Assignment 1
Applied Single-Subject Project
Instructions:
Design and present a single-subject research study based on a case study. Students will define the dependent variable (based on the target problem behaviors) in measurable and observable terms, utilize an appropriate measurement system, and evaluate the effects of a treatment through graphing the data in an appropriate single-subject research design. Students will then assess the generalization of the treatment effects and evaluate the effectiveness of a strategy for promoting treatment generalization.
Please read the Case Study and use it to answer the questions below.
For your convenience, a PDF version of this assignment is provided.
(Case Study and PDF version of this assignment attached)
Part I: Treatment Effectiveness
- Identify the dependent variable being addressed in the case study. To do this, you should specify at least three specific target behaviors that are considered part of the overall response class (i.e., the set of responses that achieve the same function).
- Define each of the target behaviors in specific, observable, and measurable terms.
- Identify what measurement dimension of the overall dependent variable will be assessed (i.e., frequency, duration, latency, etc.) with what type of recording system (e.g., permanent product recording, event recording, interval recording, etc.). (Please refer to Table 7.2 on page 152 in your textbook by Mayer et al. (2022) for a chart of possible methods and reasons to use them.)
- Identify what single-subject design is being used to evaluate the effects of the intervention.
- Create a graph of the data during the four phases (see the table). (Table Attached) (You can refer to Exercise 2 to learn how to graph this type of single-subject design using Excel.)
- Examine your graph and state whether the intervention was effective.
- Explain your conclusion based on principles of visual analysis. Refer to the magnitude/level of performance, the trend in performance, and the variability in performance for the data in each phase.
Part II: Treatment Generalization
After the behavior analyst evaluated the effectiveness of the treatment, she wanted to fade the number of times John asked for breaks so that he would not miss as much classwork. She continued to collect data on the dependent variable while fading the number of allowed requests from 5 to 1.
She was also interested in knowing if the effects would generalize to the other two classrooms where John displayed disruptive behavior. She had asked the teachers of those classrooms to collect data on John’s disruptive behavior throughout the baseline and intervention implemented in Classroom 1.
The figures shows additional data on the disruptive behavior across all three Classrooms at the end of the second intervention phase of classroom 1, and during the phase when the number of break requests were faded down to only one. (Figures attached)
- When the behavior analyst had teachers collect data in all three classrooms throughout the study such that the data could be plotted on three graphs aligned vertically, what type of single-subject design was the behavior analyst using?
- The behavior analyst was interested in analyzing the presence or absence of change in the dependent variable in Classrooms 2 and 3 in order to evaluate what type of generalization?
- Based on the data in Classrooms 2 and 3 when the initial intervention and fading procedures were implemented in Classroom 1, did the treatment effects generalize to the other classrooms? How do you know?
The behavior analyst remembered that there are several suggested methods for planning ahead for generalization. One method relies on the use of “mediated stimuli” (stimuli that can be used for the response in both the training and generalization settings). (See the section entitled “Contrive a Mediating Stimulus,” pp. 743-744 in Cooper et al. (2020).)
The behavior analyst decided to create a mediating stimulus in the form of a “Break Card” that John would use to request his break during the intervention (instead of simply raising his hand). During the “Break Card” phase, he was given a card with the word “Break” to put on his desk. He was also provided with instructions to raise it up when he needed a 5-minute break to visit the calm corner, and he was allowed to do that one time during the class. A similar “Break Card” was placed on his desk in Classrooms 2 and 3 as a mediating stimulus, but John was not provided with any instructions on how he could use the card to ask for a break.
4. What (if any) effect did the break card and instructions in Classroom 1 (plus the presence of a break card in Classrooms 2 and 3 without instructions) have on the dependent variable in Classroom 2 and 3? How did behavior change or not change in each Classroom? Was generalization shown in Classrooms 2 and/or 3?
Next the behavior analyst decided to implement the Break Card treatment in Classroom 2. This meant that she provided specific instructions to John that he could use the break card on his desk in that classroom to ask for a break one time during the class.
5. What (if any) effect did the introduction of the break card phase (break card + instructions) in Classroom 2 have on the dependent variable in classroom 2 and classroom 3? Was generalization shown in Classroom 3?
