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The Effectiveness of a Skills Assessment Sequence on Evaluating Independent Handwriting
Get PDFSkills assessments are an important component of effective applied behavior analysis services. Rapid skills assessments can help clinicians determine whether an observed skill deficit requires intervention in the form of changing reinforcement contingencies or through teaching. Response prompt assessments determine which prompt type is most effective and efficient for individuals. Both assessments provide a more comprehensive approach to developing effective skill acquisition services. The purpose of this study was to combine the rapid skills and prompt type assessments into one assessment sequence. An adapted alternating treatments design examined the effectiveness of first assessing reinforcement alone; then a response prompt assessment consisting of verbal plus gestural prompts, modeling prompts, and full physical prompts was conducted to determine the most effective prompt. No participant met mastery criteria in the reinforcement alone condition, which indicated that the writing skill deficits were not performance deficits. No participant met mastery criteria in the response prompt assessment, indicating that for these three participants, response prompts were not an effective method for acquiring writing skills. Implications from this research and future research opportunities are discussed
Journey to the Past: That Day
No full textBy presenting personal recorded
conversations with my family along with historical
photographs I make the audience feel as if though
they are a part of the work, welcoming them into the
space. Because I have not fully experienced Vietnam,
I project the same feeling of cultural diaspora with the
audience by simulating a unique conversation
and dining tradition. I better
understood fragments of my family’s experiences
in Vietnam as well as their difficulties adapting to
America thanks to their stories.https://scholarship.rollins.edu/studioart_all/1023/thumbnail.jp
Finding Optimal Cayley Map Embeddings Using Genetic Algorithms
Get PDFGenetic algorithms are a commonly used metaheuristic search method aimed at solving complex optimization problems in a variety of fields. These types of algorithms lend themselves to problems that can incorporate stochastic elements, which allows for a wider search across a search space. However, the nature of the genetic algorithm can often cause challenges regarding time-consumption. Although the genetic algorithm may be widely applicable to various domains, it is not guaranteed that the algorithm will outperform other traditional search methods in solving problems specific to particular domains. In this paper, we test the feasibility of genetic algorithms in solving a common optimization problem in topological graph theory. In the study of Cayley maps, one problem that arises is how one can optimally embed a Cayley map of a complete graph onto an orientable surface with the least amount of holes on the surface as possible. One useful application of this optimization problem is in the design of circuit boards since such a process involves minimizing the number of layers that are required to build the circuit while still ensuring that none of the wires will cross. In this paper, we study complete graphs of the form K_12m + 7 for positive integers m and we work on mappings with the finite cyclic group Z_n. We develop several baseline search algorithms to first gain an understanding of the search space and its complexity. Then, we employ two different approaches to building the genetic algorithm and compare their performances in finding optimal Cayley map embeddings
Eye-movements of Vocal Performers Across Experience Levels
Get PDFExpertise, such as music expertise, is commonly studied through an analysis of eye-movements. Experts typically have fewer fixations, longer saccade amplitudes, and thus greater perceptual spans when reading music than non-experts. Most musical expertise literature is focused on instrumentalists and sight-reading. The current study aimed to extend the research to include vocalists and to see if there are still expertise effects when both experts and non-experts are familiar with the piece of music. Participants were recruited to sing a piece from their choir once when they had first started learning the piece and again right before their concert. They were separated into three expertise groups based on their responses to the Vocal Experience Questionnaire. There was a significant interaction between test type (pre-test/post-test) and experience level Low/Medium/High) on fixations. The Low Level group had a marginally significant decrease in fixations between sessions. There were no other significant main effects or interactions. These results are contrary to the literature, and thus there are some methodological adjustments that could be made in the future to get more representative results, including using a different piece of music, adjusting the Vocal Experience Questionnaire questions, and increasing the participant size. Through the marginally significant decrease in fixations for the low experience group, one can conclude that practice helps close the gap between non-experts and experts. Ways this research could be expanded include focusing on the “mastery” versus “expertise” hypothesis, conducting a psychophysics experiment instead of a cognitive one, and including eye-voice span in the analysis
