D05 Use Single-Subject Experimental Designs Part 6 Flashcards
What next?
Intervene on one behavior
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
Settings
Experimental control is absent because
There is too much overlap in second and third graphs
A multiple baseline design could be implemented across
Behaviors, individuals, settings
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
Conduct probe session on the first, second, and third steps
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
Behaviors
What next?
Begin to intervene on another behavior
Experimental control is absent because
Conditions are not staggered
Experimental control is absent because
Experimental control is demonstrated
When using a multiple baseline across behaviors design,
Achieve stable responding for all target behaviors before intervening, if possible
When using a multiple baseline across behaviors design,
Intervene on the next behavior when the previous behavior is stable
You intervene sequentially in the classroom, cafeteria, and bus. This describes a
Multiple baseline across settings design
What next?
Continue to intervene on the first behavior
What next?
Continue to intervene on the first behavior
The multiple probe design
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
The multiple probe design
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
What next?
Continue baseline until at least one behavior stabilizes
The multiple probe design
Employs a multiple baseline assessment strategy applied to the acquisition of behavioral performances comprised of similar, but functionally independent behaviors.
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
Begin to intervene on the second step
You are implementing a multiple probe design to evaluate a procedure for teaching a three-step task. Upon achieving criterion on the first step
Conduct probes sessions on all three steps.
You have one behavior problem among several children, but only in the classroom. You should use a multiple baseline across
Children
With a multiple baseline design, demonstration of a functional relation requires
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
When using a multiple baseline across behaviors design,
Use one intervention across three behaviors that are not part of the same response class
What next?
Intervene on the behavior with the level trend
An underlying assumption of the multiple probe design is that
Continuous probe data collection is unnecessary for a skill that does not exist and which is not currently being trained
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
Students
What next?
Begin to intervene on the behavior with the level trend
Experimental control is absent because
Behavior changes do not correspond to condition changes.