6. Why do you think the behavior analyst did not implement the break card intervention (break card + instructions) in Classroom 3?
7. Write a summary statement to explain under what conditions generalization did and did not occur in this study.
8. Make a suggestion for future treatment based on what was learned about generalization in this study.
Please note: Your assignment should be submitted in a Word Document format using Times New Roman 12. The assignment must use APA format (See link to APA publication style in the course site resources.) Please include an appropriate heading on your paper and references to support methods or procedures used.
Please be sure to save your work using the naming convention:
Student last name, first name, ABA 504 Assignment 1
To view how you will be graded on this assignment, refer to the Grading Rubric. (Attached)
It is expected that your assignment submissions will conform to the American Psychological Association (APA) Style and Grammar Guidelines.
Assignment 1
Applied Single-Subject Project
Instructions: Design and present a single-subject research study based on a case study. Students will define the dependent variable (based on the target problem behaviors) in measurable and observable terms, utilize an appropriate measurement system, and evaluate the effects of a treatment through graphing the data in an appropriate single-subject research design. Students will then assess the generalization of the treatment effects and evaluate the effectiveness of a strategy for promoting treatment generalization.
Please read the Case Study and use it to answer the questions below. For your convenience, a PDF version of this assignment is provided. (Case Study and PDF version of this assignment attached)
Part I: Treatment Effectiveness
1. Identify the dependent variable being addressed in the case study. To do this, you should specify at least three specific target behaviors that are considered part of the overall response class (i.e., the set of responses that achieve the same function).
2. Define each of the target behaviors in specific, observable, and measurable terms.
3. Identify what measurement dimension of the overall dependent variable will be assessed (i.e., frequency, duration, latency, etc.) with what type of recording system (e.g., permanent product recording, event recording, interval recording, etc.). (Please refer to Table 7.2 on page 152 in your textbook by Mayer et al. (2022) for a chart of possible methods and reasons to use them.)
4. Identify what single-subject design is being used to evaluate the effects of the intervention.
5. Create a graph of the data during the four phases (see the table ). ( Table Attached) (You can refer to Exercise 2 to learn how to graph this type of single-subject design using Excel.)
6. Examine your graph and state whether the intervention was effective.
7. Explain your conclusion based on principles of visual analysis. Refer to the magnitude/level of performance, the trend in performance, and the variability in performance for the data in each phase.
Part II: Treatment Generalization
After the behavior analyst evaluated the effectiveness of the treatment, she wanted to fade the number of times John asked for breaks so that he would not miss as much classwork. She continued to collect data on the dependent variable while fading the number of allowed requests from 5 to 1.
She was also interested in knowing if the effects would generalize to the other two classrooms where John displayed disruptive behavior. She had asked the teachers of those classrooms to collect data on John’s disruptive behavior throughout the baseline and intervention implemented in Classroom 1.
The figures shows additional data on the disruptive behavior across all three Classrooms at the end of the second intervention phase of classroom 1, and during the phase when the number of break requests were faded down to only one. (Figures attached)
1. When the behavior analyst had teachers collect data in all three classrooms throughout the study such that the data could be plotted on three graphs aligned vertically, what type of single-subject design was the behavior analyst using?
2. The behavior analyst was interested in analyzing the presence or absence of change in the dependent variable in Classrooms 2 and 3 in order to evaluate what type of generalization?
3. Based on the data in Classrooms 2 and 3 when the initial intervention and fading procedures were implemented in Classroom 1, did the treatment effects generalize to the other classrooms? How do you know?
The behavior analyst remembered that there are several suggested methods for planning ahead for generalization. One method relies on the use of “mediated stimuli” (stimuli that can be used for the response in both the training and generalization settings). (See the section entitled “Contrive a Mediating Stimulus,” pp. 743-744 in Cooper et al. (2020).)
The behavior analyst decided to create a mediating stimulus in the form of a “Break Card” that John would use to request his break during the intervention (instead of simply raising his hand). During the “Break Card” phase, he was given a card with the word “Break” to put on his desk. He was also provided with instructions to raise it up when he needed a 5-minute break to visit the calm corner, and he was allowed to do that one time during the class. A similar “Break Card” was placed on his desk in Classrooms 2 and 3 as a mediating stimulus, but John was not provided with any instructions on how he could use the card to ask for a break.
