Question

Identify 10 APA errors in this written document.

Behavior Modification: An Alternative to Drug Therapy in Treating Hyperactive Children ABSTRACT
The purpose of this study is to determine whether application of behavior modification methods can be an effective and safe alternative to amphetamine therapy in the treatment of hyperactive school children. Sixty elementary age school children who were identified as hyperactive were randomly assigned to one of three treatment groups. It was concluded that additional research is needed to determine the generalize ability of the findings to larger groups and to non-special education classes.

In recent years, the use of amphetamines in treating hperactive children, has caused much controversy and concern. According to some researchers, an estimated 400,000 hyperactive school children are presently being treated with these drugs. Much of the public’s concern has to do with the way in which children are diagnosed. Many children, for example, are being treated with amphetamines solely on the recommendations of school authoritys. Despite the fact that many teachers mistake the normal restlessness of childhood for hyperkinesis. Anohter cause for concern stems from a lack of follow-up studies on the long-term affects of amphetamines.

As an alternative to drug therapy, researchers have begun to focus on behavior modification techniques that are believed to be more safer and more effective over time (Strong, 1974). Strong (1974) conducted a two-year study with an autistic boy and found thast positive reinforcement was significantly more effective than drug therapy in reducing facial grimacing. In another study, this same researcher found token reinforcement to be more effective then medication in increasing adaptive behavior in retarded women.

Behavior modification techniques have also been studied in classroom settings. Smith (1969), for example, was able to reduce ina ppropriate classroom behavior of a ten-year old hyperactive girl by using these techniques. In another study, Nixon (1969) tested the effects of behavior modification in increasing the “on-task performance” of 24 boys who had been diagnosed as hyperactive by there teachers. In the Nixon (1969) study, their was four treatment groups which consisted of various reinforcement techniques and control. Results of a one-way analysis of variance indicated no significant differences between the groups. Although it was reported that some
of the children in each gorup made great improvement in staying on task in learning situations. The Nixon study, however, contained possible sources of error: (1) treatment groups only contained 6 subjects each; (2) there were only 8 treatment sessions;
(3) no instruments were used to evaluate children’s performance; and (4) the children knew they were participating in a study.Widespread use of amphetamines in treating hyperactive children may be a dangerous practice. Moreover, behavior modification techniques have shown to be just as effective in reducing hperactive behavior in children in certain settings.
The sample group for this study will be selected from the population of North Side Educational Center for behaviorally disturbed, elementary-age children. Those children who were diagnosed as “hyperactive” or “hyperkinetic” by the school’s psychologist were cosnidered the population. The stratified random sampling method is to be used to insure that children ages 6 through 12 were represented in the study.

Answer 1

APA errors include:

Grammatical errors, formatting errors, punctuation errors, in-text citation errors, incorrect header, the in-text citation which do not match referencing, incorrectly done quoting etcetera.

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Below is the document, boldening the errors:

Behavior Modification: An Alternative to Drug Therapy in Treating Hyperactive Children ABSTRACT
The purpose of this study is to determine whether application of behavior modification methods can be an effective and safe alternative to amphetamine therapy in the treatment of hyperactive school children. Sixty elementary age school children who were identified as hyperactive were randomly assigned to one of three treatment groups. It was concluded that additional research is needed to determine the generalize ability of the findings to larger groups and to non-special education classes.

In recent years, the use of amphetamines in treating hperactive children, has caused much controversy and concern. According to some researchers, an estimated 400,000 hyperactive school children are presently being treated with these drugs. Much of the public’s concern has to do with the way in which children are diagnosed. Many children, for example, are being treated with amphetamines solely on the recommendations of school authoritys. Despite the fact that many teachers mistake the normal restlessness of childhood for hyperkinesis. Anohter cause for concern stems from a lack of follow-up studies on the long-term affects of amphetamines.

As an alternative to drug therapy, researchers have begun to focus on behavior modification techniques that are believed to be more safer and more effective over time (Strong, 1974). Strong (1974) conducted a two-year study with an autistic boy and found thast positive reinforcement was significantly more effective than drug therapy in reducing facial grimacing. In another study, this same researcher found token reinforcement to be more effective then medication in increasing adaptive behavior in retarded women.

