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BEHP5012 UNITS 1-9 > BEHP5012 UNITS 1-9 > Flashcards

BEHP5012 UNITS 1-9 Flashcards

1
Q

An environmental variable that alters the reinforcing or punishing effectiveness of some stimulus, object, or event; and alters the current frequency of all behavior that has been reinforced or punished by that stimulus, object, or event.

A

Motivating Operation

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2
Q

A motivating operation that establishes the effectiveness of some stimulus, object or event as a consequence (reinforcer or punisher)

A

Establishing Operation

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3
Q

A motivating operation that decreases the effectiveness of a stimulus, object or event, as a consequence (reinforcer or punisher)

A

Abolishing Operation

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4
Q

An increase in the momentary frequency of behavior

A

Evocative Effect

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5
Q

A decrease in the momentary frequency of behavior

A

Abative Effect

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6
Q

The effect of a stimulus on a specific response may be innate, due to the evolutionary history of that species

A

Phylogenic Provenance

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7
Q

The effect of a stimulus on a specific response may be learned, due to the experiential history of the individual organism in the environment

A

Ontogenic Provenance

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8
Q

MO related to reinforcement

A

MO(SR)

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9
Q

MO related to punishment

A

MO(SP)

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10
Q

EO related to reinforcement

A

EO(SR)

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11
Q

EO related to punishment

A

EO(SP)

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12
Q

AO related to reinforcement

A

AO(SR)

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13
Q

AO related to punishment

A

AO(SP)

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14
Q

EO related to positive reinforcement

A

EO(SR+)

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15
Q

EO related to negative reinforcement

A

EO(SR-)

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16
Q

EO related to positive punishment

A

EO(SP+)

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17
Q

EO related to negative punishment

A

EO(SP-)

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18
Q

AO related to positive reinforcement

A

AO(SR+)

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19
Q

AO related to negative reinforcement

A

AO(SR-)

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20
Q

AO related to positive punishment

A

AO(SP+)

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21
Q

AO related to negative punishment

A

AO(SP-)

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22
Q

UEO related to positive reinforcement

A

UEO(SR+)

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23
Q

CEO related to positive reinforcement

A

CEO(Sr+)

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24
Q

A motivating operation whose value-altering effect depends on a learning history

A

Conditioned motivating operations

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25
Q

Acquire the properties of an EO through contingent pairing with UEOs in much the same way that stimuli become Sr’s through pairing

A

Surrogate CEO

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26
Q

Acquire the properties of an AO through contingent pairing with UAOs in much the same way that stimuli become Sr’s through pairing

A

Surrogate CAO

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27
Q

An event that establishes another stimulus as a necessary condition to complete the response that the first event evokes, and thus establishes that second stimulus as a reinforcer

A

Transitive CEO

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28
Q

Decrease in the effectiveness of a stimulus as a reinforcer and abate behavior which is maintained by the reinforcer whose value has been lowered (decreased)

A

Transitive CAO

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29
Q

Establishes its own termination as an effective form of negative reinforcement or punishment

A

Reflexive CEO

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30
Q

Abolishes its own termination as an effective form of negative reinforcement or punishment

A

Reflexive CAO

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31
Q

An EO for negative reinforcement; evokes avoidance behavior and evokes behavior that has resulted in its own termination in the past

A

Threat CEO-R

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32
Q

An AO for negative reinforcement; abates avoidance behavior and abated behavior that has resulted in its own termination in the past

A

Threat CAO-R

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33
Q

An EO for negative punishment; abates behavior that has resulted in its own termination in the past

A

Promise CEO-R

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34
Q

An AO for negative punishment; evokes behavior that has resulted in its own termination in the past

A

Promise CAO-R

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35
Q

Behavior that terminates an aversive stimulus

A

Escape

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36
Q

Terminates a “warning” stimulus; prevents or delays the onset of the aversive stimulus

A

Avoidance

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37
Q

A response terminates a warning stimulus

A

Signaled avoidance

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38
Q

A conditioned aversive stimulus whose presence is correlated with the upcoming onset of an unconditioned aversive stimulus

A

Warning Stimulus

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39
Q

No clear warning stimulus, but a response can still delay or prevent the occurrence of the aversive event

A

Unsignaled Avoidance

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40
Q

The onset of painful stimulation establishes the reduction or offset of this stimulation as an effective form of reinforcement and evokes behavior that achieved such reduction or offset