4. What (if any) effect did the break card and instructions in Classroom 1 (plus the presence of a break card in Classrooms 2 and 3 without instructions) have on the dependent variable in Classroom 2 and 3? How did behavior change or not change in each Classroom? Was generalization shown in Classrooms 2 and/or 3?
Next the behavior analyst decided to implement the Break Card treatment in Classroom 2. This meant that she provided specific instructions to John that he could use the break card on his desk in that classroom to ask for a break one time during the class.
5. What (if any) effect did the introduction of the break card phase (break card + instructions) in Classroom 2 have on the dependent variable in classroom 2 and classroom 3? Was generalization shown in Classroom 3?
6. Why do you think the behavior analyst did not implement the break card intervention (break card + instructions) in Classroom 3?
7. Write a summary statement to explain under what conditions generalization did and did not occur in this study.
8. Make a suggestion for future treatment based on what was learned about generalization in this study.
Please note: Your assignment should be submitted in a Word Document format using Times New Roman 12. The assignment must use APA format (See link to APA publication style in the course site resources.) Please include an appropriate heading on your paper and references to support methods or procedures used.
Please be sure to save your work using the naming convention:
Student last name, first name, ABA 504 Assignment 1
To view how you will be graded on this assignment, refer to the Grading Rubric . (Attached)
It is expected that your assignment submissions will conform to the American Psychological Association (APA) Style and Grammar Guidelines .
,
ABA504 Assignment Table Days Baseline Intervention
(Break
Requests)
Baseline Intervention
(Break
Requests)
1 4
2 5
3 4
4 6
5 2
6 0
7 2
8 1
9 4
10 6
11 4
12 5
13 1
14 2
15 0
16 1
,
Please read the following case study and use it to answer the questions for the assignment.
John is a 12-year-old boy who has been diagnosed with Attention Deficit Hyperactivity Disorder
(ADHD). Sometimes when in class at school, John engages in disruptive behavior, particularly
when the teacher is asking questions that John does not know how to answer. This can happen
several times during the day (typically 4-5 times on average), and occurs in three of his classes
(math, language arts, and science).
John’s disruptive behaviors specifically include yelling profanities, kicking over his desk or the
desk of another student, and tipping over his chair such that it falls to the floor with him in it. All
of his classes are general education classes, and other students complain when John has one of
his outbursts. At times he has injured himself or another student as well.
After John engages in a disruptive behavior (as described above), his teachers typically tell him
to go sit in the “calm corner” where there are books to read. He is allowed to stay there for 5-10
minutes before he is required to resume working on his tasks.
A behavior analyst conducts a functional behavior assessment and determines that the function
of the disruptive behavior is escape from task demands. She collects baseline data on the
dependent variable and then implements an intervention that involves John being given access to
the calm corner based on requesting a break from his schoolwork (and NOT based on engaging
in disruptive behavior). At first, John is allowed to ask for a break up to 5 times a day in the class
where the intervention is introduced (Classroom 1). (Later this will be faded down to one time
per day.)
After collecting data for several sessions while the intervention is in place, the intervention is
removed such that John does not get access to the calm corner based on requesting a break, but
instead gains access as a result of his disruptive behavior (as in baseline). In the fourth phase of
the study, the intervention is reinstated and the effect on disruptive behavior is again measured.
,
ABA504 Assignment 1 Rubric
Part I: Treatment Effectiveness
1. Identify the dependent variable being addressed in the case study. To do this, you should specify at least three specific target behaviors that are considered part of the
overall response class (i.e., the set of responses that achieve the same function).
2. Define each of the target behaviors in specific, observable, and measurable terms.
3. Identify what measurement dimension of the overall dependent variable will be assessed (i.e., frequency, duration, latency, etc.) with what type of recording system (e.g.,
permanent product recording, event recording, interval recording, etc.). (Please refer to Table 7.2 on page 152 in your textbook by Mayer et al. (2022) for a chart of
possible methods and reasons to use them.)
