PLEASE SEE ATTACHMENTS 

A minimum of 100 words each and References Response (#1 – 3) KEEP RESPONSE WITH ANSWER EACH ANSWER NEED TO HAVE A SCHOLARY SOURCE with a Hyperlink

Make sure the Responses includes the Following: (a) an understanding of the weekly content as supported by a scholarly resource, (b) the provision of a probing question. (c) stay on topic

1. Increasing the generalization and external validity of the findings can be done by merging the results which are done in various ways. According to our eBook, there are five approaches to increase and verify the external validity of laboratory findings. One way that I found interesting was a naturalistic observation that can be used to confirm or add to previously obtained laboratory findings. This process of using laboratory research and naturalistic observation can be used in a complementary way (Myers & Hansen, 2012). Field Experiments meet the basic requirements of an experiment. During a field experiment, we can manipulate antecedent conditions. Once this is done, the experimenter can observe the results on dependent measures of behavior (Myers & Hansen, 2012).

2. Hope all is well with you and your family during this difficult time. Great post. We can increase internal validity by random assignment of participants to both the control group and the experimental group will get group equivalence. Group equivalence will increase internal validity. Using the double-blinded experiment will reduce both participant bias and experimenter bias. So that internal validity will be increased.

3. Internal validity also means that an experiment is internally valid when the effect of an extraneous variable (a variable not focused of the experiment that has not been mistaken for the effects of the independent variable), is free of confounding effects on the dependent variable and can be attributed solely to the experimental treatment (Myers & Hansen, 2012). Meanwhile, External validity is when an external experiment is externally valid if results can be extended to other situations accurately (Myers & Hansen, 2012), however, external validity is not an either/ or matter; it is a continuum of experiments that are more externally valid than others. The researcher can generalize results when an experiment has external validity through producing findings that are more universal or worldwide or widespread across data experiment than that of the actual; in by-passing specific details of the experiment (Myers & Hansen, 2012). Good response to the DQ; best wishes.

A minimum of 100 words QUESTION (# 4) ANSWER NEED TO HAVE A SCHOLARY SOURCE with a Hyperlink

4. why do you think external validity is important in research?

PLEASE SEE INTRACTION FOR NUMBER #5

5. Review at least two presentations from your colleagues. Provide critical feedback for your colleagues, include strengths and weaknesses you see in the proposed topic. Include any information for thoughtful reflection moving into the capstone course.

· Please see the 2 PowerPoint presentations attach

· Each presentation is a minimum of 100 words EACH

-PLEASE LEBAL POWDERPOINTS PERSENTATION AS 1 & 2 OR BY THEIR TITLE NAME

Autism Evaluations at Home

Proposed Problem Statement
According to the CDC 1 in 68 children in the U.S. will receive an autism spectrum disorder diagnosis (ASD). There is a vast distinction of cases in boys and girls with boys being 1 in 42 and girls 1 in 189 (Aggarwal & Angus, 2015). Autism spectrum disorder is a neurological condition that presents with social and communication deficiencies, restricted or repetitive behaviors, and sensory disorders (American Psychiatric Association, 2013). Children, in general, tend to change behavior pattern in an environment that is not familiar. Evaluations for ASD are typically conducted in an office or specialist environment that the child is unfamiliar with. This being the case, there have been missed and mis-diagnosis of ASD (Takara, Kondo, & Kuba, 2015). There are a few cases of an ASD diagnosis being removed from individuals, when they were later given a correct diagnosis of other psychological disorders like schizophrenia and bi-polar 1 or 2 disorder (Takara, Kondo, & Kuba, 2015).

Hypothesis
When a child is evaluated in an environment in which they are comfortable in, the diagnosis will be more accurate and therefore a more efficient therapy plan can be devised to enable the child to improve on all deficiencies. The home environment can present information about behavior at home and confirm parental concerns that are given through the parent questionnaire on the initial primary care appointment. School evaluations can present accurate information about social and communication deficiencies that may be of concern to parents and also may give an idea of other problems, such as dyslexia, that could cause some learning disabilities. This study seeks to provide a more accurate diagnosis of ASD and allow for more effective therapies to be provided.

Participants
This study will include 20 participants. Each participant will be aged 3-17 and have a previous autism diagnosis, with the evaluations having been conducted in the office of a therapist. Each individual participant may vary in severity of diagnosis and exhibited behavior. There will be five girls and five boys. For every age category, there will be one male and one female participant.

Design
This study will take place in two places and also utilize previous evaluations. Video cameras will be set up in multiple areas of the home, where the children interact with other family members. The researcher will have access to these videos on a daily basis. If the participant is of school age, the researcher will observe, through video or personal observation, the social behavior of the participant with their peers and instructors.

Points of Importance in Study
Observation at home to study behavior with siblings and parents.
Observation to see how the participant reacts to sensory manipulations.
Observation of communication and language skills.
Observation to routine.
Confirmation of parental questionnaire responses.
Observation of attention span in classroom setting.
Observation of interaction with peers and instructors in class.
Observation of accommodation effectiveness in classroom setting.

Breakdown of Statistics Used
Population
A population statistic will be appropriate to display the results of accuracy between male and female participants from both learning and home environments.
ANOVA
An ANOVA will be run to compare the results of the previous evaluation and the current evaluation. The accuracy of the previous evaluation will also be compared with the results of the current evaluation done through this study. The parent questionnaire accuracy will also be issued a numerical status for the observations the researcher has made.
Overall
The research must display all statistics for each of the following areas: behavior analysis, communication analysis, language analysis, social interaction, and sensory analysis.

