Help
Options
Question
Involves the repeated and systematic presentation and removal of an Independent variable while measuring the dependent variable and holding all other variables constant
click to flip
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't know
Question
The primary goal in Systematic Manipulation is to demonstrate what between the independent and dependent variable
Remaining cards (136)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
BCaBA exam
Experimental Evaluation of Intervention and to Single Subject Design
| Question | Answer |
|---|---|
| Involves the repeated and systematic presentation and removal of an Independent variable while measuring the dependent variable and holding all other variables constant | Systematic Manipulation |
| The primary goal in Systematic Manipulation is to demonstrate what between the independent and dependent variable | Functional Relation |
| Functional Relation exists when changes in an antecedent or consequence stimulus class ________ alters the dimension of a response class | Consistently |
| The extent to which an analysis assures that the measured changes in behavior are due to manipulations and not due to uncontrolled extraneous variables | Internal Validity |
| External Validity is the extent to which the result are generalized to subjects, settings, behaviors. | External Validity |
| This threat to Internal Vailidy exists when the introduction of the independent variable coincides with other events in a person's life and those other events could have produced the effects | History |
| This threat to internal validity exists when natural developmental events or learning experiences may conicide with the introduction of the independent variable to produce the change | Maturation |
| This threat of internal validity occurs when changes in the dependent variable may have come about as a function of repeated exposure to the experimental arrangements | Testing (practice tests) |
| This threat of internal validity occurs when changes that reflect modifications in the measurement systems rather than the independent varibale | Instrumentation (judgement) |
| This threat of internal validity occurs when there is inadvertent, uncontrolled application to treatment to control conditions or control subjects | Diffusion of Treatment |
| Diffusion of treatment occurs when | a parent gets the child to practice the skill before the intervention is formally introduced |
| This threat to internal validity occurs when changes may have come about because baseline measurements were not representative of the natural state of events | Regression towards the mean |
| If unusual events took place on the inital testing day, and were not in place on subsequent days | Regression towards the mean |
| This threat to internal validity occurs when the assignment of subjects to groups may have been biased | Selection Bias |
| Refers when participants, who for various reasons are more prone to show greater improvements and as a result they are more likely to participate in the study | Self-Selection |
| In single case designs the participants serve as their own | Controls |
| This is threat of internal validity occurs when their is a loss of subjects over time which may influence the effects of the study | Attrition |
| Collecting data on the dependent variable for an extended period of time helps to rule out threats to | Internal Validity |
| If the dependent variable remains relatively _____ over time before the independent variable is introduced, the likelihood that the change can be attributed to the independent variable increases | Constant |
| The more ____ the effect, the stronger the case that the results were from intervention | Immediate |
| If the intervention affects _______ in the same manner than there is a stronger case that the intervention produced the change | Many subjects |
| Single case designs are also known as | Single subject designs, within subject design, intrasubject design, small n design |
| In both single subject and group designs the objective is to make valid inferences about the effect of an | independent variable (while ruling out variablies) |
| This involves the repeated and systematic presentation and removal of treatment and measurement of behavior while holding other factors constant. | Single Case Designs |
| This involves comparisions between individuals | Group Design |
| Each individual in a group design is exposed to ___ level of treatment | one |
| In group designs there are large number of subjects and few | observations |
| In single subject designs there are small number of subjects and multiple ________ observations | repeated |
| Group designs uses | Inferential Statistics |
| Single Subject Designs uses | Visual Data Analysis |
| In group designs, the independent varaible are assigned according to | Randomization and Matching designs |
| Single Subject Designs changes to the independent variable are made once the dependent variable has reached a | Steady State |
| Single Subject Designs are useful because they allow you to see | Patterns of behavior |
| Group designs may not yield anything about the performance of an | individual |
| Single subject designs lends itself better to the exploration of | idiosyncratic effects |
| Since participants serve as their own controls, single subject designs lend themselves better to | clincial investigation and treatment accountability |
| The initial assessmenet of the dependent variable prior to the introduction of the independent variable is called | baseline |
| This type of baseline provides infromation about the existing levels of problem behavior and serves as an indication whether or not intervention is necessary | Descriptive Function of Baseline |
| This type of basline predicts the future level of the target behavior in the absence of intervention | Predictive Basline |
| Just ____ during baseline can give insight to the relevant environmental events that can prompte treatment development | Observing |
| How many baseline measurements are needed | More is better [as long as necessary but as short as possible] |
| The longer the baseline the greater the | Predictive Power |
| Baseline data should be collected until there is | Stability |