A

Negative Reinforcement

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41
Q

An event that establishes another stimulus as a necessary condition to complete the response that the first event evokes, and thus establishes that second stimulus as a reinforcer

A

Transitive CEO

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42
Q

The application of the principles of operant and respondent learning derived from the experimental analysis of behavior and the application of methods and procedures validated by ABA researchers to assess and improve socially important human behaviors

A

ABA Practice

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43
Q

Life changes that represent a person’s aspirations, dreams, and broad preferences

A

Outcomes

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44
Q

Behavior and behavior change

A

Leads to Outcomes

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45
Q

Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group

A

Adaptive Behavior

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46
Q

Any defined, observable, and measurable behavior which is the focus of assessment, analysis, and intervention

A

Target Behavior

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47
Q

Skill deficits, problems with strength of behavior, problems with performance, problems with stimulus control, problems with generality, behavior excessess

A

Types of Problems with Behavior

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48
Q

Helps individuals achieve outcomes
Behavior deficit makes the person too dependent on others
Behavior is harmful, dangerous or illegal
Behavior is controlled by meds or restraints
Behavior excludes individual from social situations
Behavior interferes with independent functioning

A

Reasons for selecting target behavior

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49
Q

The treatment goals and the achieved outcomes are acceptable, socially relevant, and useful to the individual receiving services and to those who care about the individual

A

Social Validity

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50
Q

Objective, clear, complete

A

Characteristics of a good response definition

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51
Q

The practitioner gathers basic information about the case, determines if behavioral services are appropriate, and if he/she is the appropriate provider of those services

A

Preliminary Assessment

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52
Q

Determine who has the authority to give consent for services
Determine whether or not you have the permission, skills, time and resources to begin assessment
Complete intake paperwork or the equivalent (may be done by cleric)
Review records and available data
Meet client and begin observations
Document

A

Steps of Preliminary Assessment (x6)

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53
Q

The quantitative results of deliberate, planned, and usually controlled observation

A

Data

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54
Q

Singular form of the term “data”

A

Datum

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55
Q

Characteristics of a good response definition

A

Objective
Clear
Complete

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56
Q

Directly measure a dimensional quantity of behavior (direct)

A

Continuous Response Measures

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57
Q

Do not measure behavior directly (indirect)

A

Discontinuous Response Measures

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58
Q

Dimensional quantities of continuous response measures (x4)

A

Event
Latency
Duration
IRT

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59
Q 
Record time observation began
Count the responses
Record time observation ended
Divide: Count/Unit of time
Report as rate per unit of time
A

Event Recording

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60
Q 
Record time observation began
Record each antecedent
Record each response
Record time observation ended
Report as (Responses/Antecedents)/Unit of time
A

Event Recording of Restricted Operants

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61
Q

Total amount of time an individual engages in an activity

A

Duration per Session

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62
Q

Amount of time a target behavior occupies

A

Duration per Occurence

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63
Q

Specify when to start recording (at the onset or offset of the stimulus)
Specify when to stop recording (at the beginning or end of the response cycle)

A

Latency Recording

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64
Q

Start timing at the END of the response cycle

Stop timing at the BEGINNING of the next response cycle

A

Inter-Response Time Recording (IRT Recording)

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65
Q

When given the rate, provided that the variability is not too great, or that there are no outliers

A

Estimating IRT’s

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66
Q

Dimensionless Quantities of Discontinuous Response Measures (x7)

A 
Percent Occurence
Trials to Criterion
Discrete Categorization
Partial Interval Recording
Whole Interval Recording
Momentary Time Sampling
PLACHECK
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67
Q

Similar to event recording of a restricted or discriminated operant which has been converted into a percent

A

Percent Occurence

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68
Q

The number of consecutive opportunities to response required to achieve a performance standard.
Record each opportunity to respond until the performance standard is met.

