Look Me in the Eye Susie Sample Eye Contact Positive Reinforcement Summary of Case This section is similar to the introduction paragraph in your paper. Give a brief overview of the behavior and treatment plan. Literature Review Eye contact is cultural (Aronsonet al., 2010). Eye contact is an essential part of a conversation (Richardson, Dale, & Kirkham, 2007). Poor eye contact may give wrong impressions such as little respect for the speaker (Amerikaner, 1980). Eye movements can inform the recipient whose turn it is to talk along with hand gestures and other forms of communicating (Richardson et al.). Individuals with Autism often fear society and are able to maintain eye contact. Positive Reinforcement was used to modify the behavior deficit (Baker & Edelmann, 2002; Tetreault & Lerman, 2010). Baseline Phase Target Behavior Definition: Eye contact for this observation was defined as the ability to look at the other person while speaking and listening in a conversation. Observation Process: The observer was the person speaking with the subject, for she could observe the focus of the eye. The behavior was observed and recorded for two weeks. The observation was unstructured and the subject did not know when she was observed during the conversation. The observer recorded the duration and frequency of the behavior deficit. The behavior of eye contact was recorded once a day during a conversation for precisely five minutes. Dimensions Recorded: The duration was how long the subject could maintain eye contact with the observer. The frequency was how many times the subject lost focus and looked somewhere other than at the observer. Baseline Phase Graph Days Figure 1. The Duration of Eye Contact Duration of Eye Contact in Seconds Baseline Duration of Eye Contact in Seconds 1 2 3 4 5 6 7 8 9 10 11 12 13 14 50 55 34 30 35 44 32 28 28 40 20 34 28 32 Baseline Phase Graph The Frequency of Eye Contact Days Figure 2. The Frequency of Eye Contact Baseline Baseline 1 2 3 4 5 6 7 8 9 10 11 12 13 14 24 22 20 27 18 24 16 18 14 20 17 24 26 21 Treatment for Deficit of Eye Contact Treatment Method: positive reinforcement. Facial gratification and verbal praise were used as the positive reinforcers in the treatment phase. The schedule of positive reinforcement used was continuous reinforcement. This was implemented by the observer responding to each occurrence of eye contact. Research Design: A-B-A-B reversal design. The graph shows the initial week of baseline observation, the first week of treatment, the return to baseline, and the second week of treatment to show the completed A-B-A-B reversal design. Results of the Eye Contact Experiment Positive Reinforcement appeared to be effective in increasing the duration of the participant’s eye contact. During the second baseline, duration did not return to the original level, but actually increased. For the second treatment period, duration stayed high. Positive Reinforcem ...

1. Look Me in the Eye
Susie Sample
Eye Contact
Positive Reinforcement
Summary of Case
This section is similar to the introduction paragraph in your
paper. Give a brief overview of the behavior and treatment plan.
Literature Review
Eye contact is cultural (Aronsonet al., 2010).
Eye contact is an essential part of a conversation (Richardson,
Dale, & Kirkham, 2007).
Poor eye contact may give wrong impressions such as little
respect for the speaker (Amerikaner, 1980).
Eye movements can inform the recipient whose turn it is to talk
along with hand gestures and other forms of communicating
(Richardson et al.).
Individuals with Autism often fear society and are able to
maintain eye contact. Positive Reinforcement was used to
modify the behavior deficit (Baker & Edelmann, 2002; Tetreault
& Lerman, 2010).

2. Baseline Phase
Target Behavior Definition: Eye contact for this observation
was defined as the ability to look at the other person while
speaking and listening in a conversation.
Observation Process: The observer was the person speaking
with the subject, for she could observe the focus of the eye.
The behavior was observed and recorded for two weeks.
The observation was unstructured and the subject did not know
when she was observed during the conversation.
The observer recorded the duration and frequency of the
behavior deficit.
The behavior of eye contact was recorded once a day during a
conversation for precisely five minutes.
Dimensions Recorded:
The duration was how long the subject could maintain eye
contact with the observer.
The frequency was how many times the subject lost focus and
looked somewhere other than at the observer.
Baseline Phase Graph
Days
Figure 1. The Duration of Eye Contact
Duration of Eye Contact in Seconds
Baseline
Duration of Eye Contact in Seconds 1 2 3 4 5 6
7 8 9 10 11 12 13 14 50 55 34 30
35 44 32 28 28 40 20 34 28 32
Baseline Phase Graph

3. The Frequency of Eye Contact
Days
Figure 2. The Frequency of Eye Contact
Baseline
Baseline 1 2 3 4 5 6 7 8 9 10 11
12 13 14 24 22 20 27 18 24 16 18 14
20 17 24 26 21
Treatment for Deficit of Eye Contact
Treatment Method: positive reinforcement.
Facial gratification and verbal praise were used as the positive
reinforcers in the treatment phase.
The schedule of positive reinforcement used was continuous
reinforcement. This was implemented by the observer
responding to each occurrence of eye contact.
Research Design: A-B-A-B reversal design.
The graph shows the initial week of baseline observation, the
first week of treatment, the return to baseline, and the second
week of treatment to show the completed A-B-A-B reversal
design.
Results of the
Eye Contact Experiment
Positive Reinforcement appeared to be effective in increasing
the duration of the participant’s eye contact.
During the second baseline, duration did not return to the
original level, but actually increased.
For the second treatment period, duration stayed high.
Positive Reinforcement appeared to be effective in decreasing