| The length of baseline should be dictated by the | data |
| Movements in the analysis form one level or one kind of independent variable to the next level or kind of independent varibables are called | Phase Changes |
| Phase changes move toward the axis of what kind of design | AB design |
| AB design includes baseline data followed by | treatment |
| AB designs are generally | weak |
| Steady state is defined by these three things | Level, Stability and Trend |
| The behavior is high or low enough that you can detect a change | level |
| these levels of behaviors do not vary greatly from one measurement period to the next | stability |
| behavior is not already changing in the direction predicted for treatment | trend |
| In this type of design, following baseline the independent variable is introduced then withdrawn | Reversal or withdrawl design |
| An ABA design involves applying and removing an | independent variable |
| If intervention is immediately critical, analysis may begin with | Intervention |
| Withdrawl or reveral designs demonstrate the most | power for functional relations |
| A disadvantage of single case designs are | reversibility (some behaviors may not be reversible) and ethics |
| Reversal designs require | Time because stability is require in all phases |
| Reversal designs may be prone to | sequence effects |
| Why would you use single subject designs and systematic manipulations? | Provides reliable information for hypothessi, determine functional relations, have internal validity, and decrease the likelihood that ineffect or unnecessary procedures are used |
| This design first establishes 2 or more independent baselines. The IV is then seperately introduced in a staggered fashion in each baseline. When the behavior for the first behavior is stable, the independent variable is introduced on the second baseline. | Multiple Baseline Designs |
| In a Multiple Baseline design, experimental control is demonstrated by showing that behavior changes when and only when the IV is introduced in each baseline making what unlikely | extraneous variables |
| Multiple baseline designs can include | subjects, settings, behaviors |
| Multiple baseline designs are useful when | behaviors are not reversible, |
| How can you make the results of treamtment more convincing in a multiple baseline design | more baselines |
| More baselines lead to | internal and external validity |
| Longer time between baselines, the greater influence of extranous variables such as | maturation, diffusion of treatment, practice effects, history effects |
| Baselines can be combined into | clusters |
| Multiple baselines should not be used when the behaviors are | interdependent (changing the behavior in one baseline would effect another one) |
| In Multiple baseline designs the Independent variable must be | independent but functionally similar |
| In Multiple Baselines, intervene on the most | stable baseline |
| Non-concurrent multiple baseline is better known as a | delayed multiple baseline design (seperate baselines are taken but not conducted at the same time) |
| Non-concurrent multiple baseline designs permit greater | flexibility (all subjects need not be present) |
| Delayed multiple baseline design has greater | interpretive challenge especially if behaviors change on subsequent baselines but before the IV is introduced |
| Delayed multiple baseline design is not recommended across | behaviors or settings |
| Multiple probe technique intermittently mesaure probes taken rather than | continuous measurement of each baeline data collection |
| Advantages of a multiple probe technique is | avoides ritulistic gathering of baseline data, avoids threats like extended practice, easier to implement, useful when baselines are costly, |
| Disadvantage to multiple probe technique is that it may risk | stability |
| Describe a changing criterion design | The treatment phase is divided into subphaes, each involving a different behavioral criterion, each subphase more closely resembles the target behavior or goal |
| Experimental control is demonstrated in a changing criterion design when | performance matches the criteria |
| In a changing criterion design analyze the _____ to determine if it shows step wise changes as well as the percentage of data points that meet the criterion | mean shift |
| In a changing criterion design a ________ involves changing the criteria to a previous subphase and observe that levels of the behavior | bi-directional change |
| Bi-directional change helps to rule out | maturation and practice effects |
| In a changing criterion design there should be a minimum of __ criterion changes otherwise it is just an AB design | two |
| Small initial criterion changes maximize the probability of | success |
| Small changes for very ____ behavior and larger changes for very ____ behavior | stable, variable |
| In the changing criterion design all subjects can recieve treatment after | the same length of baseline |
| Changing criterion designs make it difficult to ___ behavior that does not closely match the criteria | interpret |
| Changing criterion designs require | time, effort and planning |
| Describe a multi-element / alternating treatment design | Characterized by rapid, sequential application and removal of one or more independent variable, it is repeated measurement of behavior while two conditions alter rapidly (every session is a different condition) |
| In a multi-element design each data point predicts future behavior in the | same condition |
| Experimental control is demonstrated when the behavior is appreciably and consistently different in one condition | relative to others |
| Multi-element treatment designs compare | 2 or more treatments and make rapid comparision of treatment to baseline or it compares to or more assessment conditions |
| Variations of multiple baselines include | no baseline, this variation often includes a baseline or control as one of the alternating conditions , also multi-element with baseline is preferable unless contradicted by the severity of the behavior, |
| The baseline plus a the final treatment phase permits | examination of multiple treatment interference |
