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Child’s Behavior in Time-Series Research Design

Design Description

Time-series research design is a prevalent method used for mathematical statistics. There are several different areas where time-series research can be found useful (Yadav & Toshniwal, 2011). In this particular situation, a time-series research design is applied within the framework of the educational environment. Even though there are numerous ways to apply the time-series research design, there are two key objectives that are characteristic of the current study. First, the researcher is partial to identify the premises as to why a particular situation took place or certain events occurred (Babbie, 2016).

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Therefore, it is crucial to analyze the incidence of such events/ occurrences and identify the nature of the discovered patterns. Second, the researcher expects to be able to estimate the possibility of upcoming events by investigating the revealed patterns and predicting variable values. The data that will be obtained throughout the research process will be described in detail.

After that, it is essential to interpret and integrate the obtained data into the framework of the current research (Senter, n.d.). Based on the findings, I will be able to make future predictions and draw rational conclusions concerning the impact that the services have on the child in terms of reducing the off-task behavior, physical aggression, and verbal aggression.

Graphical Representation

The graphical representation is based on the data obtained during the observations (see Figure 1). The data showed that there was no significant deviation in the results related to off-task behavior. On the contrary, the curve of the child’s aggressive behavior (both physical and verbal) went up during the recess. The values that were obtained throughout the math class and group activity showed no serious deviation from the norm.

Observation graph.
Figure 1. Observation graph.

Data Analysis

The data obtained during the three intervals is crucial as it helps the researcher to recognize the behavioral pattern of the child (Babbie, 2016). As expected, during the math class the child showed almost no signs of disobedience and bad behavior. This can be explained by the psychological factor and compliance with the organizational rules. Nonetheless, the closer we get to the recess, the higher goes the value of aggression. From this data, I can conclude that this particular child shows a high level of disobedience and is hyperactive. The level of aggression signifies the amount of damage that this child can do to the educational environment and her classmates. Therefore, it was crucial to identify if the services had a mitigating effect on the child and her surroundings.

The results of the study show that the services that the child receives have little effect on the child if we perceive it as a short-term solution. The deviation that has been identified during the three intervals (math class, recess, group activity) is caused by the dynamic changes in the child’s behavior, and the current strategy proved itself to be ineffective and should be reviewed further.

Nonetheless, I assume that the services that were provided during the experiment may serve as an effective tool on a long-term scale (Senter, n.d.). The key objective of the research was accomplished as I was able to identify the behavioral patterns inherent in the child and draw conclusions based on the findings. I have successfully implemented the time-series research design and obtained an extensive amount of explicit data that was further utilized to answer the research question.

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Babbie, E. (2016). The basics of social research (7th ed.). Belmont, CA: Cengage.

Senter, A. (n.d.). Time series analysis. Web.

Yadav, V., & Toshniwal, D. (2011). Graph based framework for time series prediction. Trends in Information Management, 7(2), 74–83.

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