# LEARNING ACTIVITY 11.docx - LEARNING ACTIVITY 11 VISUAL...

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LEARNING ACTIVITY 11: VISUAL ANALYSIS 1 2 3 4 5 6 7 0 10 20 30 40 50 60 70 80 90 100 Disruptive Behavior Sessions Percentage of disruptive behavior Figure 1: ABAB design Visual Analysis for Graph 1: 1. The above graph is computer generated line graph. On the graph, we could see abscissa and x axis is equally scaled according to the number of sessions. It includes labels for x axis. Graph also includes ordinate (y axis). There is a label for y axis. Scale is appropriate. Since the data collected were in percentage. Tic marks are included for both x and y axis and they are labeled. Tic marks point outward and occur at equal intervals. Condition lines are solid and they are labeled appropriately. Everything is black in color. Data points are clearly visible. Data are connected and data path is seen clearly. In all phases there are enough data points. Graph includes all phases and all phases are labeled correctly. It includes a figure caption. Graph includes participant’s name and there is a label for behavior. 2. Research question: Does tootling intervention result in a decrease in the percentage of disruptive classroom behaviors for elementary school students. In the baseline phase, there is an increasing trend and enough data points. The stability of baseline allows us to predict the experiment. In treatment 1 phase we can see a 1