Description: In this assignment, you will assemble the final draft of your Research Paper you have been working on throughout the course. Your Research Paper Final Draft should include the elements listed below. Elements: The grade of your Research Paper Final Draft is largely based on your inclusion of these elements and the overall quality of your writing. Your paper must contain the following elements. 1. Cover page and APA formatting: You should include an APA-style cover page for your Research Paper. See the example on page 16 of The CSU APA Guide (6th edition). Your cover page should include the following: the title of your paper, your name, and the name of your university (Columbia Southern University). The running head should include up to 50 characters from the title of the paper, along with a sequential page number in the upper right-hand corner. 2. Abstract: The abstract is a 150-250 word summary of your Research Paper, and it should be written only after you have finished writing the entire paper because how your abstract is worded largely depends on the development of your paper. Your abstract should be accurate, self-contained, concise and specific, non-evaluative, coherent, and readable. Your abstract may be modeled after the theoretical paper model or empirical study model. For information or an example of an abstract, see p. 12 of The CSU APA Guide (6th edition) and p. 511 of Strategies for Writing Successful Research Papers. Note that the abstract presented references MLA, but yours should be in APA style. The abstract should be the second page in the paper, after the cover page, and the abstract should be on its own page. The text of the paper itself should begin on page 3. Your abstract must meet the following standards: • Be 150-250 words • Be located on the second page of your final draft • Have a heading of Abstract that is centered at the top of the page. H 1020, English Composition II 14 3. Introduction: There are some pitfalls to writing an introductory paragraph, and you can avoid some of them by reading through the Checklist: “Avoid Certain Mistakes in the Introduction” on p. 495 of Strategies for Writing Successful Research Papers. 4. Review of literature: The review of literature should be a smooth transition from the introduction of your paper and should present a controlled summary of the conversation surrounding your topic. 5. Body paragraphs: Each paragraph of the body of your Research Paper should be a cohesive unit. It should be tight, but developed. It should serve a function, and its purpose should always be to bolster the thesis. Therefore, you should use the following order for each paragraph in the body. a. Topic sentence: This sentence summarizes the entire paragraph in one strong, well-written sentence, and it directly supports the thesis statement. b. Explanation of topic sentence (1-2 sentences):.

1. Description:
In this assignment, you will assemble the final draft of your
Research Paper you have been working on throughout the
course. Your Research Paper Final Draft should include the
elements listed below.
Elements:
The grade of your Research Paper Final Draft is largely based
on your inclusion of these elements and the overall quality
of your writing. Your paper must contain the following
elements.
1. Cover page and APA formatting:
You should include an APA-style cover page for your Research
Paper. See the example on page 16 of The CSU
APA Guide (6th edition). Your cover page should include the
following: the title of your paper, your name, and the

2. name of your university (Columbia Southern University). The
running head should include up to 50 characters from
the title of the paper, along with a sequential page number in
the upper right-hand corner.
2. Abstract:
The abstract is a 150-250 word summary of your Research
Paper, and it should be written only after you have
finished writing the entire paper because how your abstract is
worded largely depends on the development of your
paper. Your abstract should be accurate, self-contained, concise
and specific, non-evaluative, coherent, and
readable. Your abstract may be modeled after the theoretical
paper model or empirical study model. For
information or an example of an abstract, see p. 12 of The CSU
APA Guide (6th edition) and p. 511 of Strategies for
Writing Successful Research Papers. Note that the abstract
presented references MLA, but yours should be in
APA style. The abstract should be the second page in the paper,
after the cover page, and the abstract should be
on its own page. The text of the paper itself should begin on
page 3. Your abstract must meet the following

3. standards:
• Be 150-250 words
• Be located on the second page of your final draft
• Have a heading of Abstract that is centered at the top of the
page.
H 1020, English Composition II 14
3. Introduction:
There are some pitfalls to writing an introductory paragraph,
and you can avoid some of them by reading through
the Checklist: “Avoid Certain Mistakes in the Introduction” on
p. 495 of Strategies for Writing Successful Research
Papers.
4. Review of literature:
The review of literature should be a smooth transition from the
introduction of your paper and should present a
controlled summary of the conversation surrounding your topic.

4. 5. Body paragraphs:
Each paragraph of the body of your Research Paper should be a
cohesive unit. It should be tight, but developed. It
should serve a function, and its purpose should always be to
bolster the thesis. Therefore, you should use the
following order for each paragraph in the body.
a. Topic sentence: This sentence summarizes the entire
paragraph in one strong, well-written sentence,
and it directly supports the thesis statement.
b. Explanation of topic sentence (1-2 sentences): Often times
there is more to be said about the topic
sentence, more explanation that is necessary in order for it to be
a clear idea, so there are usually a few
sentences that follow the topic sentence that explicate the idea
more for the reader. These sentences not
only “unpack” the topic sentence, but they also anticipate the
evidence that will be used to support the
topic sentence, usually indirectly.
c. Introduction to evidence (1-2 sentences): No piece of

