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Research and EBP Flashcards

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1
Q

a ____ is about what will happen if the hypothesis does not come true

A

null hypothesis (pg.92)

example:
hypothesis: X will be greater than Y
null hypothesis: X will not be greater than Y

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2
Q

what are the 4 principles that the ASHA code of ethics reflects?

A
  1. the welfare of persons
  2. professinal competence
  3. responsibilities to the public
  4. responsibilities to the profession
    (pg. 92)
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3
Q

what is the PICO format question?

A 
p=population of interest 
I=intervention 
C= comparison 
O=outcomes 
(pg.93)

example:
in stroke survivors with verbal anomia (P), does training in the use of gestures (I) as compared to no gesture (C) facilitate word retrieval (O)

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4
Q

____ is the generalizability of results

A

external validity (pg.93)

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5
Q

the strongest treatment evidence comes from what kind of study?

A

meta-analysis (pg.93)

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6
Q

what type of study is based on multiple randomized controlled clinical studies and also from systematic reviews

A

meta-analysis (pg.93)

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7
Q

the generalizability of the study results is enhanced when the subject sample is large or small?

A

large (pg.94)

and randomly selected from the population of interest

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8
Q

the _______ can be described as a condition that can change behavior

A

independent (pg.94)

example:
what is the difference in participants ability to recognize speech under conditions of high versus low noise level?

independent= noise level

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9
Q

the ____ can be described as the behavior that may change

A

dependent (pg.94)

example:
what is the difference in participants ability to recognize speech under conditions of high versus low noise level?

dependent= ability to recognize speech

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10
Q

what are possible threats to internal validity?

A
  1. subject selection
  2. history
  3. reactive pretest
  4. statistical regression (if selected cuz of extreme scores, their scores on subsequent administration of the same measure may be closer to average even with no treatment)
  5. researcher bias
  6. test environment
  7. Hawethorne effect (subject’s awareness that they are in a research study)

(pg.95)

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11
Q

in ________ research, data are obtained using numerical measures

A

quantitive (pg.95)

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12
Q

________ research, the researcher manipulates one or more independent variables and observes the effect on the dependent variable

A

experimental (pg.95)

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13
Q

_______ research, it is not possible for the researcher to manipulate the independent variable because it is a subject characteristic

A

descriptive (pg.95)

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14
Q

______ research is often used in speech-language pathology

A

mixed (pg.95)

example: in a study measuring the dependent variable or oral reading accuracy, the descriptive component may be the comparison of 2 groups based on subject attributes and the experimental component may be the manipulation of an independent variable

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15
Q

_______ design involves comparison of 2 or more groups of subjects

A

between subject (pg. 95)

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16
Q

in ___________ design, the behavior of the same subjects is studied under different conditions

A

within subject (pg.96)

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17
Q

______ research involves exploration of factors that may underlie behavior

A

qualitative (pg.96)

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18
Q

Interval or ratio measurement data may be described in terms of….

A
  1. central tendency
  2. variability (how much scores vary from the average)
  3. skewness (lack of symmetry of the distribution scores)
  4. kurtosis (the general shape of the distribution of scores)

(pg.97)

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19
Q

central tendency can be measures in what 3 ways?

A
  1. mean= the arithmetic average
  2. median=the middle score of he distribution
  3. mode= the most commonly occurring score

(pg.97)

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20
Q

what are the measurements of variability?

A
  1. range= the lowest score to the highest score
  2. variance= how far each score in the distribution varies from the mean score
  3. standard deviation= the average amount that all the cores in the distribution deviate from the mean
    (pg. 97)
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21
Q

a small standard deviation indicates more or less homogeneity?

A

more (pg.97)

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22
Q

when does a normal distribution of data occur?

A

when the middle scores occur more often and the lower and higher scores do not occur often. it results in a bell shape

(pg.97)

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23
Q

when can parametric statistics be used?

A
  1. normal distribution of data
  2. interval or ratio level of measurement
  3. if 2 or more data distributions will be analyzed and compared

(pg.97)

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24
Q

what are the 2 types of errors that can be made in research?

A

type I= a true null hypothesis is rejected

type II= a false null hypothesis is accepted

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25
Q

the level of significance is….

A. the probability of making a type I error
B. the probability of making a type II error
C. the probability of making a type I or type II error

A

A. the probability of making a type I error

pg.97

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26
Q

when the level of significance is ________ then the researcher usually decides to reject the null hypothesis and therefore to decide that the hypothesis is probably true

A

small (pg.97)

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27
Q

what number is considered small enough to reject the null hypothesis?