Concerns of Study
Parents
Parents may cause a disruption to at home studies intentionally.
The parents may adjust routines, so that they can validate their claims.
School
Classroom setting that is not inclusive, may not allow for typical interaction with peers.
Accommodations made in the classroom are after a previous evaluation and may conflict with current results.
Results
Current results of evaluations at home may confound with the results of a previous evaluation and therefore change a diagnosis.
The parents may insists upon a diagnosis change if the results are not conclusive for ASD.

One Major Concern
When developing this study, a major concern developed that must be addressed. It has been studied and concluded that some children develop ASD characteristics as defense mechanism for abuse or bullying (Baudino, 2010). If abuse at home is suspected at any point during the study, that participant will not be included in the results and the proper measures will be taken to assist the participant. If bullying in any environment is suspected, the participant will be excluded from the results and it will be immediately reported to the proper authorities, being school authorities or others. The health of the participants will remain of the upmost importance throughout the entire study.

Final Comparison
Once each participant has been observed and the results compiled, there will then be a comparison of the previous evaluation results and the parent questionnaire to confirm or deny the claims made by the previous evaluation and the parents. This study does not seek to disclaim or discredit parents or other researchers and therapist in the medical field, but its purpose it to allow for a more productive, conclusive, and efficient evaluation to be conducted so that missed diagnoses and mis-diagnosis may be avoided.

Ways to Improve Conflict with Study
To keep the results from disrupting previous evaluation results, the results of the current study will not be released to the parents or doctor and the participants, parents, and physicians will all remain anonymous. With many studies that are conducted at home, the participants or others in the environment on a regular basis, may change their regular behavior to satisfy what they feel the researcher is searching for. With the study taking place for two weeks, this could eliminate that over a week by allowing the participants and others to become more comfortable and therefore acting in their natural behavior.

Future Studies
Future studies are recommended to conclude how an initial evaluation at home may produce results for an ASD diagnosis. It is also suggested that future studies include a distinction for other psychiatric disorders like schizophrenia, bi-polar disorder, and depression.

References
Takara, K., Kuado, T., Kuba, T. (2015). How and why is autism spectrum disorder misdiagnosed in adult patients?: from diagnostic problem to management for adjustment. Mental Health in Family Medicine.
Aggarwal, S., Angus, B. (2015). Misdiagnosis versus missed diagnosis: diagnosing autism spectrum disorder in adolescents. Australian Psychiatry.
Baudino, L. (2010). Autism spectrum disorder: A case of misdiagnosing. American Journal of Dance Therapy.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC.

Poor BODY IMAGE Perspective & EATING DISORDERS
https://www.bing.com

OUTLINE
INTRODUCTION
Problem statement
Hypothesis
Participants
Design
Method
results
Discussion
Ethical guidelines
REFERENCES

When a young lady looks at her body, what she see’s is important to her. A person with a positive body image will see herself as she truly is. She will feel comfortable and confident in her body shape and size. She will conduct herself as being satisfied and accepting of her body. On the other hand there are some who have a negative perspective of their body image. Body image concerns frequently begins at a young age and endure throughout life. When a young girl is about 6, she starts to express concerns about her weight and shape and 40-60% of elementary school girls (ages 6-12) are concerned about becoming too fat (NEDA, n.d.).

INTRODUCTION
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Problem statement

History shows that eating disorders are associated with straight, Caucasian females, but eating disorders affect people who are of different ethnic backgrounds, races. There is not a single factor that leads to eating disorders but can develop from a combination of behaviors that stem from biological, emotional, interpersonal, social and psychological factors (NEDA, n.d.).

There are many misconceptions about who eating disorders affect which would cause fewer diagnoses and treatment.

Eating disorders does not discriminate and is taking the lives of many females of different backgrounds.

There is a negative correlation between poor body image perception and eating disorders. Reducing negative risk factors such as body shaming, depression and self-esteem can help prevent eating disorders.

hypothesis
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Participants
The participants will consist of 20 females between the ages of 13-14. They will be randomly selected from a middle school of 7th and 8th graders. The participants will not use their names. They will be assigned numbers for confidentiality purposes.

Design
This study will use a correlational research design. This design will show the relationship between the two variables, poor body image and eating disorders.

Method
Since the females will be minors, their parent/guardian will fill out an Informed Consent Form.
A Debriefing Form will be given after the study.
During this research, females will be asked to complete a survey with questions about their eating habits, exercise habits and daily thoughts about herself. The questionnaire will measure her attitude towards her body image.

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I predict that this study will find that when a female has a poor body image perspective, it is linked to eating disorders
When a female has a positive body image, she will see herself differently, therefore, eating healthy.
RESULTS

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DISCUSSION
The study will survey 20 female participants ages 13-14 on poor body image perception and the link to eating disorders. Finding will support the hypothesis that is a negative correlation between poor body image perception and eating disorders are linked. A significant relationship between the two variables which was consistent with previous studies.

Ethical guidelines followed
Disposal of confidential surveys will be discarded properly – 6.02
The parent/guardian and the minor will be given an informed consent to research form that will include all details of the study – 8.02
The participants will be given a debriefing form at the conclusion of the study – 8.08
Results will be reported as received – 8.10

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REFERENCES
NEDA. (n.d.). What are eating disorders? Retrieved from nationaleatingdisorders.org
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