, please make an appointment to see the lecturer:. Dr Iain Martin , i. AC and the follow-on module AC aim to provide you with the basic skills required to produce these solutions and to communicate the results effectively and professionally. They do this by providing you with extensive hands-on experience of problem-solving within an Applied Computing context, programming in Java, using a set of carefully designed and enjoyable scenarios.
You will also have the opportunity to report on these solutions in a variety of ways. Marking criteria are provided on My Dundee for all assignment, so that you know what we are looking for when we are marking your coursework. Please ensure that you refer to these when completing assignments. All course material will be available on My Dundee. This includes copies of lecture materials, practical exercises, and assignments.
The reading list for this module can be accessed from My Dundee, and provides recommended materials for completing the module. If you want to talk about an aspect of the module or your work on it, please make an appointment to see the lecturer:. The aim of AC is to give you the experience of web design through practical implementation tasks.
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You will also consider the role and importance of the internet in society. Marking criteria are provided on My Dundee for all assignments so that you know what we are looking for when we are marking your coursework. All course material is available on My Dundee. The reading list for this module can be accessed from My Dundee and provides recommended materials for completing the module. If you want to talk about an aspect of the module, or your work on it, please make an appointment to see the lecturer.
If you want to talk about an aspect of the module or your work on it, please make an appointment to see the lecturer. If you want to talk about an aspect of the module, or your work on it, please make an appointment to see one of the lecturer s:. Dr Craig Ramsay , cdramsay dundee. Applied Computing is about the design and implementation of original and imaginative solutions to meet the needs of users, and about communicating these solutions in a professional way.
AC builds on the skills and knowledge you have gained in AC The course aims to provide you with further experience in designing and implementing software, and give you further opportunities to communicate the results effectively and professionally. It does this by introducing and developing more advanced data structures and algorithms, and gives you the opportunity to apply these skills in a team project.
Tutorial s count for 0 of the final module mark. A module handbook will be provided electronically containing worksheets and practical labsheets. It is up to you to take your own notes in class. Copies of any lecture overheads the lecturers use will be made available on Blackboard, with the handbook, and practical sheets. Any books which you found helpful for AC will also be helpful for AC In addition, in the field of data structures and algorithms, there are many books about.
The books mentioned below are some suggestions, but please browse in the library, and in bookshops. John Smith bookshop next to the College Shop on campus, Waterstones Ottakars in the city centre and Borders near the bus station all have reasonable selections of computing books, as do the major online booksellers. Module reading list from Library and Learning Centre. You will sharpen your degree focus with specialist modules in key areas. At this stage you are given more control over what languages you use and how you approach different problems. Between second and third year, you can take a Work Placement which contributes to your degree.
The course aims to give you an appreciation of agile methods in software engineering by contrasting these with more traditional methodologies. You will implement a significant software development project following the principles of Agile Software Engineering. The course aims to equip you with a broad understanding of data communications techniques as seen in computer networks.
This will be done through study of examples of data communications protocols and methods of communicating computer data. This includes copies of lecture materials, practical exercises and assignments. The course aims to explore contemporary concepts in games development.
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A comprehensive individual game project allows you to implement a game on a platform of your choice. The module is assessed entirely by coursework to allow time for full development of your game. This module explores key concepts in Human Computer Interaction through practical tasks and critical evaluation of the research literature. This includes elements of the history and development of HCI, mobile HCI, situational impairments, review of published research papers, and a quantitative experiment to assess the quality of an interface. This course aims to provide a comprehensive overview of the various database architectures, and teach the theory and practice of database design.
Applied Computing: Human Computer Interaction
We will study the relational model of databases, both from the theoretical standpoint of understanding why it has become so important, and from the more practical standpoint of how to design and build a database using this model. Practical illustration of theory is given throughout the course. The database engine that will be used will be primarily MySQL; however alternative relational databases will be discussed.
Alternative database topics, including data warehouses, OLAP and data mining will also be covered. The aim is to give you a sound understanding of the principles of database design and for you to develop the ability to employ this understanding in building databases which will work correctly and efficiently in a real-world context. Marking criteria are provided on My Dundee for all assignments, so that you know what we are looking for when we are marking your coursework. Between Level 3 and Level 4, you can take a Work Placement which contributes to your degree.
