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Research > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Two components of a TRUE experiment?

A

random assignments of participants & manipulation of factors

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2
Q

independent variable

A

manipulated

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3
Q

dependent variable

A

measured

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4
Q

alternate hypothesis

A

“there will be a difference”

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5
Q

null hypothesis

A

“there will be no difference”

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6
Q

Why is knowledge of research important to clinicians?

A

judge whether claims are reasonable; understand the limitations and possibilities of research and the decisions

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7
Q

scientific method

A

problem
question
procedures (the study)
collect/analyze data
draw conclusions

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8
Q

who conducts research?

A

researcher
clinician-investigator
collaborative research

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9
Q

EBP

A

bringing together clinical research and clinical knowledge to provide the most appropriate, efficient, and effective patient services

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10
Q

3 aspects of EBP

A

research
clinical expertise
client values

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11
Q

rigorous evaluation of previous studies; done in attempt to answer a research question

A

systematic review

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12
Q

allows for an estimate of effectiveness of intervention

A

meta-analysis

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13
Q

collection of data

A

empirical

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14
Q

use of existing information

A

nonempirical

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15
Q

literature review, systematic review of previous research

A

nonempirical

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16
Q

2 types of empirical research

A

qualitative and quantitative

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17
Q

qualitative empirical research

A

understand human behavior/person’s perspective
data collection: observation/interview
data analysis: themes/descriptions

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18
Q

quantitative empirical research

A

finding facts/data
data collection: measurements
data analysis: numerical comparisons, statistical analyses

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19
Q

more “verbal”

A

qualitative empirical data

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20
Q

more “numerical”

A

quantitative empirical data

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21
Q

2 types of empirical, quantitative experimental research

A

true and quasi-

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22
Q

experimental research

A

experimenter “manipulates” one or more factors

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23
Q

quasi- experimental

A

manipulation of factors and NO random assignment

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24
Q

which provides stronger evidence: true or quasi-

A

true experimental

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25
Q

non-experimental research

A

researcher investigates existing conditions

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26
Q

no manipulation

A

non-experimental

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27
Q

directed toward obtaining knowledge

A

basic research

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28
Q

directed toward solving some immediate problem

A

applied research

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29
Q

amount of TX

A

independent variable

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30
Q

progress due to Tx

A

dependent variable

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31
Q

research ethics goal

A

protect subjects/participants

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32
Q

respect of persons

A

respect a person’s ability to make an informed decision

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33
Q

beneficence

A

do no harm; benefit has to outweigh risks

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34
Q

justice

A

equitable; fair procedures and outcomes in the selection of research participants

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35
Q

participants should be treated as autonomous agents

A

respect of persons

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36
Q

make their own decisions/choices

A

respect of persons

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37
Q

information, comprehension, voluntary

A

respect of persons

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38
Q

human subjects should not be harmed

A

beneficence

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39
Q

benefits should be maximized; harms should be minimized

A

beneficence

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40
Q

equitable decisions on who will participate in the study

A

justice

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41
Q

benefits and risks must be distributed fairly

A

justice

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42
Q

must be fair procedures and outcomes in the selection of research subjects

A

justice

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43
Q

federal law protects certain populations

A

pregnant women & fetuses
children
prisoners
those w/ impaired consent capacity

44
Q

common rule

A

federal policy for protection of human subjects; DHHS regulations (CFR 45, part 46)

45
Q

requirements of common rule

A

for compliance by research institutions
for obtaining and documenting informed consent
for IRB membership, Fx, operations, review of research, and record keeping
for vulnerable subjects

46
Q

administrative body established to protect the rights and welfare of human research subjects conducted under the institution with which it is affiliated

A

IRB

47
Q

IRB acronym

A

Institutional Review Board

48
Q

IRB Assurance

A

principles or guidelines that govern institutions regarding protecting human subjects taking part in research taking place in the institutions

49
Q

IRB Members

A

at least 5 members with varying backgrounds
at least one member whose primary concerns are scientific area
at least one member whose primary concerns are non-scientific area
at least one member not affiliated with the institution

50
Q

IRB approval or disapproval

A

based on whether or not human participants are adequately protected

51
Q

Officials of institution can disapprove a study approved by IRB BUT

A

NOT vice versa

52
Q

IRB considerations

A

risk/benefit analysis
informed consent
selection of subjects
privacy and confidentiality
monitoring and observation
additional safeguards
incentives for participation
continuing review