A

a level of significance of .05 or less (p < .05)

pg.97

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28
Q

what is a one tailed test and two tailed test?

A
  • one tailed is directional, example of=X is greater than Y
  • two tailed is nondirectional, example of =X and Y are different
    (pg. 97)
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29
Q

which are stricter, one tailed or two tailed test?

A

two tailed (pg.97)

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30
Q

the _____ in the data should be reported so that the results can be interpreted.

A
  • degree of freedom
  • generally df=n-1, when n= the total number of scores in the data distribution

(pg.97)

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31
Q

what do correlational statistics evaluate?

A

the relationship among data (pg.97)

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32
Q

what are examples of correlational statistics?

A
  • pearson product-moment (r), parametric, used with interval or ratio level data
  • spearman rank-order correlation (p), nonparametric, used with ordinal level data

(pg.98)

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33
Q

a perfect positive relationship between 2 variables is indicated by _____, a perfect negative relationship between 2 variables is ____ and the absence of a relationship is _______

A
  1. 0, -1.0, 0

pg. 98

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34
Q

a ___ number indicates a weak relationship between 2 variables and a ___ number indicates a strong relationship between numbers

A

small, large (pg.98)

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35
Q

the square of the correlation coefficient is used for what?

A

-to assess practical meaning (pg.98)

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36
Q

what is regression analysis?

A

measures the degree to which the value of one variable can be predicted from the value of other variables (pg.98)

37
Q

for nominal level data, associations between variables can be presented in a _____ table

A

contingency (pg.98)

38
Q

the level of significance of any relationship among the nominal variables can be examined using ____ or _____

A

chi-square, contingency coefficient (pg.98)

-chi-square does not indicate the strength of the relationship whereas the contingency coefficient does measure the strength of the relationship

39
Q

parametric procedures (single dependent variable, difference between 2 sets of data)

A
  1. z ratio=when sample are 30 or more
  2. t-test= when samples are less than 30
  3. independent t-test= used to compare 2 different groups
  4. dependent t-test= used for within group comparisons

(pg.98)

40
Q

nonparametric procedures (single dependent variable, difference between 2 sets of data)

A
  1. mann-whitney U Test= for differences between groups; for ordinal level data
  2. Wilcoxon matched-pairs single-ranks tests= for examining changes within the group over time
    (pg. 98)
41
Q

_______ can help the SLP to understand the practical significance of data in a research study

A

effect size estimates (pg.98)

-one common effect size estimate is Cohen’s d, used to compare the means of 2 or more groups

42
Q

_______ is often completed to measure the probability of rejecting a null hypothesis when the null hypothesis is false

A

power estimate ([g.99)

-generally, a minimum value of .80 is a acceptable measure of power

43
Q

______ research is aimed at demonstrating the benefits of treatment through well-controlled studies with internal validity, statistical significance and practical significance

treatment efficacy, treatment effectiveness, treatment fidelity

A

treatment efficacy (pg.99)

44
Q

____ is demonstrated when there is clinical improvement from the treatment when applied in the real-world context

treatment efficacy, treatment effectiveness, treatment fidelity

A

treatment effectiveness (pg.99)

45
Q

______ is the degree to which actual implementation of the treatment in the real world is consistent with the prototype treatment administered in he controlled conditions of the treatment efficacy study

treatment efficacy, treatment effectiveness, treatment fidelity

A

treatment fidelity (pg.99)

46
Q

the strongest evidence of treatment efficacy comes from…

A
  1. meta-analysis (pg.99)

2. systematic review

47
Q

In a ______, accumulated evidence from multiple studies is analyzed statistically to evaluate the consistency of results and effect sizes across studies

meta-anayisis or systematic review?

A

meta-analysis (pg.99)

48
Q

__________ are objective and comprehensive overviews of research focused on a particular clinical issue.

meta-anayisis or systematic review?

A

systematic review (pg.99)

49
Q

_______ refers to how well the test detects that a condition is present when the condition actually is present

A

sensitivity (pg.100)

50
Q

_____ refers to how well the test detects that a condition is not present when the condition actually is not present

A

specificity (pg.100)

51
Q

_______ the number of true positives divided by the combined true and false positives

positive predictive value or negative predictive value

A

positive predictive value (pg.100)

52
Q

______ the number of true negatived divided by the combined true and false negatives

A

negative predictive value (pg.100)

53
Q

True/False: EBP considers how research out-comes data may apply differently to ethnic minority groups that were not included in the research studies

A

true (pg.100)

54
Q

How can SLP’s obtain information about a client’s preference and values?