The unit begins by looking at environments for writing modern graphics code and understanding how to create and render basic scenes. Through direct manipulation of the environment, the researchers could accurately identify the controlling variables of the aberrant behavior, and provide interventions that targeted the functional relationship between the behavior and the environment.
Since this seminal article was published, a wide range of research has been published in the area of functional analyses of aberrant behaviors. The methodology has since become the gold standard in assessment and treatment of aberrant behaviors. Functional assessment of behavior provides hypotheses about the relationships between specific environmental events and behaviors.
Decades of research have established that both desirable and undesirable behaviors are learned and maintained through interactions with the social and physical environment. Functional behavior assessments are used to identify controlling variables for challenging behaviors as the basis for intervention efforts designed to decrease the occurrence of these behaviors.
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Behavior serves two major functions for an individual: Put another way, individuals engage in behavior to get something or to get out of something. When trying to identify the function of a behavior, it is often helpful to think, "What purpose is this behavior serving the individual? Access to attention positive reinforcement: The individual engages in the behavior to obtain attention from another person. For example, a child throws a toy because it characteristically results in mom's attention.
If this behavior results in mom looking at child and giving him lots of attention—even if she's saying "NO"—he will be more likely to engage in the same behavior in the future to get mom's attention. Common forms of attention include, but are not limited to, hugs, kisses, reprimands, frowns, smiles, etc.
Access to tangibles positive reinforcement: The individual engages in the behavior to obtain a specific item or engage in a specific activity from another person. Common forms of tangible items include, but are not limited to, food, toys, movies, video games, etc. The individual engages in the behavior because the response-produced stimulation possesses reinforcing characteristics.
In other words, engaging in the behavior produces reinforcing stimulation unique to the specific context. Another example includes a child spinning a bowl on a table to produce the specific auditory stimulation unique to that object. Common forms of automatic stimulation include, but are not limited to, auditory stimulation, visual stimulation, endorphin release, etc.
The individual engages in the behavior to escape aversive socially mediated attention. Put another way, social situations that are aversive to the child are removed contingent on the behavior occurring. For example, a child hits the teacher to avoid talking in front of the class.
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Common forms of aversive social situations include, but are not limited to, smiles, hugs, frowns, corrections, group settings, etc. The individual engages in the behavior to escape aversive tasks or demands. For example, when a child is told to take a bath he begins to cry, and his mother tells him he no longer has to take a bath. Another example includes a teacher telling a student to complete a set of worksheets, to which the student flips the desk and is sent to the principal's office. Being sent to the principal's office reinforced the behavior of flipping the desk because it allowed the child to escape the aversive activity of completing the worksheets.
The individual engages in the behavior because it produces a decrease in aversive stimulation. Put another way, something aversive is occurring in some location on the organism's body, and engaging in the behavior decreases the level of discomfort. For example, a child bangs his head against the wall to decrease the pain experienced from a toothache.
Another example includes a child scratching his arm to decrease the level of itchiness experienced from a bug bite. Common forms of aversive stimulation abated by engaging in specific behaviors include sinus pain, itching, hunger, etc. As previously stated function refers to the effect the behavior produces on the environment. The actual form of the behavior is referred to the topography. Different behaviors may serve the same function, thus describing one limitation of treating behaviors based on form alone.
For example, a child may scream, hit, and cry to obtain attention from his mother. What the behavior looks like often reveals little useful information about the conditions that account for it. However, identifying the conditions that account for a behavior, suggests what conditions need to be altered to change the behavior.
Read more about the Teaching Excellence Framework. For example, when developing requirements for a new job position, the recruiters are looking for an applicant with strong communication skills in multiple areas. These include aviation and air traffic control, surface transportation, usability, supervisory control of unmanned vehicles, healthcare, military systems, and robotics. Shaping Human Verbal Behavior. My day-to-day involves working with extremely large systems. This field requires the development of research skills and a broad knowledge of psychology.
Therefore, assessment of function of a behavior can yield useful information with respect to intervention strategies that are likely to be effective. This method uses structured interviews, checklists, rating scales, or questionnaires to obtain information from persons who are familiar with the person exhibiting the behavior to identify possible conditions or events in the natural environment that correlate with the problem behavior.