53
Q

risk/benefit analysis

A

beneficence

54
Q

informed consent

A

respect of persons

55
Q

selection of subjects

A

justice

56
Q

OPRR

A

office of protection from research risks

57
Q

IRB noncompliance

A

FDA & OPRR (investigators)
IRB
Institution

58
Q

IACUC

A

institutional animal care & use committee

59
Q

research integrity: conflicts of interest

A

financial
investigator role
clinician/investigator role
instructor/investigator role

60
Q

research integrity: credit for intellectual effort

A

discuss roles
contributions
expectations early in the process

61
Q

research integrity: attribution of ideas

A

appropriately referencing studies
plagiarism vs paraphrase
use of too many direct quotes

62
Q

data management

A

data quality, ownership, storage/security
treatment fidelity

63
Q

HIPAA

A

health insurance portability and accountability act

64
Q

starting research process

A

clear, answerable research question

65
Q

formulating research questions

A

question should give info about the study & variables
intent of research

66
Q

formulating the research problem

A

research questions
formal hypothesis
statement of purpose

67
Q

assume that the study will NOT find significant results

A

Null hypothesis

68
Q

assume that the study WILL find significant results

A

alternate hypothesis / research hypothesis

69
Q

why use a null hypothesis?

A

removes bias

70
Q

reject the null hypothesis

A

accept the alternate
* there is significant result

71
Q

fail to reject the null hypothesis

A

accept the null
* there is NO significant result

72
Q

directional study

A

one result to be better or worse than the other

73
Q

nondirectional study

A

hypothesis states there will be a difference or relationship

74
Q

conditional statement

A

if-then statement
often if study relates to theory

75
Q

EBP questions

A

ask a question, look for answers in existing literature

76
Q

PICO form

A

patient/population/problem
intervention
comparison
outcome

77
Q

strong research question

A

question should include specific information
validity
reliability

78
Q

types of validity

A

face
content
criterion
construct
ecological

79
Q

judgment as to whether the variables measure what they are supposed to

A

face validity

80
Q

involves judgment, but more formal than face validity

A

content validity

81
Q

comparison to an existing test/measurement

A

criterion validity

82
Q

two types of criterion validity

A

concurrent
predictive

83
Q

give participants new test and standard test close in time

A

concurrent validity

84
Q

give participants new test and standard test later in future

A

predictive validity

85
Q

criterion validity: concurrent

A

smaller number, low relationship
>0.75 would be strong relationship

86
Q

validity coefficient is only meaningful if

A

the “standard” test is valid

87
Q

criterion validity: predictive

A

can predict outcome (e.g., phonemic awareness = future reading ability?)

88
Q

construct validity

A

theories have constructs; set of behaviors with meaningful associations within the theory

89
Q

to test construct validity, developers have

A

looked for patterns on certain test items

90
Q

establishing construct validity, can look for

A

convergence
divergence

91
Q

convergence

A

happens if a person performs similarly on test questions or if two different tests have similar content

92
Q

divergence

A

happens if a person performs differently on test questions that measure different constructs (e.g., motor skills vs cognitive ability)

93
Q

SCAN-3

A

construct validity

94
Q

APD

A

content validity

95
Q

TILLS

A

construct validity

96
Q

TOLD-P:3

A

theoretical background is that language has a SINGLE FACTOR, a generalized “measure of general spoken ability”

97
Q

CASL

A

theoretical background is that language has SINGLE FACTOR UP TO 6 YRS OF AGE; after that, has a THREE FACTOR structure (form, content, use)

98
Q

Hoffman et al found:

A

TOLD-P:3 has TWO significant factors
CASL has ONE single factor

99
Q

does this test apply to the “real world” of the person being tested?

A

ecological validity

100
Q

reliability: consistent results

A

interobserver
test-retest reliability
parallel forms reliability
internal consistency reliability

101
Q

different examiners/observers testing the same person; participant test twice

A

interobserver reliability

102
Q

participants tested two different times

A

test-retest reliability

103
Q

two different forms of the same construct or assessment; participant takes more than one test (e.g., form A, then (at later date) part B

A

parallel-form reliability

104
Q

administer test once to participants; split tests into two equivalent forms, get score for each section/half

A

split-half reliability

105
Q

high reliability is very important if

A

comparing results of one client/patient

106
Q

reliability may not have to be as high if

A

comparing groups

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