D05 Use Single-Subject Experimental Designs Part 6

Question 1

What next?

Answer 1

Intervene on one behavior

Question 2

A child engages in high-intensity screaming at varying high and low rates from day to day in the classroom, cafeteria, and on the bus. It does not occur when there are no other students around and you suspect the function could be peer-attention. You should use a multiple baseline across

Answer 2

Settings

Question 3

Experimental control is absent because

Answer 3

There is too much overlap in second and third graphs

Question 4

A multiple baseline design could be implemented across

Answer 4

Behaviors, individuals, settings

Question 5

You are implementing a multiple probe design to evaluate a procedure for teaching a three-step task. Upon the learner attaining criterion performance on the final step, you should

Answer 5

Conduct probe session on the first, second, and third steps

Question 6

A child has several targeted problem behaviors that occur at varying high and low rates from day to day. You suspect the behavior could be escape-maintained, but that they intensify when the child has had little sleep the previous night,. You should use a multiple baseline across

Answer 6

Behaviors

Question 7

What next?

Answer 7

Begin to intervene on another behavior

Question 8

Experimental control is absent because

Answer 8

Conditions are not staggered

Question 9

Experimental control is absent because

Answer 9

Experimental control is demonstrated

Question 10

When using a multiple baseline across behaviors design,

Answer 10

Achieve stable responding for all target behaviors before intervening, if possible

Question 11

When using a multiple baseline across behaviors design,

Answer 11

Intervene on the next behavior when the previous behavior is stable

Question 12

You intervene sequentially in the classroom, cafeteria, and bus. This describes a

Answer 12

Multiple baseline across settings design

Question 13

What next?

Answer 13

Continue to intervene on the first behavior

Question 14

What next?

Answer 14

Continue to intervene on the first behavior

Question 15

The multiple probe design

Answer 15

All the above:
Makes the assumption that frequent measurement of a behavior that is not in the learner’s repertoire is unnecessary.
Employs a multiple baseline assessment strategy applied to the …
Is the same as a multiple baseline design except that baseline data are not collected continuously

Question 16

The multiple probe design

Answer 16

All the above:
Makes the assumption that frequent measurement of a behavior that is not in the learner’s repertoire is unnecessary.
Employs a multiple baseline assessment strategy applied to the to the acquisition of a behavioral performance comprised of similar, but functionally independent behaviors.
Is the same as a multiple baseline design except that baseline data are not collected continuously

Question 17

What next?

Answer 17

Continue baseline until at least one behavior stabilizes

Question 18

The multiple probe design

Answer 18

Employs a multiple baseline assessment strategy applied to the acquisition of behavioral performances comprised of similar, but functionally independent behaviors.

Question 19

You are implementing a multiple probe design to evaluate a procedure for teaching a three-step task. Having just completed the second probe condition, you should now

Answer 19

Begin to intervene on the second step

Question 20

You are implementing a multiple probe design to evaluate a procedure for teaching a three-step task. Upon achieving criterion on the first step

Answer 20

Conduct probes sessions on all three steps.

Question 21

You have one behavior problem among several children, but only in the classroom. You should use a multiple baseline across

Answer 21

Children

Question 22

With a multiple baseline design, demonstration of a functional relation requires

Answer 22

All the above:
A behavior change only with the onset of the intervention.
Staggered implementation of the intervention.
A replication of behavior change across at least two behaviors, persons, or settings

Question 23

When using a multiple baseline across behaviors design,

Answer 23

Use one intervention across three behaviors that are not part of the same response class

Question 24

What next?

Answer 24

Intervene on the behavior with the level trend

Question 25

An underlying assumption of the multiple probe design is that

Answer 25

Continuous probe data collection is unnecessary for a skill that does not exist and which is not currently being trained

Question 26

You have four teenagers who continually heckle the teacher, ask off-topic questions, make rude comments and jokes, and argue when reprimanded. You develop an intervention in which the teacher will give extra credit points for on-topic comments. You should use a multiple baseline across

Answer 26

Students

Question 27

What next?

Answer 27

Begin to intervene on the behavior with the level trend

Question 28

Experimental control is absent because

Answer 28

Behavior changes do not correspond to condition changes.