A

a cultural assessment (e.g interview, questions) (pg.100)

55
Q

how similarily a subject’s performance is independently rated or measured by two or more observers.

A

INTERjudge reliability

56
Q

consistency with which the same observer measures the same phenomenon.

A

INTRAjudge reliability

57
Q

consistency of measures when tow forms of the same test are administered to the same person

A

alternate-form reliability

58
Q

consistency of measures when the same test is administered to the same person twice

A

test-retest reliability

59
Q

meausre of the internal consistency of the test.

A

split-half reliability

60
Q

what are the 4 different levels of measurement?

A
  1. nominal
  2. ordinal
  3. interval
  4. ratio
61
Q

attributes of objects or events categorized (pass/fail)

example: male or female

A

nominal

62
Q

Unequal levels, rank order

A

ordinal

63
Q

equal levels, rank ordered, no tru zero

A

interval level

64
Q

mutually exclusive categories, rank ordered, true zero

A

ratio

65
Q

Concurrent validity

A

the degree to which a new test correlates with an established test of known validity

66
Q

Construct validity

A

the degree to which test scores are consistent with theoretical constructs of concepts

67
Q

Content validity

A

based on a thorough examination of all test items to determine if the items are relevant to measuring what the test purports to measure, and whether the items adequately sample the full range of the skill being measured

68
Q

Predictive validity

A

refers to the accuracy with which a test predicts future performance on a related task

69
Q

Alternative assessment approaches (7)

A 
Functional assessment 
Client-specific assessment 
Criterion-referenced assessment 
Authentic assessment 
Dynamic assessment 
Portfolio assessment
Comprehensive and integrated assessment cautiously
70
Q

used to evaluate a client’s day to dy communication skills in naturalistic, socially meaningful contexts.

A

Functional assessment

71
Q

involves naturalistic observation skills, such as sample speech
and language skills in everyday settings

A

Authentic assessment

72
Q

evaluated not against statistical norms, but against standard or performance selected by the clinician

A

Criterion-referenced assessment

73
Q

seeks to evaluate a child’s ability to learn when provided with instruction

A

Dynamic assessment

74
Q

involves collecting samples of a child’s work or performance over a period of time and observing the growth that occurs when instruction is provided

A

Portfolio assessment

75
Q

involves a clinician selecting an ethno culturally appropriate tests and interpret all test results cautiously

A

Comprehensive and integrated assessment

76
Q

preferred alternative to standardized test which establish functionbaselines and target behaviors

A

Client specific

77
Q

philiophical position that statements must be supported by experimental or obserational evidence

A

empiricism

78
Q

events do not happen randomly or haphhazardly, they are caused by other events

A

determinism

79
Q

law that mandated free and appropriate education for disabled students from ages 3 to 21

A

Formally called the “Education of the Handicapped act”

later retitled “Individuals with Disabilities Education Act”

80
Q

established mandated development of individualized family service plans, required states to provide early intervention services

A

Public Law 99-457

81
Q

This law increased meaningful parental involvement in eval, eduacational results for children with disabilities, participation of educators in the general classroom setting, participation of children with learnign disabilities in the classroom, prevention of inapporpriate identification, improved use of alternative assessments.

A

IDEA

82
Q

Law that provides civil rights protetion relative to employment, state and local government to individuals with disabilities.

A

ADA

83
Q

provided foundation for medicare and medicaid

A

SSA

84
Q

what is the most effective form of reinforcement?

A

intermittant

85
Q

What kind of study design takes a baseline, teaches something, withdraws?

A

ABA or ABAB (single subject)

86
Q

As a clinician, you are concerned with using the most appropriate assessment approach
that suits your clients, avoids false positive or false negative diagnoses, helps generate
treatment goals, and is fair to clients of all ethnocultural backgrounds, including
mainstream clients. To accomplish this assessment goal, you would select which of the
following approaches?

A

An integrated approach

87
Q

A clinician is measuring communicative behaviors in a child with a cleft palate. The
clinician measures the time intervals during which the speech behaviors selected for
observation occurred. What are the methods of measurement called?

A

Time sampling measures

88
Q

Content validity

A

based on a thorough examination of all test items to determine if the items are relevant to measuring what the test purports to measure, and whether the items adequately sample the full range of the skill being measured

89
Q

Comprehensive and integrated assessment

A

When clinician selects most useful elements of all assessment approaches, including the traditional approachs in order to be applicable to clients of all backgrounds.

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