5. evidence (quotation, example, paraphrase, etc.)
should be dropped into a paragraph without first introducing it.
An introduction might include the title of the
source, the author, and/or a short description of the
source/author’s credentials. In this way, no evidence is
presented without a context because it is this context that makes
the evidence meaningful.
d. Evidence: The evidence that you present backs up your topic
sentence, and by extension, supports your
thesis statement. The evidence that you supply can be a number
of things: a quotation from a source; a
reasonable, illustrative example; a statistic; commentary from
an interview; etc.
e. Explanation of evidence: No piece of evidence stands on its
own or is convincing on its own. Although it
may seem to draw a direct line to your topic sentence to support
it, often the reader needs you to make the
connection between the two. Further, the general rule is that for
each sentence of quoted material, your
explanation should be just as long, so if you include a block
quotation, the block quotation should be met
with an equally long explanation.
f. Transition (1-2 sentences): Transitions are essential for
research papers because body paragraphs,

6. especially, are written as units, and it is the transitions that
allow for these units to be linked together. Take
a look at the list of transitional expressions on pp. 44-45 in The
Little, Brown Compact Handbook with
Exercises.
6. Conclusion:
Your conclusion should pull together your entire paper. Do not
consider the conclusion a summary of your paper;
your abstract is the summary of your paper. Instead, your
conclusion is your opportunity to suggest what might be
done with your findings. A good conclusion will restate the
thesis, place a judgment on the issue discussed,
discuss the implications of your findings, issue a directive or
call to action to the reader, and close out the paper
with a strong final thought. However, depending upon your
topic and your treatment of that topic, the conclusion
may take different forms. Your conclusion for this paper must
be at least 150 words. If the conclusion is less than
the word count, it is likely you have not fully developed your
conclusion, and this lack of development can severely

7. impact your grade for this assignment. For an example and
explicit instructions on how to write a conclusion, see
pp. 501-506 of Strategies for Writing Successful Research
Papers.
Faith, in the next page is my draft three of my research paper.
ABA And Its Successful Use In the Treatment of Autism
Darin Bullock
Columbia Southern University

8. Is a home based ABA Program the best treatment?
Abstract
The entry of profound research into behavior analysis to
advance the suitable method in curative response to autism in
home set up. The success of advanced behavioral analysis and
its application in curative cases of autism prompt a diversified
application in a home set up to yield a greater impact on the
patients of autism. The proponents and advancers of advanced
behavioral analysis pose different views with a home care being
a dominant proposition to incorporate early intervention with a
family group help such as behavior therapy.
Introduction
Several scholars, who have also given proposals on which
is the best approach of treatment, have studied advanced
Behavioral Analysis and its successful use in treatment of
autism. This draft gives an outlay of what the researchers have
studied and proposed as the best form of treatment. This article
looks at the different proposals, how they are related, and how
they differ. The question that makes up the thesis statement is
whether there are several different advanced behavioral
analyses that have been developed to help deal with the problem
of with the problem of autism. One of these ways is for parents
to start a home-based intense behavior therapy program.
Research Methods
The analytic research method applies various approaches
of qualitative inquiry to yield an analytical solution to a
specific study. First, there is use of content analysis as well as
narrative analysis alongside comparative method of grounded
theory which results in a direct observation of the interaction
between researchers and their subjects. In actual fact, the
diversity of the approaches allows for a comprehensive set of
tools in various scenarios. These tools as are applied to achieve
qualitative research objectives whilst preparing a report on the

9. subject. This method is applicable in study autistic people.
First, the narrative approach would suit best the objective of
information gathering by interviewing the autistic people and
content analysis would follow in a quest to understand the
plight of the autistic people (Creswell, 2010).
The descriptive research method entails an approach of
gathering information to describe the subject of investigation as
to what exists or rather its current status with reference to
related. The approaches involved include use of surveys to
describe and analyze the status quo and a correlation study to
investigate the relationship between the variables of the study.
In addition, the descriptive research method employs
developmental studies to establish change of the status quo over
time. This method is suitable and practically applicable to the
study of autistic persons. First, the use survey is a
comprehensive method of collecting data that can be used in an
analysis and review of the date to yield statistical significance
and interpretation. The correlation study would serve the
purpose of linking the factors that have led to a dynamic
curative of autistic people. Lastly, the developmental study
method would yield results on the changes that have
revolutionized the population of autistic people over time
(Jackson, (2014).
The evaluation research method seeks to systematically
evaluate the worth merit of a research topic or question. This
research method is applicable in the study of autistic people in
the assessment of the gravity of the condition and related
factors that are instrumental to its premises (Jackson, 2014).
According to (MJ, MD, & JN, 2012), use of the Advanced
Behavioral Analysis model will be an effective cog and
maintain integrity and reinforcement together with behaviors
that showed signs of improvement. In reference to Di Gennaroe,
the research points out that there is an improved relationship
between improved integrity and intervention effectiveness when
they compared procedures aimed at improving special