They are referred to as "indirect" because they do not involve direct observation of the behavior, but rather they solicit information based on others' recollections of the behavior. This form of assessment typically yields the least reliable information about the function of behavior, but can provide insight as to possible functions of the behavior to be tested in the future, the form of the behaviors e. This type of assessment should be performed as the initial step of any functional behavior assessment to gather relevant information to complete more direct assessments.
Unlike the indirect methods of FBAs, descriptive functional behavior assessment employs direct observation of behavior. These observations occur in the environment in which the behavior naturally occurs e. The most common form of descriptive assessment involves recording the antecedents and consequences that naturally occur when the individual emits the behavior. This is referred to as ABC data collection, in which A represents the common antecedent, B represents the behavior of interest, and C represents the immediate consequences that occur following the behavior.
ABC data collection is used to identify the naturally occurring consequences delivered in the environment in which the behavior occurs. ABC data collection can be conducted by a wide array of individuals who have received appropriate training on how to record the data. Another form of descriptive FBA is called a scatterplot. In this assessment, staff record the time and setting in which the behavior of interest occurs over a series of days. The data are plotted on a visual scale to indicate whether there are any patterns in the behavior for example, if the behavior occurs more frequently during math instruction than it does during lunchtime.
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Although this assessment does not indicate the consequences maintaining the behavior, it can be used to identify some of the antecedent conditions that typically precede the behavior of interest. A functional analysis is the most direct form of functional behavior assessment, in which specific antecedents and consequences are systematically manipulated to test their separate effects on the behavior of interest.
Each manipulation of the antecedent and consequence in a particular situation is referred to a condition. In a functional analysis, conditions are typically alternated between quite rapidly independent of responding to test the different functions of behavior. When data paths are elevated above the control condition described below it can be said that there is a functional relation between that condition and the behavior of interest. Complexity, time restraints, and setting restraints, are a few limitations to this particular method. When deciding to use this method, it should be noted that there is a chance of high-risk behavior and the possibility of low-rate behaviors.
Below, common examples of experimental conditions are described. A standard functional analysis normally has four conditions three test conditions and one control. In this condition, the experimenter gives the individual moderately preferred items and instructs them to go play. After that initial instruction, the experimenter pretends to act busy and ignores all bids for attention from the individual.
If the individual engages in the behavior of interest, the experimenter provides the individual with attention commonly in the form of a reprimand. Behaviors that occur more frequently in this condition can be said to be attention maintained. In this condition, the experimenter instructs the individual that it is time to work. After the initial instruction, the experimenter delivers a series of demands that the individual is typically required to complete e.
If the individual engages in the behavior of interest, the demand is removed and the child is allowed to take a break. Behaviors that occur more frequently in this condition can be said to be escape maintained. In this condition, the child is left alone with a variety of items to engage with. If the child engages in the behavior of interest, no programmed consequences are delivered. Behaviors that occur more frequently in this condition can be said to be automatically maintained. In this condition, the child is allowed to engage with a variety of items during the session.
No demands are placed on the child throughout the duration of the session. The experimenter provides attention to the individual throughout the session on any behavior that is not the target behavior. If the target behavior occurs, the experimenter removes attention until the behavior has subsided. This session is meant to act as a control condition, meaning that the environment is enriched for the purpose of the behavior not occurring.
Applied Research in Human-Computer Interactions, Functional Assessment and behavioral psychology research and practice as it applies to school-age. School and Behavioral Psychology: Applied Research in Human-Computer Interactions, Functional Assessment and Treatment [H.A. Chris Ninness, Glen.
Said another way, by meeting environmental needs for all possible functions, the individual is not likely to engage in the behavior of interest. This condition is used as a comparison to the other conditions. Any condition that is elevated to a large degree form the control condition, shows a higher degree experimental control indicating the functional relationship between the specific environmental conditions and the behavior of interest.
Functional behavior assessments are rarely limited to only one of the methods described above. The most common, and most preferred, method for identifying the function of behavior can be seen as a four-part processes. Task analysis is a process in which a task is analyzed into its component parts so that those parts can be taught through the use of chaining: Task analysis has been used in organizational behavior management, a behavior analytic approach to changing the behaviors of members of an organization e.
The skill to be learned is broken down into small units for easy learning. For example, a person learning to brush teeth independently may start with learning to unscrew the toothpaste cap. Once they have learned this, the next step may be squeezing the tube, etc. For problem behavior, chains can also be analyzed and the chain can be disrupted to prevent the problem behavior.