A

Trials to Criterion

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69
Q

Trials to Criterions Steps (x4)

A
  1. Determine what one trial will be
  2. Decide how to report (number of trials or number of block trials)
  3. Record count as the measure
  4. Present data
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70
Q

A method for classifying responses into discrete categories

A

Discrete Categorization

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71
Q

A discontinuous response measure in which a recording session is broken into short intervals of time; occurrence is recorded if a response happens during any part of the interval

A

Partial Interval Recording

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72
Q

A discontinuous response measure in which a recording session is broken into short intervals of time; occurrence is recorded if the behavior occurs for the whole interval

A

Whole Interval Recording

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73
Q

A discontinuous response measure in which a response is recorded as occurring only if it occurs at the point in time in which an interval ends

A

Momentary Time Sampling

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74
Q

A group of individuals is observed at the end of an interval
Count how many individuals are engaging in a target behavior(s)
Compare with the total number of individuals
Percent of individuals engaging in behavior(s)

A

PLACHECK

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75
Q

Factors to consider when selecting a response measure (x3)

A

The dimensional quantity of interest
The estimated rate of behavior
Whether to measure responses or behavior

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76
Q

Measuring the results of behavior

A

Permanent Products

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77
Q

The consistency of measurement

A

Reliability

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78
Q

The coefficient of agreement between two or more independent observers
Usually calculated as a percentage by dividing the number of agreements by the total number of agreements plus disagreements, then multiplying by 100

A

Interobserver Agreement

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79
Q

Uses of IOA (x4)

A

Competence of new observers
Detecting observer drift
Validate collection methods
Increase confidence that interventions are responsible for behavior change

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80
Q

The degree to which an intervention is implemented as described/designated

A

IV intergrity

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81
Q

Two main methods of IOA

A

Total Count

Percent Agreement

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82
Q

Mean Count per Interval

A

Total agreement in each interval / # of intervals

X100

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83
Q

Exact Count per Interval

A 
# of intervals with 100# agreement / # of intervals
X100
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84
Q

IOA should be at or above:

A

80%

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85
Q

IOA should be collected and scored for a minimum of _____ of observations

A

33%

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86
Q

Total Count (formula)

A

Smaller/Larger x100

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87
Q

Total Duration (formula)

A

Shorter/Longer x100

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88
Q

Interval by Interval (formula)

A 
# of intervals with Agreement / (# of intervals in agreement + disagreement) x100 
(note: occurrence and non-occurrence)
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89
Q

Scored Interval (formula)

A 
# of Agreements of occurrence / (# of agreements occurred + disagreements occurred) x100
(note: Non-occurrence is omitted)
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90
Q

Unscored Interval (formula)

A 
# of Agreements of Non occurrence / (# of agreements agreed of non occurrence + disagreed) x100
(note: Occurrence omitted)
91
Q

Rate (formula)

A

of responses / time

92
Q

IRT (formula)

A

Time / # of responses

93
Q

Mean IRT

A

Recording Interval / Count

94
Q

A systematic form of data examination, characterized by visual inspection of graphical displays of those data

A

Visual Data Analysis

95
Q

Types of Data Display (x3)

A

Data may be embedded in text
Data may be presented in summary form, usually as a structured data table (numerical representation of data)
Data may be presented in graphical form (a visual representation of data)

96
Q

A relatively simple visual format for displaying data

A

Graph

97
Q

Graphical Displays used in ABA (x4)

A

Equal interval line graph
Cumulative records
Bar graphs
Semi logarithmic graphs

98
Q

Based on a Cartesian plane, a two-dimensional area formed by the intersection of two perpendicular lines (on vertical and one horizontal)

A

Equal Interval Line Graph

99
Q

Any point within the plane of the chart represents a specific relationship between two variables (dimensions) measured along each of the axis lines

A

Simple Line Graph

100
Q

Common Uses of Line Graphs (x3)

A

Most commonly used format for charting in ABA data
Used to evaluate treatment effectiveness
Used in functional analyses

101
Q

Parts of an Equal Interval Line Graph (x7)

A 
The horizontal x-axis
The vertical y-axis
Data points
The data path
Condition and phase change lines
Condition and phase change labels
Figure legend
102
Q

Horizontal Axis (x3)

A

x-axis
The abscissa
Represents the passage of time

103
Q

Vertical Axis (x3)

A

y-axis
The ordinate
Represents the range of values of the dependent variable

104
Q

Can be marked according to the needs of the behavior analyst, to promote the most useful analysis

A

x-axis units

105
Q

Can be marked as any specified recorded observation periods, over a period of time

A

x-axis units

106
Q

Equal movements up the y-axis represent equal increases in the behavior

A

y-axis units

107
Q

The behavior should be expressed in whole time units

A

y-axis units

108
Q

Runs from zero up to some number which is chosen by the creator of the graph

A

y-axis Range

109
Q

An individually measured value of the target behavior (DV) at a given point in time