Behavior modification techniques have also been studied in classroom settings. Smith (1969), for example, was able to reduce ina ppropriate classroom behavior of a ten-year old hyperactive girl by using these techniques. In another study, Nixon (1969) tested the effects of behavior modification in increasing the “on-task performance” of 24 boys who had been diagnosed as hyperactive by there teachers. In the Nixon (1969) study, their was four treatment groups which consisted of various reinforcement techniques and control. Results of a one-way analysis of variance indicated no significant differences between the groups. Although it was reported that some
of the children in each gorup made great improvement in staying on task in learning situations. The Nixon study, however, contained possible sources of error: (1) treatment groups only contained 6 subjects each; (2) there were only 8 treatment sessions;
(3) no instruments were used to evaluate children’s performance; and (4) the children knew they were participating in a study.Widespread use of amphetamines in treating hyperactive children may be a dangerous practice. Moreover, behavior modification techniques have shown to be just as effective in reducing hperactive behavior in children in certain settings.
The sample group for this study will be selected from the population of North Side Educational Center for behaviorally disturbed, elementary-age children. Those children who were diagnosed as “hyperactive” or “hyperkinetic” by the school’s psychologist were cosnidered the population. The stratified random sampling method is to be used to insure that children ages 6 through 12 were represented in the study.

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Behavior Modification: An Alternative to Drug Therapy in Treating Hyperactive Children

ABSTRACT:
The purpose of this study is to determine whether the application of behavior modification methods can be an effective and safe alternative to amphetamine therapy in the treatment of hyperactive school children. Sixty elementary age school children who were identified as hyperactive were randomly assigned to one of three treatment groups. It was concluded that additional research is needed to determine the generalize ability of the findings to larger groups and to non-special education classes.

In recent years, the use of amphetamines in treating hyperactive children has caused much controversy and concern. According to some researchers, an estimated 400,000 hyperactive school children are presently being treated with these drugs. Much of the public’s concern has to do with the way in which children are diagnosed. Many children, for example, are being treated with amphetamines solely on the recommendations of school authorities. Despite the fact that many teachers mistake the normal restlessness of childhood for hyperkinesis. Another cause for concern stems from a lack of follow-up studies on the long-term effects of amphetamines.

As an alternative to drug therapy, researchers have begun to focus on behavior modification techniques that are believed to be safer and more effective over time (Strong, 1974). Strong (1974) conducted a two-year study with an autistic boy and found that positive reinforcement was significantly more effective than drug therapy in reducing facial grimacing. In another study, this same researcher found token reinforcement to be more effective than medication in increasing adaptive behavior in retarded women.

Behavior modification techniques have also been studied in classroom settings. Smith (1969), for example, was able to reduce inappropriate classroom behavior of a ten-year-old hyperactive girl by using these techniques. In another study, Nixon (1969) tested the effects of behavior modification in increasing the “on-task performance” of 24 boys who had been diagnosed as hyperactive by there teachers. In the Nixon (1969) study, there were four treatment groups that consisted of various reinforcement techniques and control. Results of a one-way analysis of variance indicated no significant differences between the groups. Although it was reported that some
of the children in each group made great improvement in staying on task in learning situations.

The Nixon study, however, contained possible sources of error:

(1) treatment groups only contained 6 subjects each;

(2) there were only 8 treatment sessions;

(3) no instruments were used to evaluate children’s performance; and

(4) the children knew they were participating in a study.

Widespread use of amphetamines in treating hyperactive children may be a dangerous practice. Moreover, behavior modification techniques have shown to be just as effective in reducing hyperactive behavior in children in certain settings.

The sample group for this study will be selected from the population of North Side Educational Center for behaviorally disturbed, elementary-age children. Those children who were diagnosed as “hyperactive” or “hyperkinetic” by the school’s psychologist were considered the population. The stratified random sampling method is to be used to ensure that children ages 6 through 12 were represented in the study.

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The above is the error corrections in the document.