4. Identify what single-subject design is being used to evaluate the effects of the intervention.
5. Create a graph of the data during the four phases (see the table). (You can refer to Exercise 2 to learn how to graph this type of single-subject design using Excel.)
6. Examine your graph and state whether the intervention was effective.
7. Explain your conclusion based on principles of visual analysis. Refer to the magnitude/level of performance, the trend in performance, and the variability in performance
for the data in each phase.
Part II: Treatment Generalization
1. When the behavior analyst had teachers collect data in all three classrooms throughout the study such that the data could be plotted on three graphs aligned vertically,
what type of single-subject design was the behavior analyst using?
2. The behavior analyst was interested in analyzing the presence or absence of change in the dependent variable in Classrooms 2 and 3 in order to evaluate what type of
generalization?
3. Based on the data in Classrooms 2 and 3 when the initial intervention and fading procedures were implemented in Classroom 1, did the treatment effects generalize to the
other classrooms? How do you know?
4. What (if any) effect did the break card and instructions in Classroom 1 (plus the presence of a break card in Classrooms 2 and 3 without instructions) have on the
dependent variable in Classroom 2 and 3? How did behavior change or not change in each Classroom? Was generalization shown in Classrooms 2 and/or 3?
5. What (if any) effect did the introduction of the break card phase (break card + instructions) in Classroom 2 have on the dependent variable in Classrooms 2 and 3? Was
generalization shown in Classroom 3?
6. Why do you think the behavior analyst did not implement the break card intervention (break card + instructions) in Classroom 3?
7. Write a summary statement to explain under what conditions generalization did and did not occur in this study.
8. Make a suggestion for future treatment based on what was learned about generalization in this study.
Grading item
Completely accurate
in content and
clearly articulated
Partially inaccurate
in content OR
somewhat unclear in
articulation
Partially inaccurate
in content AND
unclear in
articulation
Item is missing or
completely
inaccurate in
content
Total
Part I: Treatment Effects
1. Identify the overall dependent variable and
state at least three specific target behaviors
that make up the response class
4
(1 point per item)
1-3
(Based on # items)
1 0
2. Provide an operational definition of each
target behavior.
6
(2 points per item)
4
(Based on # items)
2
(Based on # items)
0
3. Identify what dimension of the dependent
variable will be measured.
5 3 1 0
4. Identify what type of recording system will
be used.
5 3 1 0
5. Identify what single-subject design is being
used.
5 3 1 0
6. Create a graph of the data.
10 7 4 0
7. Explain whether the intervention was
effective, referring to the level, trend, and
variability in each phase.
9 6 3 0
PART II: Generalization Effects
1. Identify the type of single-subject design
used when data were collected across three
classrooms.
5 3 1 0
2. Identify the type of generalization being
evaluated when looking at changes in
Classrooms 2 and 3 during the intervention
in Classroom 1.
5 3 1 0
3. Explain if the initial treatment effects of
requesting breaks generalized to
Classrooms 2 and 3.
5 3 1 0
4. Explain if the effects of the Break Card
intervention in Classroom 1 generalized to
classrooms 2 and 3.
5 3 1 0
5. Explain the effects of introducing the Break
Card intervention in Classroom 2 on the
dependent variable in Classrooms 2 and 3,
including whether generalization was
shown in Classroom 3.
5 3 1 0
6. Explain why the intervention was not
introduced to Classroom 3.
5 3 1 0
7. Explain under what conditions
generalization did and did not occur in this
study.
9 6 3 0
8. Suggest a future treatment based on what
was learned about generalization in the
study.
5 3 1 0
Overall Writing (clarity, APA style formatting)
12 8 4 0
Final Grade
,
Applied Single-Subject Project
Instructions:
Design and present a single-subject research study based on a case study. Students will define the
dependent variable (based on the target problem behaviors) in measurable and observable terms,
utilize an appropriate measurement system, and evaluate the effects of a treatment through
graphing the data in an appropriate single-subject research design. Students will then assess the
generalization of the treatment effects and evaluate the effectiveness of a strategy for promoting
treatment generalization.
