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ABSC 308 > Final exam > Flashcards

Final exam Flashcards

1
Q

List and describe the four kinds of research topics.

A

Examined relations: examination of the relation between two or more variables

Disagreements: experiments with increased rigor designed to resolve conflicting results

Theoretical predictions: examination of theoretical mathematics models

Practical considerations: evaluating whether something works under different conditions

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2
Q

Define direct and systematic replication. Explain the difference.

A

Direct replications: conducting an experiment under the same conditions as those described previously

Systematic replications: conducting an experiment under similar conditions as those described previously

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3
Q

Explain what a literature review allows you to do

A

Identify the extent to which a particular question has been answer

Identify which questions remain unanswered

Learn how others have attempted to answer similar questions

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4
Q

Explain what a literature review involves

A

Electronic databases

Specific journal indexes

Reference sections of key studies

Communication with experts or advisors

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5
Q

List the rationale of France & Hudson (1990) Sleep Disturbance

A

The most common infant sleep disturbance = night waking

Evidence of physiological and maturational basis

Intermittent parent attention for night waking

Drugs = effective in short term

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6
Q

List the purpose of France & Hudson (1990) Sleep Disturbance

A

Establish the efficacy of stimulus control = EXT for management of infant sleep disturbance

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7
Q

Describe the IV, DV, and experimental design used in France & Hudson (1990)
Sleep Disturbance

A

Independent Variable: Stimulus control + EXT

Dependent: Night waking

Experimental Design: Multiple baseline across subjects

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8
Q

Describe the methods used to collect and determine interobserver agreement (IOA) in France & Hudson (1990).
Sleep Disturbance

A

Verbal record compared with written record

Voice activated relay (VAR) and switch mat by bed

IOA calculated separately for frequency and duration of awakening

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9
Q

Describe the results of France & Hudson (1990) Sleep Disturbance

A

Parental attention decreased across time

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10
Q

Describe the limitations of France & Hudson (1990)

Sleep Disturbance

A

Quiet wakefulness could not be discriminated from sleep

Reliability measures

Switch mat could be avoided

Differences in responsiveness due to ages

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11
Q

List the rationale and purpose of Iwata et al.

Functional Analysis of Sever PB

A

Rationale:
Behavior problems are learned performances
Adaptive and maladaptive behavior are learned in the same manner

Purpose: To identify the maintaining variables for a behavior via manipulation of suspected controlling variables

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12
Q

Describe the IV, DV, and experimental design used in Iwata et al.
Functional Analysis of Sever PB

A

IV: Self-injurious behavior (SIB)
DV: Percentage of intervals with SIB, partial- interval recording 10s
Experimental design: Multiple baseline across subjects

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13
Q

Describe the methods used to collect and determine interobserver agreement (IOA) for Iwata et al.
Functional Analysis of Sever PB

A

Partial- interval recording 10s

Interval IOA (overall, occurrence, nonoccurrence)

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14
Q

Describe the results and limitations of Iwata et al.

Functional Analysis of Sever PB

A

Results: 6 of 9 participants had a clear function

Limitations: No control for subtle aspects if contingencies

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15
Q

List and describe each of the conditions of a functional analysis of Iwata et al.
Functional Analysis of Sever PB

A

Self- injurious behavior (SIB) = problematic
Behavior that produces physical injury to ones body

SIB TX prior for FA
Arranging reinforcers for absence of SIB

Previous TX failures = lack of understanding of function

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16
Q

Describe the type of reinforcement of Iwata el al.

Functional Analysis of Sever PB

A

Positive reinforcement
○ Social (attention, access to materials)
○ Automatic ( sensory stimulation)

Negative reinforcement
○ Social (escape from demands)
Automatic (paying attention)

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17
Q

List the rationale and purpose of the Poche et al. (1981) study.
Evaluating Self-protection skills

A

Rationale:
Over 25,000 children are molested per year
Only 10-17% use force
No preventative approach targeting victims

Purpose: Evaluate a program to teach preschool children appropriate and generalize responses to abduction situations

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18
Q

Describe the IV, DV, and experimental design used in the Poche et al. (1981) study
Evaluating Self-protection skills

A

IV: Behavioral skills training
DV: Appropriateness of self-protection responses
Experimental design: Multiple baseline across subjects

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19
Q

Describe the methods used to collect and determine interobserver agreement (IOA) for Poche et al. (1981)
Evaluating Self-protection skills