4. the frequency of times the participant broke eye contact with
the speaker.
During the second baseline, frequency seemed to begin to return
to original level.
For the second treatment period, frequency of looking away
continued to decline.
Treatment Phase Graph
Figure 3. The Duration of Eye Contact
Duration of Eye Contact in Seconds 1 2 3 4 5 6
7 8 9 10 11 12 13 14 15 16 17 18
19 20 21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 50 55 34 30 35 44 32
28 28 40 20 34 28 32 61 72 62 64 61
84 76 98 102 86 87 92 101 94 96 101 84
74 73 84 84
Days
Seconds
Treatment Phase Graph
Figure 2. The Frequency of Eye Contact
Baseline 1 2 3 4 5 6 7 8 9 10 11
12 13 14 15 16 17 18 19 20 21 22 23
24 25 26 27 28 29 30 31 32 33 34 35
24 22 20 27 18 24 16 18 14 20 17 24
26 21 12 14 9 11 16 18 13 18 13 24
23 22 19 16 11 15 6 11 9 14 11

5. Days
Frequency of Eye Contact
Limitations and Recommendations
The observer should not know the subject recording the
behavior, for the subject may have maintained eye contact
because she wanted her friend’s approval of the behavior.
Also, it may help the behavior to last longer if the subject did
not know she was being recorded.
The subject should be recorded during conversation with
different individuals in order to discover if the target behavior
was generalized to all conversations including conversations
with strangers.
The experiment should last longer so that ABAB trends could be
more confirmed.
References
Amerikaner, M. (1980). Self-disclosure: A study of verbal and
coverbal intimacy. Journal of Psychology, 104(2), 221.
Aronson, E., Wilson, T., & Akert, R. (2010). Social psychology
(7th ed.). Upper Saddle River, NJ: Pearson Education.
Baker, S., & Edelmann, R. (2002). Is social phobia related to
lack of social skills? Duration of skill-related behaviours and
ratings of behavioural adequacy. British Journal of Clinical
Psychology, 41(3), 243-257.
Richardson, D. C., Dale, R., & Kirkham, N. Z. (2007). The art
of conversation is coordination: Common ground and the
coupling of eye movements during dialogue. Psychological
Science, 18(5), 407-413.
Tetreault, A., & Lerman, D. C. (2010). Teaching social skills to
children with Autism using point-of-view video modeling.
Education & Treatment of Children, 33(3), 395-419.

6. PSYC
430
Discussion Assignment Instructions
The student will complete 4 Discussions in this course. The
student will post one thread of at least 200 words by 11:59 p.m.
(ET) on Thursday of the assigned Module: Week. The student
must then post 2 replies of at least 100 words by 11:59 p.m.
(ET) on Monday of the assigned Module: Week. For each
thread, students must support their assertions with at
least 1 scholarly journal citation in current APA format and
include a Bible verse and application to the topic cited in
current APA format. Any sources cited must have been
published within the last five years (with the exception of the
Bible). Acceptable sources include the textbook, the Bible, and
scholarly journal sources. Websites are not permitted as
sources. All citations should be in current APA format.
1. It is best to avoid using direct quotations from the
textbook or any other source (except possibly a short Scripture
verse) in any of your threads or replies. These submissions must
be in your own words (paraphrased) so that you clearly
demonstrate your mastery of the material.
2. Do not attach a Microsoft Word document; rather, type
directly into the textbox or copy and paste from a Microsoft
Word document directly into the textbox.
3. Be conversational but stay on topic. Do not simply
repeat information you find in our textbook, but incorporate
your ideas and unique perspectives. After you write your post,

7. compare what you have written to the assignment instructions
(for the initial thread and for the reply posts) to ensure that you
have addressed each discussion point.
4. Include citations and references in current APA format.
5. Finally, proofread your work carefully to catch spelling,
capitalization, grammar, and sentence structure errors. Refer to
the Discussion Grading Rubric to ensure an outstanding grade.
Post-First
This course utilizes the Post-First feature in all Discussions.
This means you will only be able to read and interact with your
classmates’ threads after you have submitted your thread in
response to the provided prompt.
PSYC 320
Behavior Modification Project: PowerPoint Assignment
Instructions
Overview
You will present your research via a PowerPoint presentation of
your Behavior Modification Project.
Instructions
The 10 slides should clearly and concisely present the
experiment in an interesting and creative manner. One slide for
a title slide, 8 slides to present the project, and one slide for
references. Please see the Behavior Modification Project:
PowerPoint Example.
Note: This assignment will be checked for originality via the
Turnitin plagiarism tool.