Please read the following case study and use it to answer the questions below.
John is a 12-year-old boy who has been diagnosed with Attention Deficit Hyperactivity Disorder
(ADHD). Sometimes when in class at school, John engages in disruptive behavior, particularly
when the teacher is asking questions that John does not know how to answer. This can happen
several times during the day (typically 4-5 times on average), and occurs in three of his classes
(math, language arts, and science).
John’s disruptive behaviors specifically include yelling profanities, kicking over his desk or the
desk of another student, and tipping over his chair such that it falls to the floor with him in it. All
of his classes are general education classes, and other students complain when John has one of
his outbursts. At times he has injured himself or another student as well.
After John engages in a disruptive behavior (as described above), his teachers typically tell him
to go sit in the “calm corner” where there are books to read. He is allowed to stay there for 5-10
minutes before he is required to resume working on his tasks.
A behavior analyst conducts a functional behavior assessment and determines that the function
of the disruptive behavior is escape from task demands. She collects baseline data on the
dependent variable and then implements an intervention that involves John being given access to
the calm corner based on requesting a break from his schoolwork (and NOT based on engaging
in disruptive behavior). At first, John is allowed to ask for a break up to 5 times a day in the class
where the intervention is introduced (Classroom 1). (Later this will be faded down to one time
per day.)
After collecting data for several sessions while the intervention is in place, the intervention is
removed such that John does not get access to the calm corner based on requesting a break, but
instead gains access as a result of his disruptive behavior (as in baseline). In the fourth phase of
the study, the intervention is reinstated and the effect on disruptive behavior is again measured.
Part I: Treatment Effectiveness
1. Identify the dependent variable being addressed in the case study. To do this, you should
specify at least three specific target behaviors that are considered part of the overall response
class (i.e., the set of responses that achieve the same function).
2. Define each of the target behaviors in specific, observable, and measurable terms.
3. Identify what measurement dimension of the overall dependent variable will be assessed (i.e.,
frequency, duration, latency, etc.) with what type of recording system (e.g., permanent product
recording, event recording, interval recording, etc.). (Please refer to Table 7.2 on page 152 in your
textbook by Mayer et al. (2022) for a chart of possible methods and reasons to use them.)
4. Identify what single-subject design is being used to evaluate the effects of the intervention.
5. Create a graph of the data during the four phases (see table below). (You can refer to Exercise
2 from Course ABA504 to learn how to graph this type of single-subject design using Excel.)
6. Examine your graph and state whether the intervention was effective.
7. Explain your conclusion based on principles of visual analysis. Refer to the magnitude/level of
performance, the trend in performance, and the variability in performance for the data in each
phase.
Days Baseline Intervention
(Break Requests)
Baseline Intervention
(Break Requests)
1 4
2 5
3 4
4 6
5 2
6 0
7 2
8 1
9 4
10 6
11 4
12 5
13 1
14 2
15 0
16 1
Part II: Treatment Generalization
After the behavior analyst evaluated the effectiveness of the treatment, she wanted to fade the
number of times John asked for breaks so that he would not miss as much classwork. She
continued to collect data on the dependent variable while fading the number of allowed requests
from 5 to 1.
She was also interested in knowing if the effects would generalize to the other two classrooms
where John displayed disruptive behavior. She had asked the teachers of those classrooms to
collect data on John’s disruptive behavior throughout the baseline and intervention implemented
in Classroom 1.
The figure below shows additional data on the disruptive behavior across all three Classrooms at
the end of the second intervention phase of classroom 1, and during the phase when the number
of break requests were faded down to only one.
0
1
2
3
4
5
6
7
0 5 10 15 20 25 30
Fr eq
u en
cc y
o f
D is
ru p
ti ve
B eh
av io
rs
Day
Classroom 1
0
1
2
3
4
5
6
7
0 5 10 15 20 25 30
Fr eq
u en
cc y
o f
D is
ru p
ti ve
B eh
av io
rs
Day
Classroom 2
0
1
2
3
4
5
6
7
0 5 10 15 20 25 30
Fr eq
u en
cc y
o f
D is
ru p
ti ve
B eh
av io
rs
Day
Classroom 3
Break
Requests Fading Break Card
1) When the behavior analyst had teachers collect data in all three classrooms throughout
the study such that the data could be plotted on three graphs aligned vertically, what type
of single-subject design was the behavior analyst using?
