D. Experimental Design

Question 1

Experimental Designs

Answer 1

Single Subject: Reversal, Multiple Baseline, Multielement/Alternating Treatment, Changing Criterion Design

Question 2

Single-Subject Designs

Answer 2

Reversal (A-B-A-B) Design, Multiple Baseline Design, Multielement/Alternating Treatment Design, Changing Criterion Design

Question 3

Dependent Variable

Answer 3

The target behavior which the intervention is designed to change.

Question 4

Independent Variable

Answer 4

The intervention designed to have an effect on the dependent variable.

Question 5

Steady State Responding

Answer 5

data is showing very little variability.

Question 6

4 Patterns of Baseline Data

Answer 6

stable, ascending, descending, and variable

Question 7

Prediction

Answer 7

is looking at the data we have and making an informed guess about where it would go if we kept all variables the same

Question 8

Verification

Answer 8

is demonstrating that baseline levels of behavior would have remained without introducing the independent variable (intervention)

Question 9

Replication

Answer 9

is strengthening the case that the independent variable is responsible for changes in behavior by demonstrating it multiple times

Question 10

Affirmation of the Consequent

Answer 10

A three step form of reasoning that begins with a true antecedent-consequent (if- A-then-B) statement and proceeds as follows: (1)If A is true, then B is true; (2) B is found to be true; (3) therefore; A is true. Although other factors could be responsible for the truthfulness of A, a sound experiment affirms several if- A-then-B possibilities, each one reducing the likelihood of factors other than the independent variable being responsible for the observed changes in behavior.

Question 11

Multiple Baseline Design

Answer 11

An experimental design where implementation of the intervention is staggered in a stepwise fashion across behaviors, settings, and subjects

Question 12

Multiple Probe Design

Answer 12

A variation of the multiple baseline design that features intermittent measures, or probes, during baseline. It is used to evaluate the effects of instruction on skill sequences in which it is unlikely that the subject can improve performance on later steps in the sequence before learning prior steps.

Question 13

Delayed Multiple Baseline Design

Answer 13

A variation of the multiple baseline design in which an initial baseline, and perhaps intervention, begin for one behavior (or setting, or subject), and subsequent baselines for additional behaviors begin in a staggered or delayed fashion.

Question 14

Nonconcurrent Multiple Baseline Design Across Participants Design

Answer 14

An experimental design that consists of a related series of A-B (baseline-intervention) sequences conducted across participants at different points in time; often used to assess treatment effects when concurrent measurement of participants’ behavior is not possible.

Question 15

Changing Criterion Design

Answer 15

An experimental design in which an initial baseline phase is followed by a series of treatment phases consisting of successive and gradually changing criteria for reinforcement or punishment. Experimental control is evidenced by the extent the level of responding changes to conform to each new criterion.

Question 16

Reversal Design

Answer 16

An experimental design where baseline conditions (A) and an intervention conditions (B) are reversed with the goal of strengthening experimental control (i.e. demonstrating that the change in the dependent variable is due to the change in the independent variable).

ABAB

Question 17

Multiple Treatment Design

Answer 17

An experimental design where two or more conditions are presented in rapidly alternating succession independent of the level of responding and the effects on the target behavior.

Question 18

Noncontingent Reinforcement Reversal Technique

Answer 18

An experimental control technique that demonstrates the effects of reinforcement by using noncontingent reinforcement (NCR) as a control condition instead of a no-reinforcement (baseline) condition. During the NCR condition, the stimulus change used as reinforcement in the reinforcement condition is presented on a fixed or variable time schedule independent of the subject’s behavior. A higher level of responding during the reinforcement condition than during the NCR condition demonstrates that the changes in behavior are the result of contingent reinforcement, not simply the presentation of or contact with the stimulus event. (Compare to DRI/DRA reversal technique and DRO reversal technique.)