A

Data Points

110
Q

A series of straight lines connecting successive data points within a phase or condition

A

Data Path

111
Q

It represents the relationship between the IV and the DV

A

Data Path

112
Q

Major changes occur in the independent variable

A

Phase Changes

113
Q

A major (usually permanent) change in the environment

A

Phase Changes

114
Q

Document phase changes

A

Phase Change Lines

115
Q

It is placed at a point along the x-axis indicating the point in time when the phase change occurred

A

Phase Change Lines

116
Q

It shows a clear visual separation between the data charted before the phase change, and the data collected after the phase change

A

Phase Change Lines

117
Q

Minor changes occur in the independent variable

A

Condition Change Lines

118
Q

A minor (usually temporary) change in the environment

A

Condition Change Lines

119
Q

States what time periods are represented by each successive data point

A

x-axis Labels

120
Q

States what response measure was used to measure the dependent variable-the target behavior

A

y-axis Labels

121
Q

Brief labels, placed at the top of the chart and identify each separate major phase of the treatment

A

Phase Labels

122
Q

Mark changes occurring with a phase

A

Condition Labels

123
Q

A concise statement that provides you with:

Sufficient information to identify the dependent variables and the independent variables

A

Figure Legend

124
Q

A concise statement that provides you with:

Possibly other salient information necessary to visually interpret the data

A

Figure Legend

125
Q

Visual Analysis of a Graph (x4)

A

Level
Variability
Trend
The number of data points

126
Q

The mean (average) value of a set of data points, usually across an entire condition or phase

A

Level

127
Q

The overall direction taken by the data path through a set of data points

A

Trend

128
Q

The extent to which measures of behavior under the same environmental conditions diverge from one another

A

Variability

129
Q

Outlying data points skew the level line in a way that makes it non-representative of the data set as a whole

A

Median Level

130
Q

The direction and degree of trend in a series of graphically displayed data points can be visually represented with a straight line drawn through the data

A

Trend Lines

131
Q

Bisect the data, with close to an equal number of data points above the line as below the line

A

Best Fit Line

132
Q

A mathematical way to calculate trend

A

Split Middle Line of Progresss

133
Q

Developed by Skinner as the primary means of data collection and analysis in EAB laboratory research

A

Cumulative Record

134
Q

Cumulative Recorder (x4)

A

It is primarily used in EAB
Each response moves the ink stylus one unit (click) along its track
When it reaches the end of the track, it resets to zero and begins moving again, one click at a time
Paper moves under the stylus at a steady rate

135
Q

The vertical axis represents the value of the dependent variable
The horizontal axis represents a phase, condition, or classification variable

A

Bar Graph (Histogram)

136
Q

Repeated, systematic presentation and removal of an independent variable (IV), while measuring changes in the dependent variable (DV) and holding other factors constant

A

Experimental Design

137
Q

The Primary Goals of Systematic Manipulation x2

A

To demonstrate a functional relation between the IV and DV

To evaluate the interventions once they are decided upon

138
Q

Changes in an antecedant or consequent stimulus class consistently alter a dimension of a response class

A

Functional Relation

139
Q

The extent to which an analysis assures that measured changes in behavior are due to the manipulation and not due to uncontrolled extraneous variables

A

Internal Validity

140
Q

The extent to which a study’s results are generalizable to other subjects, settings, or behaviors

A

External Validity

141
Q

Threats to Internal Validity x8

A 
History
Maturation
Testing
Instrumentation 
Diffusion of Treatment
Regression towards the Mean
Selection Bias
Attrition
142
Q

Minimizing Validity Threats x4

A

Measurement
Stability
Immediacy
Replication

143
Q

The repeated and systematic presentation and removal of a treatment and measurement of behavior while holding other factors constant

A

Single-Case Designs

144
Q

Assessment of the dependent variable prior to the introduction or change of the independent variable

A

Baseline

145
Q

Movement in the analysis from one level or kind of independent variable to the next level or kind of independent variable

A

Phase Change

146
Q

Baseline phase followed by a treatment phase

Effect is demonstrated when behavior changes from one phase to the next

A

A-B Design

147
Q

Baseline is followed by a treatment condition

A

Withdrawal Design

148
Q

An intervention is applied to the target behavior after a baseline phase

A

Reversal Design

149
Q

Two or more independent baselines are established
The independent variable is then separately introduced in a staggered fashion to each baseline
When behavior is stable for the first baseline, the independent variable is introduced on the second baseline, and so on