2) The behavior analyst was interested in analyzing the presence or absence of change in the
dependent variable in Classrooms 2 and 3 in order to evaluate what type of
Read the instructions entirely. Download the template as it says in the instructions and use the Check Figures document as needed. In this assignment you'll only need to complete Sheet 2 (Schedules).
Sheet1
| Check Figures |
| Schedules |
| Schedule B |
July |
August |
September |
Cell E15 |
|
Cell E16 |
| Total collections |
$2,306,092 |
$2,598,660 |
$2,889,982 |
$929,200 |
|
$483,000 |
| Schedule D |
| COGS |
$1,693,812 |
$1,912,236 |
$2,160,524 |
| Total purchases |
$1,822,548 |
$2,058,420 |
$2,233,400 |
| Schedule E |
| Total Payments |
$1,790,611 |
$1,928,690 |
$2,137,161 |
| Projected Income statements |
| Net Income before Taxes |
$126,606 |
$161,652 |
$202,747 |
| Projected Balance Seet |
September |
| Cash & Equivalents |
$30,000 |
| Accounts Receivable |
$2,778,354 |
| Inventory |
$1,360,656 |
| Fixed Assets, net of depreciation |
$1,522,000 |
| Total Assets |
$5,697,510 |
| Accounts Payable |
$1,228,370 |
| Projected SCF |
July |
August |
September |
| Cash excess (deficit) |
-$204,217 |
-$81,723 |
-$132,062 |
,
EXCEL PROJECT: FINANCIAL PLANNING AND MODELING CASE
(100 points)
GENERAL INSTRUCTIONS: READ THIS ENTIRE ASSIGNMENT CAREFULLY BEFORE STARTING YOUR WORK. Failure to follow the instructions will result in point deductions. Late Projects will be subject to a 10 point for each day (or a fraction of a day) and will not be accepted after the third day following the deadline.
Download all files from the Canvas course page, including the accompanying excel template, and save
them. DO NOT COPY AND PASTE THE EXCEL TEMPLATE INTO A NEW WORKBOOK AND DO NOT WORK THROUGH THE WEB BROWSER. Use formulas in all spreadsheet cells and reference given data cells as necessary. You will NOT earn credit for ENTERING HARDCODED VALUES. BE SURE TO REGULARLY SAVE YOUR WORK. Excuses about lost work will not be accepted. Maintain a second (backup) copy of your file as well.
PROJECT OBJECTIVES
The project requires you to complete an Excel-based financial model template. Such models are extensively used in business planning, decision-making, and for obtaining business financing., making but also emphasizes critical thinking and general business skills. Specifically, the case has the following objectives: (1) to obtain experience using Excel within a planning and decision context; (2) to integrate a range of managerial and financial accounting concepts; and (3) to reinforce financial statement relationships through linking projected financial statements.
You will complete a financial planning model that is derived from a set of assumptions and link together statements of projected cash, income and balance sheets that articulate. An Excel template, which is available for downloading, is structured with a separate worksheet (or tab) for each of the following sections: Sheet (1) Assumptions; Sheet (2) Supporting Schedules; Sheet (3) Projected Income Statement and Balance Sheet; and Sheet (4) Projected Cash Flow.
Sheet (2) provides supporting schedules for detailed computations, which in turn links to the projected income statements and balance sheet contained within Sheet (3), along with projected cash flow in Sheet (4).
To work correctly, all cells of your model should be linked together via formulas, or cell references, across all worksheets. (A 5th sheet labeled, Graph contains data to produce a cost-volume-profit graph from current period, baseline information. You should use the ChartWizard in Excel to create the graph. The Excel template already contains the key assumptions as well as some formulas.