Question 19

DRO/DRI/DRA Reversal Technique

Answer 19

An experimental technique that demonstrates the effects of reinforcement; it uses differential reinforcement of an incompatible or alternative behavior (DRI/DRA) as a control condition instead of a no-reinforcement (baseline) condition. During the DRI/DRA condition, the stimulus change used as reinforcement in the reinforcement condition is presented contingent on occurrences of a specified behavior that is either incompatible with the target behavior or an alternative to the target behavior. A higher level of responding during the reinforcement condition than during the DRI/DRA condition demonstrates that the changes in behavior are the result of contingent reinforcement, not simply the presentation of or contact with the stimulus event.

An experimental technique for demonstrating the effects of reinforcement by using differential reinforcement of other behavior (DRO) as a control condition instead of a no-reinforcement (baseline)condition. During the DRO condition, the stimulus change used as reinforcement in the reinforcement condition is presented contingent on the absence of the target behavior for a specified time period. A higher level of responding during the reinforcement condition than during the DRO condition demonstrates that the changes in behavior are the result of contingent reinforcement, not simply the presentation of or contact with the stimulus event.

Question 20

Sequence Effects

Answer 20

This is when the effects of an intervention from one condition carry over into the next condition.

Question 21

Irreversibility

Answer 21

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.

Question 22

Multielement Design

Answer 22

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 responding between or among conditions are attributed to the effects of the conditions. (Also called alternating treatments design, concurrent schedule design, and multiple schedule design.)

Question 23

Group Design

Answer 23

Most people are familiar with research that involves two big groups of people. Researchers do something to group 1, and not group 2, and then they compare how both groups are doing (often by looking at an average of both groups) to see if the treatment made a difference. This is between subject research because the comparison is done (you guessed it) between different research subjects

Question 24

Nonparametric Analysis

Answer 24

This is when we look at the effect on behavior when the independent variable (intervention) is present or absent.

Question 25

Parametric Analysis

Answer 25

An experiment designed to discover the differential effects of a range of values #doses of an independent variable.

Question 26

Component Analysis

Answer 26

dissects each part of a treatment package to determine exactly which piece is affecting behavior change.

Question 27

Comparative Analysis

Answer 27

A comparative analysis looks at two different types of treatment in an attempt to determine which is more effective.

Question 28

Measurement Confounds

Answer 28

Threat to internal validity; wrong type of measurement is being used to target behavior; decreases internal validity.

Question 29

Independent Variable Confounds

Answer 29

threat to internal validity; when IVs are introduced together; placebo or double blind control would work best

Question 30

Subject Confounds

Answer 30

threat to interval validity; when subject matures/changes over course of study

Question 31

Setting Confounds

Answer 31

threat to internal validity; setting interferes with study (happens more in natural environment)

Question 32

Bootleg Reinforcement

Answer 32

threat to internal validity; when the subject is able to access reinforcement through uncontrollable factors

Question 33

Confounding Variables

Answer 33

threat to internal validity; uncontrolled influence on a research study; can affect a study

Question 34

Internal Validity

Answer 34

the extend to which an experiment shows convincingly that the changes in the dependent variable (behavior/measuring) are a direct result of manipulation of the independent variable (treatment or intervention).

Question 35

External Validity

Answer 35

when the findings can be replicated and generalized to other settings or other individuals.

Question 36

Direct Replication

Answer 36

exact replication of a previous study; intrasubject = same subject; intersubject = different subject

Question 37

Systematic Replication

Answer 37

when a study is very similar but not the exact same as a previous study

Question 38

Type I Error

Answer 38

false positive; assuming IV affected DV when it didn’t

Question 39

Type II Error

Answer 39

false negative; assuming IV didn’t affect DV when it did

Question 40

3 Problems Avoided by Multielement Design

Answer 40

1. They do not require with drawal of the intervention
2. They can be used to quickly make comparisons between treatment conditions.
3. No need to take baseline.

Question 41

Multiple Treatment Interference

Answer 41

The effects of one treatment on a subject’s behavior being confounding by the influence of another treatment administered in the same study.