A

Multiple Baseline Design

150
Q

First baseline is continuous, but subsequent baseline data collection is conducted on an intermittent basis relative to the first baseline

A

Multiple Probe Technique

151
Q

The systematic examination of the effects of a range of values of the IV

A

Parametric Analysis

152
Q

Systematically withdrawing treatment components to see if behavior change is maintained

A

Component Analyses/Sequential Withdrawal

153
Q

Implement bi-directional changes to bolster demonstration of experimental control

A

Bi-directional Change

154
Q

Changing criteria to a previous sub-phase value and observing that behavior reverts to that criterion

A

Bi-directional Change

155
Q

The treatment phase is divided into subphases

A

Changing Criterion Design

156
Q

Each sub-phase involves a different behavioral criterions (i.e a different value of the IV)

A

Changing Criterion Design

157
Q

Criterion in each sub-phase more closely resembles the terminal behavioral goal

A

Changing Criterion Design

158
Q

Evaluate whether treatment effects are evident before treatment occurs

A

Probes

159
Q

Events not related to the IV that may affect the dependent variable

A

Extraneous Variables

160
Q

An uncontrolled factor known or suspected to exert influence on the DV

A

Confound

161
Q

The effects on a person’s behavior in one condition can be influenced by the subject’s experience in a prior condition

A

Sequence Effects

162
Q

Concluding that the independent variable has produced a change in the dependent variable when in fact the relation does not exist

A

Type I Error

163
Q

Concluding that the independent variable has not produced a change in the dependent variable, when in fact it has

A

Type II error

164
Q

The independent variables are implemented as dictated by the research or treatment plan

A

Procedural Integrity

165
Q

Examination of the acceptability or variability of a programmed intevention

A

Social Validity

166
Q

A systematic gathering of information in order to make data-based decisions, regarding behavior and the environment

A

Behavioral Assessment

167
Q

Components of a Functional Assessment x3

A

Preliminary indirect assessment
Direct descriptive assessment
Functional Analysis (systematic manipulations)

168
Q

Indirect Assessment Methods x3

A

Record Review
Interview
Paper & Pencil Questionnaires

169
Q

Direct Assessment Methods x5

A 
Narrative Recording
ABC Data Collection
Measuring Dimensional & Dimensionless Quantities of Behavior
Scatterplots
Observation of Permanent Products
170
Q

Records review has information regarding: (x3)

A

Current and past behavioral repertoire
Environmental factors
Medical history

171
Q

Consist of questions to ask within pre-selected topics

A

Behavioral Interviews

172
Q

Things to do prior to the interview: x4

A

Select instrument
Decide who to interview
Decide where and when
Make an appointment

173
Q

Things to do at the beginning of the interview: x2

A

Build rapport
Informally observe:
Behavior, environment, appearance of persons

174
Q

Things to do during an interview: x4

A

Ask open-ended questions
Ask follow-up questions
Acknowledge responses
Write notes or use recorder

175
Q

Functional Assessment Interview Goals: (Identify, define, and describe) x9

A 
The behavior
Potential ecological events
Events that predict occurrence of behavior
Potential function of behavior
Efficiency of behavior
Functionally equivalent alternative behaviors
Communication methods
Potential reinforcers
History of target behavior and treatment
176
Q

Things to do after an interview: x6

A

Review notes/recordings
Summarize the findings:
Describe behavior
Identify environmental factors
Identify potential functions
Identify functionally equivalent behavior
Decide whether to continue behavioral assessment

177
Q

Methods for identifying an individual’s preferences for tangible items or activities

A

Preference Assessment (PA)

178
Q

3 general ways to conduct preference assessments

A

Indirect (informant based)
Naturalistic, direct observation
Reinforcer sampling (empirical)

179
Q

Interview or questionnaire (a way of conducting PA)

A

Indirect (informant based)

180
Q

Observation of daily activities (a way of conducting PA)

A

Naturalistic, direct observation

181
Q

Systematic preference assessment (a way of conducting PA)

A

Reinforcer sampling

182
Q

Conducted following a preference assessment to determine if the stimulus is a reinforcer

