ABA 740
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| A feature of an event that can be measured is called a(n) | show 🗑
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| All of the following are measurable dimensional | show 🗑
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| show | Response latency
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| show | Magnitude
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| show | Time sampling
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| A procedure that can be used to measure a continuous behavior such as academic engagement is _____________________. | show 🗑
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| show | Raising hand in class
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| show | The behavior definitions are more precise
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| A teacher is interested in measuring the engagement of groups of students at certain times of the day. An appropriate measurement procedure for this would be | show 🗑
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| _________________ measurement facilitates data collection for interobserver agreement and treatment integrity. | show 🗑
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| show | Computer-assisted
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| Measurement is the process of applying qualitative labels to events. | show 🗑
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| show | True
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| show | True
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| The amount of time that elapses between two consecutive instances of a response class is called response latency. | show 🗑
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| show | True
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| show | Reliable
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| Measurement __________________ are data that give an unwarranted or misleading picture of the behavior because of the way measurement was conducted. | show 🗑
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| show | Human error
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| Observer _____________ is an unintended change in the way an observer uses a measurement system over the course of an investigation. | show 🗑
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| _______________ ____________________ is the degree to which two or more independent observers report the same observed values after measuring the same events. | show 🗑
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| Which is a false statement about the requirements of IOA? | show 🗑
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| show | Valid, accurate
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| Which of the following is not a factor that contributes to measurement error? | show 🗑
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| show | Naïve
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| __________________ ______ ___________________ between observers is the most common convention for reporting IOA in ABA. | show 🗑
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| Scored – interval IOA is recommended for behaviors that occur at relative _________frequencies; unscored – interval IOA is recommended for behaviors that occur at relative _____________frequencies. | show 🗑
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| show | True
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| Observers should not receive systematic training prior to data collection because training will cause observer bias. | show 🗑
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| show | False
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| show | True
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| show | False
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| Behavior change is considered a ________ and _______ process, therefore it is important to maintain direct and continuous contact with the behavior under investigation. | show 🗑
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| show | Graphs
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| The three fundamental properties of behavior illustrated on a graph include: | show 🗑
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| show | Judgmental aid
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| show | Line
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| Bar graphs sacrifice the presentation of the ____________ and ___________ in behavior. | show 🗑
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| On a cumulative record the steeper the slope, ____________ the response rate. | show 🗑
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| show | Proportional
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| show | Standard Celeration Chart
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| Precision teaching focuses on ________________ rather than the specific frequency of correct and incorrect responses. | show 🗑
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| Behavior analysts typically use _________________ ____________________ to interpret graphically displayed data | show 🗑
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| show | Level
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| show | Trend
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| show | False
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| show | True
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| show | False
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| Overall response rate refers to the average rate of response over a given time period. | show 🗑
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| show | True
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| show | Three-term contingency
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| A time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals (typically from 5 to 15 seconds). At the end of each interval, the observer records whether the target behavior occurred through | show 🗑
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| show | AB design
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| show | Dependent variable
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| The particular type and sequence of conditions in a study so that meaningful comparisons of the effects of the presence and absence (or different values) of the independent variable can be made. | show 🗑
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| show | Independent variable
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| show | Single-subject design
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| show | Applied behavior analysis
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| show | Replication
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| Occurs when the behavior that is measured is the same as the behavior that is the focus of the investigation. | show 🗑
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| show | Indirect measurement
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| An experimental design in which two or more conditions (one of which may be a no treatment control condition) are presented in rapidly alternating succession (e.g., on alternating sessions or days) independent of the level of responding; differences in re | show 🗑
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| show | B.F. Skinner
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| In changing criterion design each phase of the design provides a ______ for the following phase. | show 🗑
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| An experimental design used to evaluate the effects of treatment in a graduated or step-wise fashion for a single behavior. Uses prediction and replication to show experimental control. | show 🗑
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| show | Duration recording
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| An experiment has a high degree of _______ when the experiment shows convincingly that changes in behavior are a function of the independent variable and not the result of uncontrolled or unknown variables. | show 🗑
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| show | Latency
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| show | Momentary Time Sample
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| show | Partial interval recording
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| The extent to which a measurement procedure yields the same value when brought into repeated contact with the same state of nature. | show 🗑
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| show | ABAB Design
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| show | External validity
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| show | Functional Relationship
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| The specific behavior selected for change Objective, Clear, Complete | show 🗑
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| Experimental designs that combine multipe baselne, reversal, and/or alternating treatment tactics can also provide the basis for comparing the effects of two or more independent variables | show 🗑
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| show | reversal design
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| A situation that occurs when the level of responding observed in a previous phase cannot be reproduced even though the experimental conditions are the same as they were during the earlier phase | show 🗑
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| show | Multiple baseline design
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| Measuring behavior after it has occurred by measuring the effects that the behavior produced on the environment | show 🗑
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| Obtained by combining observation time with a tally of the number of occurrences of behavior. Ratio of count per observation time. | show 🗑
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| This design can be used to evaluate the effects of a treatment on the gradual or stepwise improvement of a behavior already in the subject’s repertoire. | show 🗑
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| The number of times a behavior occurs. Frequency is the dimension of measurement one should select when you wan to answer the question "How many times". | show 🗑
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| show | Intrasubject replication
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| show | Large Group research results
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| show | Probe
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| One group receives treatment and the other does not. | show 🗑
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