10. educators’ development in classroom. A Majority of the system
has been based on the classroom development that has to be in
reinforced through integrity.
Literature review
As per the concept developed by (Layne, 2007), she has used
a different approach that looks upon screening tools and
diagnostic assessments that are used to identify autism in
children mostly around the age two. She uses a different
approach compared to Frylinget. She looks at what impacts that
this diagnosis can create on families as well as the counselors.
She looks at what autism does which would include impaired
language, social interactions, and play skills. Also included is
cognitive and adaptive function. The statistics that she uses is
that one out of one hundred and sixty six children will be
diagnosed with autism in the contemporary days. Diligence in
the early days of diagnosis have been viewed as the best way of
handling the situation especially when it comes to the teachers,
parents, as well as clinicians. Public awareness has helped as
well and the fact that either autism is increasing, or clinicians
are more apt to diagnose children with autism rather than
another developmental disability (Layne, 2007),
In understanding the third form of argument it means that we
have to look at the work developed by Pulse I & Em-atlena.
Chetounjo’s utterances at a press conference on a certain date in
July 2012, can give you wider scope of understanding what the
warning signs are when it comes to autism, which are
characterized by social symptoms, repetitive behavior, and
communication deficit. The child needs to be elevated after the
appropriate evaluation by a professional with vast knowledge so
that they can be given professional treatment against the
prescribed problem. There are certain circumstances when early
intervention will be seen to have a considerable impact on
reduction of symptoms and raising the child’s ability to manage
new skills. Just like Layne had thought on this case, there is a
suggestion that items should be put in place to diagnose
children with autism at the tender age of two since it has been

11. observed that information on autism at the very early days is
very scarce. Parents can be relied upon to use their level of
intuition as a mode of determining the symptoms even before
the actual diagnosis. They are required to engage in
pathological process through the interactive pattern with the
children at the early age(Layne, 2007),
T.Snuth has given us another angle from which we can argue
the case of autism from article to meet the work of a
psychiatrist who managed to pioneer the applied Behavioral
Analytics that would later be researched on by other
psychiatrists. The approach that can be taken here is queue
since it focuses on decreasing every challenging behavior and
establishes a model communicative language. Language if
taught to children, who initially had problems with
understanding it, would inept with the development of other
forms of behavior that include social interaction. Through this
understanding, we tend to believe that this approach has been
found to be helpful to children who have been diagnosed with
autism. A researcher by the name of Lovaas has worked with a
young girl named Beth who had autism, where he had spent
much time with the child in order to develop a more thorough
system with the patient. It has been considered that he
pioneered Advanced Behavioral Analysis based on this research.
He found that by doing repetitive behaviors, the child could
retain things more easily, and keep them with her. According to
AI & JE (2011), argue that early intervention is very key to
ensuring that the children who suffer autism make a
breakthrough. They found that the earlier the age, the more the
child is able to retain what is being taught (AI & JE, 2011).
(Smith, Tristram, Eikeseth, & Svein, March,2011) also made the
argument is much alike to Lovaas, a theory was coined,
“receptive-before expressive” which is key to the development
of the ABA therapies. This approach has also developed
strategies of teaching receptive and more expressive language
skills to a JI, the individual who had a history of autism. Based
on the results of research by Lovaas and others, it has been

12. found that by using an intense therapy calling for repetitive
instruction, the child learned and was able to stop certain
behaviors. It was also found that the child could be
mainstreamed into a regular school class situation. Parents need
to understand there is an option for their autistic child, rather
than putting them into a special needs school. A home based
program is the only answer in helping these children to lead
better lives. (Smith, Tristram, Eikeseth, & Svein, March, 2011).
Conclusion
The studies on behavioral changes and curative outcomes are
suggestive of a definitive model for autism treatment which
evidently has proved material value for earlier interventions at
onset of autism. The literature review accord the study by
researchers such as Lovaas that offers an introduction of
systematic intervention to realize a receptive response. This
clears a research problem that has held and propelled the
thought of autism curative measures as being bound to end
result of supportive care. In the study, the preventive method of
early intervention builds a basis for receptiveness and learning
and language retention. The premises and foundation of these
findings set the benchmark of autism curative approaches with a
new perspective of procedural concerns. It is defined that
receptiveness comes before expressive stage can be achieved.
Through learning at an early creates a threshold for
receptiveness which in turn fosters expression. Thus, behavioral
analysis comes in handy a research tool in study of curative
measures especially autism cases (Smith, Tristram, Eikeseth, &
Svein, March, 2011).Works Cited
AI, P., & JE, C. (2011). A review of recommendations for
sequencing receptive and expressive language instruction.
National Center for Biotechnology Information, 2011.
Layne, C. M. (2007). Early Identification of Autism:
Implications for Counselors. Journal of Counseling &
Development, 2007.
MJ, F., MD, W., & JN, Y. (2012). Impact of treatment integrity
on intervention effectiveness. National Center for

13. Biotechnology Information, 2012.
MJ1, F., MD, W., & JN., Y. (2012). Impact of treatment
integrity on intervention effectiveness. National Center for
Biotechnology Information,2012.
Smith, Tristram, Eikeseth, & Svein. (March,2011). Pioneer of
Applied Behavior Analysis and Intervention for Children with
Autism. Academic Journal, 2011.