Within a real-life practice situation, you would need to independently develop and obtain support for the necessary assumptions that have been provided to you. In Part I of the Excel case, you should complete the model formulas and linkages to Sheets (2), (3) and (4
To accomplish this, the financial model must articulate (i.e., interconnect, or link) across all schedules and statements. Thus, a change in assumption should flow through and automatically update all related schedules in Sheet (2) and projected statements in Sheets (3) and (4). This requires entering formulas within the cells to calculate the required values, rather than hardcoding values into the cells.
OUT-WEST PRODUCTS, INC. CASE
You’re Hired!
Cynthia Valley formed Out-West Products, Inc. (OWP) in 2020 when she obtained an exclusive franchise to nationally distribute a pen-based input device that provides effortless communication with standard personal computers. Recent high sales growth of the base model pen-based input device (PID-B), along with expected sales growth for a new premium model (PID-P), requires adding new management team members. The Company hires you as a management trainee to assume direct responsibility for financial planning activities. Your first assignment is to prepare a financial plan for the next three months, starting July 1.
CASH COOLECTION PATTERN is as follows:
35% of a month’s sales are collected by month-end. An additional 40% is collected in the month following, and the remaining 25% is collected in the second month following sale. Thus far bad debts have been negligible.
Since OWP’s policy is to never stock out of its pen-based input devices (PIDs), and potentially forfeit market share to competitors, the Company maintains fairly high inventory levels.
Therefore, desired ending inventories are equal to 60% of the next month’s sales in units.
Prior to June, OWP sold only the basic model PID-B at a price of $230 per unit. The PID-B costs OutWest Products $155 each from the manufacturer and it pays for purchases as follows:
CASH Disbursements PATTERN is as follows:
45% in the month of purchase and the remaining 55% the following month.
The company’s monthly operating expenses (organized by cost behavior) are also provided in the Assumptions Sheet of the excel template. All operating expenses are paid during the month, in cash, with the exception of depreciation and insurance expenses.
New fixed assets, including personal computers and office furniture, will be purchased during September for $90,000 cash. Ignore depreciation for these newly acquired since they are insignificant. The Company declares dividends of $25,000 each quarter, payable in the first month of the following quarter.
OWP’s actual balance sheet at June 30, 2020 is provided at the end of the template’s Assumptions Sheet.
However, the Company also desires a minimum ending cash balance each month of $30,000 to meet regular operating expenses. Assume borrowings occur at the beginning of the period. To further simplify, assume no tax consequences.
REQUIRED:
Financial Planning Model (100 Points)
Download the Excel template from your Blackboard course page – DO NOT MODIFY THE FORMAT OF THE TEMPLATE. Save the file and do not attempt to complete the template directly from the course page and do not copy and paste sheets into a new workbook. Case assumptions have already been provided in the template’s assumptions sheet. If necessary, it may be helpful to review Chapter 3 (CVP Analysis) and Chapter 6 (Budgeting) in your textbook prior to beginning the project. Be sure to regularly save your work as you complete the model. Remember that you must use formulas so that any changes in input data automatically update your model. Otherwise, your model will not work adequately and you will lose points. First, complete the sheets of the Excel template, as indicated below.
Complete Sheet 2 (Schedules)
1) Sales and merchandise purchase plans with supporting schedules. (40 points)
a) A sales plan by month and in total – including a schedule of projected cash collections from sales
and accounts receivable, by month and in total.
b) A purchases plan in units and in dollars, including a schedule of projected cash payments for
purchases, by month and in total.
[Note: The cost of inventory on hand is released to cost of goods sold before costs for the purchase of additional units (i.e., use a FIFO cost flow assumption for all months).]
Complete Sheet 3 (Inc. St. and Bal. Sheet)
2) Projected contribution format income statements by month and in total. (20 points)
3) Projected balance sheet for the quarter as of September30. (20 points)
Complete Sheet 4 (Statements of Cash Flow)
4) Projected statements of cash by month and in total – internal budget format. (15 points)
Graph ( 5 points)
Use the data in the Graph worksheet to create a cost-volume-profit graph.
Highlight the cells A13:H16. Click insert and Select a line chart type for the CVP graph (your choice of style).
Be sure that your graph closely resembles a standard CVP graph or points will not be awarded .
1
1
1
What is the difference between qualitative and quantitative research methods? Give an example of each.
