Final exam Flashcards
List and describe the four kinds of research topics.
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
Define direct and systematic replication. Explain the difference.
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
Explain what a literature review allows you to do
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
Explain what a literature review involves
Electronic databases
Specific journal indexes
Reference sections of key studies
Communication with experts or advisors
List the rationale of France & Hudson (1990) Sleep Disturbance
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
List the purpose of France & Hudson (1990) Sleep Disturbance
Establish the efficacy of stimulus control = EXT for management of infant sleep disturbance
Describe the IV, DV, and experimental design used in France & Hudson (1990)
Sleep Disturbance
Independent Variable: Stimulus control + EXT
Dependent: Night waking
Experimental Design: Multiple baseline across subjects
Describe the methods used to collect and determine interobserver agreement (IOA) in France & Hudson (1990).
Sleep Disturbance
Verbal record compared with written record
Voice activated relay (VAR) and switch mat by bed
IOA calculated separately for frequency and duration of awakening
Describe the results of France & Hudson (1990) Sleep Disturbance
Parental attention decreased across time
Describe the limitations of France & Hudson (1990)
Sleep Disturbance
Quiet wakefulness could not be discriminated from sleep
Reliability measures
Switch mat could be avoided
Differences in responsiveness due to ages
List the rationale and purpose of Iwata et al.
Functional Analysis of Sever PB
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
Describe the IV, DV, and experimental design used in Iwata et al.
Functional Analysis of Sever PB
IV: Self-injurious behavior (SIB)
DV: Percentage of intervals with SIB, partial- interval recording 10s
Experimental design: Multiple baseline across subjects
Describe the methods used to collect and determine interobserver agreement (IOA) for Iwata et al.
Functional Analysis of Sever PB
Partial- interval recording 10s
Interval IOA (overall, occurrence, nonoccurrence)
Describe the results and limitations of Iwata et al.
Functional Analysis of Sever PB
Results: 6 of 9 participants had a clear function
Limitations: No control for subtle aspects if contingencies
List and describe each of the conditions of a functional analysis of Iwata et al.
Functional Analysis of Sever PB
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
Describe the type of reinforcement of Iwata el al.
Functional Analysis of Sever PB
Positive reinforcement
○ Social (attention, access to materials)
○ Automatic ( sensory stimulation)
Negative reinforcement
○ Social (escape from demands)
Automatic (paying attention)
List the rationale and purpose of the Poche et al. (1981) study.
Evaluating Self-protection skills
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
Describe the IV, DV, and experimental design used in the Poche et al. (1981) study
Evaluating Self-protection skills
IV: Behavioral skills training
DV: Appropriateness of self-protection responses
Experimental design: Multiple baseline across subjects
Describe the methods used to collect and determine interobserver agreement (IOA) for Poche et al. (1981)
Evaluating Self-protection skills
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
Describe the results and limitations of Poche et al. (1981).
Evaluating Self-protection skills
Results: Responses Increase
Limitations: Highly variable initial effects of treatment
Component analyses required
Larger-scale application or application to other dangerous situations
List several important aspects of good writing
Clarity Brevity Organization Provide references Avoid bias Avoid plagiarism Use a model when writing
Describe each of the parts of a research paper
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
List the correct abbreviation for units of time and describe when other abbreviations may be used
Hour: hr. Minute: min. Second: S Month: None Day: Mon. Tues. Wed. Thurs. Fri. Sat. Sun.
Describe and be able to recognize when to use numbers
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
Describe and be able to recognize when to use words
Numbers less than 10 that do not meet above criteria
Any number that begins a sentence, title, or heading
Common fractions
Be able to recognize the correct and incorrect use (and describe the correct use) of the following:
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
Singular and plurals of particular words
Data: plural Datum: singular Criterion: singular Criteria: plural Stimulus: singular Stimuli: plural
List the rationale and purpose of Hanley et al. (2005)
Evaluating children’s preferences for treatment
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.
Describe the IV, DV, experimental design used, main findings, and implications of Hanley et al. (2005)
Evaluating children’s preferences for treatment
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
List the advantages and disadvantages of using contingent electric stimulation as a punishment procedure (Linscheid et al., 1990).
Evaluation of controversial treatment
Advantages
○ Stimulation can be delivered quickly
○ Does not interfere with ongoing activity
○ Parameters can be selected to minimize risk
Disadvantages
Socially objectionable
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
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
List and describe the following
IV, DV, Experimental Design, Results, Implications for Dallery & Glenn on Smoking Causation
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
List and describe the following
IV, DV, Experimental Design, Results, Implications for O’Conner on increasing recycling on KU
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
List the advantages and disadvantages of single subject designs.
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
Define the following terms: population, sample, factors, level, random selection, blind, double-blind
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
Name and define the three weak group designs discussed in class.
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
What threats to internal validity do each represent and how might one fix these designs to increase internal validity?
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
Define within-subjects design.
All participants experience both or all conditions
Define counterbalancing
Attempt to control for order effects by arranging that each condition occur in each ordinal position (e.g., 1st, 2nd, 3rd, etc.)
Define order effects
Changes in a participant’s performance resulting from the position in which a condition appears in an experiment
Describe random assignment and list the steps
Unbiased assignment process that gives each subject an equal and independent chance of being placed in every condition
Steps in a randomized groups experiment:
- Randomly assign subjects to groups (e.g., control/treatment)
- Administer experimental conditions
- Examine differences between groups
Describe matching and list the steps
Attempts to equate experimental and control groups on one or more variables before the experiment
Steps in a matched groups experiment:
- Administer pre-test or identify relevant characteristic
- Rank subjects according to test scores (or characteristic values)
- Form pairs on the basis of ranking
- Randomly assign members of pairs to groups
- Administer experimental treatments
- Examine differences between members of pairs
Describe the difference between the two quasi-experimental designs discussed in class
- 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
List the rationale and purpose of Goetz & Baer (1973) An evaluation of creativity
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
Describe the IV, DV, experimental design used, main findings, and implications of Goetz & Baer (1973).
IV: Descriptive Praise
DV: Form of diversity score & new forms
Main finding: Descriptive praise increased form diversity
Implication: Social reinforcement can increase variability
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
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.
Purpose and rationale of Dallery & Glenn on Smoking Causation
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
Purpose and rationale of O’Conner on increasing recycling on KU
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
