ABA 740
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| A feature of an event that can be measured is called a(n) | show 🗑
|
||||
| All of the following are measurable dimensional | show 🗑
|
||||
| If you are interested in amount of time it takes a student to begin a task after the teacher has given an instruction you would measure _________________. | show 🗑
|
||||
| The force or intensity of a behavioral response is called | show 🗑
|
||||
| show | Time sampling
🗑
|
||||
| A procedure that can be used to measure a continuous behavior such as academic engagement is _____________________. | show 🗑
|
||||
| All of the following behaviors could be assessed using natural permanent product measurement except: | show 🗑
|
||||
| Permanent product measurement may be more accurate, complete, and continuous for all of the following reasons except: | show 🗑
|
||||
| show | Planned activity check
🗑
|
||||
| _________________ measurement facilitates data collection for interobserver agreement and treatment integrity. | show 🗑
|
||||
| A procedure that allows for the simultaneously recording of multiple behaviors across multiple dimensions is called ______________. | show 🗑
|
||||
| Measurement is the process of applying qualitative labels to events. | show 🗑
|
||||
| The number of response opportunities needed to achieve a predetermined level of performance is called trials-to-criterion. | show 🗑
|
||||
| A feature of data that appears to exist because of the way the data is measured or examined is called an artifact. | show 🗑
|
||||
| The amount of time that elapses between two consecutive instances of a response class is called response latency. | show 🗑
|
||||
| show | True
🗑
|
||||
| show | Reliable
🗑
|
||||
| show | Artifacts
🗑
|
||||
| show | Human error
🗑
|
||||
| show | Drift
🗑
|
||||
| _______________ ____________________ is the degree to which two or more independent observers report the same observed values after measuring the same events. | show 🗑
|
||||
| Which is a false statement about the requirements of IOA? | show 🗑
|
||||
| Measurement that is _____________ , ________________, and reliable yields the most trustworthy and useful data for science and science-based practices | show 🗑
|
||||
| Which of the following is not a factor that contributes to measurement error? | show 🗑
|
||||
| Measurement bias caused by observer expectations can be avoided by using _______ observers. | show 🗑
|
||||
| show | Percentage of Agreement
🗑
|
||||
| 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 🗑
|
||||
| show | True
🗑
|
||||
| show | False
🗑
|
||||
| show | False
🗑
|
||||
| True values for some behaviors (e.g., compliance) are difficult because the process for determining true value must be different from the measurement procedures used to obtain the data one wishes to compare to the true value. | show 🗑
|
||||
| show | False
🗑
|
||||
| show | Dynamic, on-going
🗑
|
||||
| _____________ are relatively simple formats for visually displaying relationships among and between a series of measurements and relevant variables. | show 🗑
|
||||
| show | Level, trend, variability
🗑
|
||||
| show | Judgmental aid
🗑
|
||||
| show | Line
🗑
|
||||
| show | Variability, trends
🗑
|
||||
| On a cumulative record the steeper the slope, ____________ the response rate. | show 🗑
|
||||
| Logarithmic scales are well suited to display and communicate ______________________ change. | show 🗑
|
||||
| show | Standard Celeration Chart
🗑
|
||||
| show | Celeration
🗑
|
||||
| show | Visual analysis
🗑
|
||||
| show | Level
🗑
|
||||
| show | Trend
🗑
|
||||
| Graphs are not considered an effective source of feedback to the person whose behavior change is represented. | show 🗑
|
||||
| A cumulative record should be used if the target behavior can only occur once per measurement period. | show 🗑
|
||||
| You should always connect data points on a line graph, even if there is a condition change line. | show 🗑
|
||||
| Overall response rate refers to the average rate of response over a given time period. | show 🗑
|
||||
| If you believe the data on a graph are distorted by the scaling of the axes you should re-plot the data on a new graph before continuing with visual analysis. | show 🗑
|
||||
| show | Three-term contingency
🗑
|
||||
| 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 🗑
|
||||
| show | AB design
🗑
|
||||
| The variable in an experiment measured to determine if it changes as a result of manipulations of the independent variable; in applied behavior analysis, it represents some measure of a socially significant behavior. (See target behavior; compare with ind | show 🗑
|
||||
| show | Experimental design
🗑
|
||||
| show | Independent variable
🗑
|
||||
| A wide variety of research designs that use a form of experimental reasoning called baseline logic to demonstrate the effects of the independent variable on the behavior of individual subjects. Can be considered the most frequently used design in behavio | show 🗑
|
||||
| show | Applied behavior analysis
🗑
|
||||
| show | Replication
🗑
|
||||
| Occurs when the behavior that is measured is the same as the behavior that is the focus of the investigation. | show 🗑
|
||||
| Occurs when the behavior that is measured is in some way different from the behavior of interest; considered less valid than direct measurement because inferences about the relation between the data obtained and the actual behavior of interest are require | show 🗑
|
||||
| show | Alternating treatments design
🗑
|
||||
| show | B.F. Skinner
🗑
|
||||
| In changing criterion design each phase of the design provides a ______ for the following phase. | show 🗑
|
||||
| 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 🗑
|
||||
| show | Duration recording
🗑
|
||||
| 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 🗑
|
||||
| show | Latency
🗑
|
||||
| show | Momentary Time Sample
🗑
|
||||
| show | Partial interval recording
🗑
|
||||
| The extent to which a measurement procedure yields the same value when brought into repeated contact with the same state of nature. | show 🗑
|
||||
| show | ABAB Design
🗑
|
||||
| The degree to which a study's findings have generality to other subjects, settings, and/or behaviors. | show 🗑
|
||||
| A relationship in which one variable changes systematically according to the value of another. Generalization The spread of effect from a particular stimulus to other stimuli that share common elements. | show 🗑
|
||||
| The specific behavior selected for change Objective, Clear, Complete | show 🗑
|
||||
| show | Component Analysis
🗑
|
||||
| Any experimental design in which the researcher attempts to verify the effect of the independent variable by "reversing" responding to a level obtained in a previous condition | show 🗑
|
||||
| show | Irreversibility
🗑
|
||||
| An experimental design that begins with the concurrent measurement of two or more behaviors in a baseline condition, followed by the application of the treatment variable to one of the behaviors while baseline conditions remain in effect for the other beh | show 🗑
|
||||
| Measuring behavior after it has occurred by measuring the effects that the behavior produced on the environment | show 🗑
|
||||
| Obtained by combining observation time with a tally of the number of occurrences of behavior. Ratio of count per observation time. | show 🗑
|
||||
| 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 🗑
|
||||
| show | Frequency
🗑
|
||||
| show | Intrasubject replication
🗑
|
||||
| show | Large Group research results
🗑
|
||||
| show | Probe
🗑
|
||||
| show | Group Design
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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
Created by:
npere18
Popular Psychology sets