| An advantange to a multi-element design is ideal for | comparisions of treatment while minimizing sequential effects which can occur in reversal designs |
| Multi-element designs minimizes these effects through | random alternation |
| Multi-element designs are useful for highly ____ behavior | variable behavior that fluctuates as a function of non-experimental variables |
| limitations of a multi-element design include | it is subject to multiple treatment, and it is difficult to determine if the effects on any one treatment would be different if it wasn't being simultaneously compared with eachother |
| The multi-element design does not work with those that have problems forming | discriminations as differences between conditions will appear as a function of how easily the conditions can be discriminated |
| To enhance discriminability when using a multi-element design, one can make | the independent variables different and reduce the number of conditions or use instructional control when appropriate |
| Multi-element designs is unsuitable for interventions that produce changes | slowly or require continuous implementation to produce effects |
| Multi-element designs may require | counter balancing |
| Design combinations involve the inclusion of features from two or more designs within the same experiment | Design combinations |
| Design combinations enhance | clarity |
| This involves gradually withdrawing teatment components to see if a behavior is maintained | Sequential withdrawl |
| This can be a fading process or can be a component analysis | Sequential Withdrawl |
| This is the systematic examination of the differential effects of a range of values of the independent variable a single independent variable | Parametric analysis |
| Parametic analysis is useful for | determining effective parametic values of consequences such as duration, magnitude |
| Probes are utilized in the assessment of behavior on occasions when ___ contingencies are in effect for the behavior | No |
| Probes are useful to evaluate whether treatment effects are evident before | treatment occurs |
| Probes allow us to know whether further ___ is needed | training |
| This type of design describe the differential effects produced by a combination of independent variables and their influence on eachother | Confounding design interactions |
| This can occur when subjects are exposted to multiple treatment and the conclusions reached about a particular treatment may be restricted to taht specific context | Multiple Treatment Interference |
| Sequence effects refer to the effct on a person's behavior in one condition that is influenced by the subject's experience in a ___ | previous condition |
| This type of effect refers to patterns of behavior established in one session and may inadvertently extend into a ___ | second session (even if variables are very different) |
| Type 1 error involves concluding that independent variable has produced the change in the dependent variable when it has ___ | Not |
| This error is concluding that the independent variable has not produced a change in the dependent variable when in fact it has | Type II |
| What attempts to minimize type 1 errors | visual analysis |
| The greater the ___ the more convincing the effects | mean shift |
| Ths looks at changes in the tendency for the data to increase and decrease over time | trend |
| How quickly does the behavior change once the IV is manipulated is called | latency to change |
| A ___ latency change involves more convincing effect | short |
| variability, phase duration, consitency of the effect in replication are all | Factors of single subject design |
| The examination of the acceptability or variability of a programmed intervention | Social Validity Assessment |
| This determines if the behavior after treatment is comparable to peers and whether the individual was brought to comparable parameters regarding relevant behavior | Social Comparison |
| Describe Procedureal Integrity Assessment | determines the extent to which the independent variables are implemented as dictated by the research plan |
| Procedural Integrity Assessment can be a major source of | confounding variables (inconsistencies among therapies , procedural drift) |
| Procedural Integrity can be measured like the | dependent variable (does the actual application fo the independent variable match the planned description) |
| To over come threats to procedural integrity one can | simplify the independent variable, provide adequate training and practice to those implementing the treatment, place direct contingencies on treatment fidelity |
| Summarize single case design | within subject, controls threat to internal validity, evaluate clients individually taking into account individual functionsal relations and threats, measurement must be continuous, repeated use of baselines, stability, four types of experimental design |
| Summarize ABA designs (withdrawl reversal) | Repeated removal and presentation of intervenion, begin on baseline phase best to end on treatment phase but don't have to, most powerful and straight forward and sometimes therapy is irreversible, ethical considerations for removal |
| Summarize Multiple Baseline | Apply the independent variables across behaviors and settings, baselines should be similiar, vary length of baselines, not as strong as reveral and time intensive, tests for generalization |
| Summarize Alternating treatment Designs | Rapid alternation of 2 or more therapies, stability is not required, stimulus conditions different for each condition = stimulus discrimination is needed |
| Summarized Changing criterion designs - WEAK | Initial baseline phase followed by treatment program, used for skill acquisition or shaping within topography, behavior conforms to citerion match law, target behavior must be in repertoire |
| Summarize Parametric Analysis | Analyze the parameters or value of one [reinforcement or punishment], magnitude, intensity, quantity, duration, temporal contiguity, spacial contiguity |
| Summarize component analysis | used to evaluate a treatment package by taking away and reintroduing one component at a time and measuring the behavior - do you need all the components? |
Created by:
krisbari