Chapter 11

Question 1

Who believed that single case designs were the only way to run a study?

Answer 1

B.F. Skinner

Question 2

When do we use single case designs?

Answer 2

• Medical studies
• rare infrequent disorders
• most are used as a baseline followed by a treatmnet phase

Question 3

How do you determine if your treatment works in a one case design? (insuring validity of your observations).

Answer 3

1) systematically collect data
2) run the test more than once.
3) projections of performance
4) observe just before behavior changes and just after behavior changes (timing is everything).
5) add a follow up.

Question 4

What design do you need to assess a whole program.

Answer 4

Constructive/Destructive Design

Question 5

what’s a program

Answer 5

lots of records over a long period of time for a treatment.

Question 6

What is a destructive design?

Answer 6

taking out parts of the program to see how they do.

Question 7

What is a Constructive design?

Answer 7

Adding more parts to the program one by one.

Question 8

Phases of program evaluation( the assessors)

Answer 8

1) why do we need it and who is it for (needs assessment)
2) Why do we think this program works (Program theory Assessment).
3) Follow a patient through the type of therapy or treatment the program is doing (process theory assessment).
4) How did the program do at helping people (Outcome Evaluation).
5) Cost vs Benefit (Efficiency Assessment)

Question 9

Clinical vs Statistical Significance

Answer 9

Just because it isnt statistically significant doesnt mean it isnt significant at all. (ex; if you cure 2% of all the cancer patient in the country that is important!).

Question 10

Normative Sample

Answer 10

A sample in which we already know the population norm. (mean=100 and a SD of 15) you can know immediately in your measures are off.

Question 11

Continuous Assessment

Answer 11

You have someone doing something and continually measuring their behavior. (this is a bad idea in psychology because they spend more time answering questions than learning how to utilize what they are learning.

Question 12

Chi-Square

Answer 12

Finding a relationship between two categories of data.
Comparing what we expect to see with what we actually observe.
If the difference is big enough, it suggests that the two categories are related, not just by chance.

Question 13

odds ratio

Answer 13

the odds that an event will happen in one group versus same event happening in another group.

Question 14

how do you read odds ratio?

Answer 14

1=no association between variables
>1= More likely that the event will happen in one group than another
<1= It is less likely that the event will occur in the first group than the second.

Question 15

Relative Risk Analysis

Answer 15

1=There is no difference in risk between the two groups.
>1=the exposed group has a higher risk of the outcome compared to the unexposed group. <1=the exposed group has a lower risk of the outcome compared to the unexposed group.

Question 16

Baseline control period

Answer 16

In a single case experimental design it is when the subject’s behavior is measured over time for a while before the experiment.

Question 17

A change in the subject’s behavior from the baseline to treatment periods is evidence for what?

Answer 17

effectiveness of the manipulation.

Question 18

Interrupted time series design

Answer 18

when you test and analyze multiple times.

Question 19

Multiple baseline design

Answer 19

when you have two groups with the same baseline of behavior and you only provide the treatment to one, to make sure that there are no other possibilities of the experiments success.

Question 19

multiple baseline across subjects

Answer 19

the behavior of several subjects is measured over time but for each subject the manipulation is introduced at a different point in time.

Question 20

multiple baselines across behaviors

Answer 20

different behaviors of the same subject are measured over time, then at different times the same manipulation is applied to each behavior.

Question 21

example of multiple baseline across behaviors:

Answer 21

a reward system is applied to each behavior at different times. When a behavior increased when the reward system was applied that would be evidence for the effectiveness of manipulation.

Question 22

multiple baselines across situations

Answer 22

behavior is measured in different situations. The manipulation is introduced at different times in each setting and the change of behavior must only occur after manipulation.

Question 23

Nonequivalent control group design:

Answer 23

The control group is not equivalent to the manipulated group

Question 24

Case control

Answer 24

when doing a case study you have someone with similar issues as your case study participant be your control “group”

Question 25

Control series design

Answer 25

comparing between a group that gets the intervention and a similar group that doesn’t.

Question 26

single subjects designs (B.F. SKinner)

Answer 26

just a case study.

Question 27

one group posttest only design

Answer 27

a one shot case study

Question 28

one group pretest-posttest design.

Answer 28

Measuring the participant before and after manipulation

Question 29

What is an example of a one-group pretest-posttest design?

Answer 29

Selecting a group of people who smoke and measure the smoking and then input the manipulation (training program) and the measure the impact of the manipulation on the smoking levels.

Question 30

what is the threat to internal validity “history”

Answer 30

Any event that occurs between the first and second measurement but is not part of the manipulation. Any event like this is a confound with the manipulation

Question 31

Maturation effects

Answer 31

An example is that people get generally more concerned about health the older they get so that may be a maturation effect in, for example, in a smoking experiment as individuals develop importance of health.

Question 32

testing effects

Answer 32

The act of being testing, example pointing attention to the amount of cigarettes that you are consuming may be enough to reduce the amount.

Question 33

propensity score matching

Answer 33

matching people on their levels of behaviors and levels of diagnostics to reduce bias and increase validity of experiment.

Question 34

Quasi-experimental design

Answer 34

not random assignment, studying the effect of an independent variable on a dependent variable.

Question 35

when do we use quasi-experimental designs?

Answer 35

when an independent variable is manipulated in a natural setting (school, business, hospital, ect.)

Question 35

Regression toward the mean (statistical regression)

Answer 35

when a participant is selected and their score is either very high or very low, if they are tested again they are likely to become closer to the mean.

Question 35

Reversal design (ABA design)

Answer 35

if A=baseline period and B=treatment period, the experiment will go ABABA

Question 36

What is the purpose of a reversal design (ABA design).

Answer 36

It demonstrates the reversibility of manipulation.

Question 37

what is an example of a reversal design?

Answer 37

measuring academic performance before and after providing academic reinforcement, then testing again to see if you remove academic performance what happens.

Question 38

testing effects

Answer 38

the act of testing creates a change in behavior.