A

Critical motor and vocal responses were recorded for each trial and converted into a score from 0 to 6, with 6 being optimal self protection

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20
Q

Describe the results and limitations of Poche et al. (1981).
Evaluating Self-protection skills

A

Results: Responses Increase

Limitations: Highly variable initial effects of treatment
Component analyses required

Larger-scale application or application to other dangerous situations

21
Q

List several important aspects of good writing

A 
Clarity 
Brevity 
Organization 
Provide references 
Avoid bias
Avoid plagiarism 
Use a model when writing
22
Q

Describe each of the parts of a research paper

A

Title: convey main idea in few words

Author and affiliation

Abstract: Synopsis of study including rationale or description

Introduction: statement of general problem or purpose

Method: technological description of study

Results: quantitative description of the findings

Discussion: provides interpretation of result

References: includes bibliographic entries if literature cited text

Tables and figures: provides method information

23
Q

List the correct abbreviation for units of time and describe when other abbreviations may be used

A 
Hour: hr.
Minute: min. 
Second: S
Month: None 
Day: Mon. Tues. Wed. Thurs. Fri. Sat. Sun.
24
Q

Describe and be able to recognize when to use numbers

A

Numbers 10 or above

Numbers that precede a unit of measurement

Numbers that represent math functions (percentages, ratios, etc.)

Numbers that represent time, dates, ages, scores, sums of money

Numbers that denote place in numbered series

25
Q

Describe and be able to recognize when to use words

A

Numbers less than 10 that do not meet above criteria

Any number that begins a sentence, title, or heading

Common fractions

26
Q

Be able to recognize the correct and incorrect use (and describe the correct use) of the following:

A

Since: events occurring after some point in time

Because: refers to causation

Although: are used to qualify or contrast a preceding/ following clause

Whereas: are used to qualify or contrast a preceding/ following clause

While: refers to concurrent events

Prepositions within a sentence

27
Q

Singular and plurals of particular words

A 
Data: plural 
Datum: singular 
 Criterion: singular 
Criteria: plural 
Stimulus: singular 
Stimuli: plural
28
Q

List the rationale and purpose of Hanley et al. (2005)

Evaluating children’s preferences for treatment

A

Rational: Often don’t assess client performance of tx

Purpose: Determine the efficacy of children PB using treatment with or without punishment and determine client performance.

29
Q

Describe the IV, DV, experimental design used, main findings, and implications of Hanley et al. (2005)
Evaluating children’s preferences for treatment

A

IV: FA

DV: Frequency of pb

Design: Multielement

Results: Both participants preferred FCT + Pun

Implications:
Punishment is used less since creation of FA

Punishment acceptability

Evidence-based values should guide Tx selection process

30
Q

List the advantages and disadvantages of using contingent electric stimulation as a punishment procedure (Linscheid et al., 1990).
Evaluation of controversial treatment

A

Advantages
○ Stimulation can be delivered quickly
○ Does not interfere with ongoing activity
○ Parameters can be selected to minimize risk

Disadvantages
Socially objectionable

31
Q

Describe the primary and additional functions of the SIBIS device. What is the primary limitation of the SIBIS device for the treatment of SIB (Linscheid et al., 1990)?

Evaluation of controversial treatment

A

Primary Functions:
• Automatic detection of forceful blows
• Response-contingent delivery of electrical stimulation to arm or leg
• Automatic recording of stimulus delivery

Additional Functions:
• Tone delivered w/ shock
DRO interval timer

32
Q

List and describe the following

IV, DV, Experimental Design, Results, Implications for Dallery & Glenn on Smoking Causation

A

IV: Vouchers exchangeable for items online

DV: CO level from the CO monitor

Results: Smoking decreased

Implications: cost of the program

Experimental design: Concurrent multiple baseline across subjects with reversal to baseline

33
Q

List and describe the following

IV, DV, Experimental Design, Results, Implications for O’Conner on increasing recycling on KU

A

IV: location of bins, # of bins, appearance of bins

DV: # of plastic bottles in recycling bin, # of plastic bottles in trash bins

Experimental design: Concurrent multiple baseline design across settings

Results: recycling increased

Implications: Location

34
Q

List the advantages and disadvantages of single subject designs.