A

Reinforcer Assessments

183
Q

Single Operant x3

A

One task is available during all phases
No programmed consequences for task completion
During reinforcement phase (B), contingent on task completion (typically on an FR1), the stimulus is delivered

184
Q

Concurrent Operant Assessment x3

A

Two identical tasks are available
No programmed consequences for completing either task
Increase in task completion from BL to Sr phase, stimulus=reinforcer

185
Q

All stimuli are presented on every trial

A

Multiple Stimulus with Replacement

186
Q

All stimuli presented on 1st trial, selected stimuli removed on subsequent trials

A

Multiple Stimulus without Replacement

187
Q

Stimuli presented in pairs

A

Paired Stimulus

188
Q

Free-Operant Procedure x3

A

All stimuli available for entire session
Free to interact with as many or as few stimuli as they want
No stimuli are removed during the assessment

189
Q

Duration-based assessment designed to determine the extent to which stimuli displace problem behavior

A

Competing Stimulus Assessment

190
Q

Assess reinforcer effectiveness as the response requirement increases

A

Progressive Ratio (PR) Schedules

191
Q

One task is available during all phases

A

Single Operant

192
Q

No programmed consequences for task completion

A

Single Operant

193
Q

During reinforcement phase (B), contingent on task completion (typically on an FR1), the stimulus is delivered

A

Single Operant

194
Q

Two identical tasks are available

A

Concurrent Operant Assessment

195
Q

No programmed consequences for completing either task

A

Concurrent Operant Assessment

196
Q

Increase in task completion from BL to Sr phase, stimulus=reinforcer

A

Concurrent Operant Assessment

197
Q

All stimuli available for entire session

A

Free Operant Procedure

198
Q

Free to interact with as many or as few stimuli as they want

A

Free Operant Procedure

199
Q

No stimuli are removed during the assessment

A

Free Operant Procedure

200
Q

A type of behavioral assessment used to determine functional relations between challenging behavior and environmental events

A

Functional Assessment

201
Q

Functional Behavioral Assessment (FBA)

A

Functional Assessment

202
Q

Direct descriptive functional assessment

A

Descriptive Assessment

203
Q

Experimental Analysis

A

Functional Analysis

204
Q

Interviews and rating scales

A

Preliminary Indirect Assessment

205
Q

Direct observation of behavior and environmental events in real life contexts

A

Descriptive Assessment

206
Q

Manipulation of antecedent events in natural settings

A

Structured Assessment

207
Q

Systematic manipulations of environmental events and observation of target behavior in a controlled setting

A

Functional Analysis

208
Q

Descriptive Analysis Procedures x4

A

Scatterplot Analysis
Narrative Recording
ABC Data Collection
Data collection of target behavior under different contexts/conditions

209
Q

A data collection form for problem behavior and the intervals of time behavior occured

A

Scatterplot

210
Q

It provides a graphic display of data in a grid format

A

Scatterplot

211
Q

It is used to identify patterns of responding in natural settings

A

Scatterplot

212
Q

Observer produces a written narrative of an individual’s responses throughout a specific period of time and a description of the environmental conditions under which the responses were emitted

A

Narrative Recording

213
Q

Allows one to start to identify idiosyncratic antecedents and consequences

A

Narrative Recording and ABC Charting

214
Q

A systematic presentation and/or examination of information or data regarding the target behavior and its condition

A

Pattern Analysis

215
Q

A systematic presentation and examination of information or data regarding target behavior and its stimulus conditions in an ABC format

A

Sequence Analysis

216
Q

Types of Functional Assessments x3

A 
Indirect Assessment (verbal report)
Descriptive Assessment (naturalistic observation)
Functional Analysis (Experimental manipulation)
217
Q

Change in an independent variable produces orderly and predictable change in a dependent variable

A

Functional Relation

218
Q

Basic features of FA x2

A

Direction observation

Measurement of behavior under test and control conditions

219
Q

To test a specific hypothesis about the controlling variables for problem behavior

A

Functional Analysis Methodology

220
Q

Multiple test conditions can be elevated relative to the control

A

Multiple Control

221
Q

Rapidly alternate between conditions

A

Multielement Design

222
Q

One condition ran at a time

Less common because of amount of time required

A

Reversal Design

223
Q

Fairly common, more efficient than a reversal design.
One test condition is alternated with control.
May assist in discriminability of conditions

A

Pairwise

BEHP5012 UNITS 1-9 (1 decks)

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