Submission Instructions:
- Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
Week 3 Project – Chi-Square
This assignment focuses on categorical data, and two of the statistics most often used to test hypotheses about categorical data are odds ratios (ORs) and the chi-square. A chi-square is calculated first to identify if two categorical variables are associated with each other, and if they are then an odds ratio is often calculated. The disease-OR refers to the odds in favor of disease in the exposed group divided by the odds in favor of the unexposed group. Chi-square statistics measure the difference between the observed counts and the corresponding expected counts. The expected counts are hypothetical counts that would occur if the null hypothesis were true.
Part 2: Chi-Square
Bain, Willett, Hennekens, Rosner, Belanger, and Speizer (1981) conducted a study of the association between current postmenopausal hormone use and risk of nonfatal myocardial infarction (MI), in which 88 women reporting a diagnosis of MI and 1,873 healthy control subjects were identified from a large population of married female registered nurses aged thirty to fifty-five years. There were 32 women who currently used hormones and had a diagnosis of MI and 56 women reporting a MI and never used hormones. Of the women controls (women who did not report a MI) 825 currently use hormones and 1,048 never used hormones. To test the hypothesis that there is no association between use of postmenopausal hormones and risk of MI, chi-square statistics need to be calculated in SPSS using a 0.05 level of significance. The SPSS data are provided in the link below. The SPSS dataset consists of two variables:
Click here to access the SPSS data.
Reference:
Bain, C., Willett, W., Hennekens, C. H., Rosner, B., Belanger, C., & Speizer,
F. E. (1981). Use of postmenopausal hormones and risk of myocardial infarction. Circulation, 64(1), 42–46.
Refer to following video on how perform a Chi-square analysis. https://www.youtube.com/watch?v=ysn-YL9bLdo
Using SPSS, download the data, perform appropriate procedures, and provide calculations.
In addition, in a Microsoft Word document, provide a written conclusion and interpretation of your results in APA format.
Week 3 Project – Chi-Square
This assignment focuses on categorical data, and two of the statistics most often used to test hypotheses about categorical data are odds ratios (ORs) and the chi-square. A chi-square is calculated first to identify if two categorical variables are associated with each other, and if they are then an odds ratio is often calculated. The disease-OR refers to the odds in favor of disease in the exposed group divided by the odds in favor of the unexposed group. Chi-square statistics measure the difference between the observed counts and the corresponding expected counts. The expected counts are hypothetical counts that would occur if the null hypothesis were true.
Part 2: Chi-Square
Bain, Willett, Hennekens, Rosner, Belanger, and Speizer (1981) conducted a study of the association between current postmenopausal hormone use and risk of nonfatal myocardial infarction (MI), in which 88 women reporting a diagnosis of MI and 1,873 healthy control subjects were identified from a large population of married female registered nurses aged thirty to fifty-five years. There were 32 women who currently used hormones and had a diagnosis of MI and 56 women reporting a MI and never used hormones. Of the women controls (women who did not report a MI) 825 currently use hormones and 1,048 never used hormones. To test the hypothesis that there is no association between use of postmenopausal hormones and risk of MI, chi-square statistics need to be calculated in SPSS using a 0.05 level of significance. The SPSS data are provided in the link below. The SPSS dataset consists of two variables:
Click here to access the SPSS data.
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SPSS Dataset Variables
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Name
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Label of Variable
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Values
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Group Association
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Group
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1. Control
2. Case
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Use
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Hormone Use
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1. Currently Use
2. Never use
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Reference: Bain, C., Willett, W., Hennekens, C. H., Rosner, B., Belanger, C., & Speizer,
F. E. (1981). Use of postmenopausal hormones and risk of myocardial infarction. Circulation, 64(1), 42–46.
Refer to following video on how perform a Chi-square analysis.
Using SPSS, download the data, perform appropriate procedures, and provide calculations.
In addition, in a Microsoft Word document, provide a written conclusion and interpretation of your results in APA format.
Submission Details:
· Name your SPSS output file SU_PHE5020_W3_A2c_LastName_FirstInitial.mtw.
· Name your document SU_PHE5020_W3_A2d_LastName_FirstInitial.doc.