A 
Advantages 
○ variation caused by individual differences is not a factor 
○ focus on individual performance 
○ focus on big effects 
○ allows for flexibility

Disadvantage:
○ costly
Some experimental questions cannot be better answered with groups

35
Q

Define the following terms: population, sample, factors, level, random selection, blind, double-blind

A

Population: all members of some group

Sample: a subset of a population

Factors: the IVs of an experiment

Levels: represent different levels of an IV

Random selection: unbiased selection process that gives each person from a target population an equal chance of being selected for the experiment

Blind: people unaware of presence or absence of the IV

Double Blind: 2 people unaware of presence or absence of the IV

36
Q

Name and define the three weak group designs discussed in class.

A

One-Group Posttest-Only Design: measures behavior of one group after treatment

Posttest-Only Design with nonequivalent groups: measures behavior of two nonequivalent groups after treatment

One-Group Pre-test-Posttest Design: measures behavior of a single group both before and after treatment

37
Q

What threats to internal validity do each represent and how might one fix these designs to increase internal validity?

A

History: any event other than the treatment occurring at the same time may influence the results

Maturation: any change over time resulting from processes within the subject

Testing: any change that may be attributed to repeated testing

Statistical regression: change in an extreme score on an initial assessment which is closer to the mean on the next assessment

Selection biases: any change attributable to differences in groups prior to the introduction of the IV

Mortality (Attrition): any change in group performance due to subject drop-out

Instrumentation: any change due to human biases or machine error

38
Q

Define within-subjects design.

A

All participants experience both or all conditions

39
Q

Define counterbalancing

A

Attempt to control for order effects by arranging that each condition occur in each ordinal position (e.g., 1st, 2nd, 3rd, etc.)

40
Q

Define order effects

A

Changes in a participant’s performance resulting from the position in which a condition appears in an experiment

41
Q

Describe random assignment and list the steps

A

Unbiased assignment process that gives each subject an equal and independent chance of being placed in every condition

Steps in a randomized groups experiment:

  1. Randomly assign subjects to groups (e.g., control/treatment)
  2. Administer experimental conditions
  3. Examine differences between groups
42
Q

Describe matching and list the steps

A

Attempts to equate experimental and control groups on one or more variables before the experiment

Steps in a matched groups experiment:

  1. Administer pre-test or identify relevant characteristic
  2. Rank subjects according to test scores (or characteristic values)
  3. Form pairs on the basis of ranking
  4. Randomly assign members of pairs to groups
  5. Administer experimental treatments
  6. Examine differences between members of pairs
43
Q

Describe the difference between the two quasi-experimental designs discussed in class

A
  • Quasi-experimental designs: attempts to approximate control features of “true” experiments
  • Interrupted Time-Series Design: allows the same group to be compared over time by considering the trend and level of the data before and after the experimental manipulation
  • Control-Series Design: compares at least two groups over time by considering the trend of the data of both groups before and after the experimental manipulation
44
Q

List the rationale and purpose of Goetz & Baer (1973) An evaluation of creativity

A

Rationale: Children would have to be prompted.

Purpose: to demonstrate the demonstration of reinforcing an aspect of children’s blockbuilding that could be diverse or creative

45
Q

Describe the IV, DV, experimental design used, main findings, and implications of Goetz & Baer (1973).

A

IV: Descriptive Praise

DV: Form of diversity score & new forms

Main finding: Descriptive praise increased form diversity

Implication: Social reinforcement can increase variability

46
Q

Using the procedures in the Hanley et al. (2005) study, describe a study in which you would determine particular activity preferences of a particular client. That is, describe the assessment procedure and how preference will be measured (it might be helpful to draw a schematic).

Evaluating children’s preferences for treatment

A

Use of concurrent chains procedure: Using buttons to establish what the youth wants and whatever button is presses the most is the highest preferred.

Data collection: Frequency data collection

Results: The button with the most pressed.

47
Q

Purpose and rationale of Dallery & Glenn on Smoking Causation

A

Purpose:
Test feasibility of method
ID problems
Evaluate effectiveness

Rationale
Smoking abstinence = vouchers
CO sampling involves effort that may limit accessibility and success of voucher program

48
Q

Purpose and rationale of O’Conner on increasing recycling on KU

A

Purpose
Evaluate the effects of number and location of recycling bins in the absence of signs while controlling for the number of recycling bins

Rationale:
251.3 million tons of waste per year
28% of items recycled in U.S. in 2006
Polyethylene terephthalate plastic bottles

ABSC 308 (1 decks)

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