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3200 > Research First Exam > Flashcards

Research First Exam Flashcards

1
Q

What does the ASHA code of ethics say that validates the need for EBP?

A
  • individuals shall evaluate the effectiveness of services rendered
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2
Q

Why do clinicians need research experiences?

A
  1. So they learn to critically evaluate what they read - print doesn’t equal scholarly
  2. To improve/modify clinical practice
  3. To collect data to evaluate the effectiveness of their own therapy
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3
Q

Who found that clinicians felt like research findings weren’t very applicable? Why? What has this caused?

A
  • Kent
  • it dealt with causes, normal physiological processes, etc.
  • a recent push toward more applied research (therapy outcomes, treatment efficacy)
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4
Q

True or false: The opinions of expert authorities, singly or in groups such as consensus panels, should be viewed with skepticism and discounted entirely when they contradict evidence from rigorous scientific studies.

A

True

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5
Q

Progress in clinical practice ultimately requires moving beyond _____ to _____

A
  • opinions

- more stringent levels of evidence

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6
Q

Basic research into underlying mechanisms is a ____ but _____ guide to clinical practice

A

necessary, insufficient

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7
Q

For EBP we need what 4 things?

A
  1. to find relevant research studies and summaries
  2. to critically evaluate relevant research studies and summaries
  3. to use this information to guide our clinical decision making
  4. to systematically evaluate our clinical choices and their effectiveness for individual clients
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8
Q

A definition of EBP?

A
  • the conscientious use of current best evidence
  • in decisions about care of individual patients
  • by integrating clinical expertise
  • with best available external evidence from research
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9
Q

Explain what Class I Evidence is

A
  • evidence from at least one well-designed, randomized controlled clinical trial
  • randomized: randomly choose who gets therapy and who is in control
  • controlled clinical trial: group research where there’s a treatment group and a control group
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10
Q

Explain what Class II evidence is

A
  • evidence from at least one well-designed, observational, clinical study with concurrent controls
  • Controls, but NOT randomized: control group formed based on conveniences
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11
Q

Explain what Class III evidence is

A
  • expert opinion, case studies, and studies with historical controls
  • historical controls: not going on at same time as past controls
  • case studies: no controls at all
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12
Q

We use evidence to _____ IN CONTRAST to _____

A
  • guide our clinical decision making

- only justifying our clinical decisions

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13
Q

Evidence-based practice includes what 3 types of decisions?

A
  1. Assessment decisions (what to assess/how)
  2. Goal setting decisions
    - what to treat, how many, what order
  3. Treatment decisions
    - type of service, intensity, setting, grouping
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14
Q

What are some examples of other extraneous factors that could make it seem like our therapy is working when it’s really something else causing the change?

A
  • test/task practice
  • familiarity
  • bias
  • maturity
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15
Q

EBP Mindset article: up to half of what we and other experts “know” is ____
- must find out: _____

A
  • wrong

- “what we know isn’t so”

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16
Q

The worst research article has been much more rigorously reviewed than any book or presentation.
- give an example

A
  • stuttering prediction instrument
  • aims to predict who will outgrow stuttering
  • “predictive usefulness of the instrument was not met”
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17
Q

What are the 2 main types of research?

A
  • Descriptive

- experimental

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18
Q

Explain descriptive research

A
  • examines group differences and relationships among variables through observations
  • Goal: to DESCRIBE. NOT to interfere/change anything.
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19
Q

Explain experimental research

A
  • looks at cause-effect through MANIPULATION of certain variables on measures under controlled conditions
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20
Q

Experimental studies have ____ mechanisms? Explain

A
  • control mechanisms: to show that one factor really is the cause of another. Random assignment to control groups in group studies is the strongest type of controls. Takes care of extraneous variables (ex/ hopefully super parents in both groups)
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21
Q

Can you have experimental studies where there aren’t groups? explain

A
  • single subject experimental design

- can still put some control mechanisms in place

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22
Q

go back to slide 18 if i forget

A

slide 18

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23
Q

Experimental studies ______ while using _____ to ______

A
  • manipulate one or more variables
  • control mechanisms
  • to evaluate change in behavior/outcome measure
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24
Q

What are two different types of experimental designs? Explain what they are and general types of control mechanisms used

A
  1. Single Subject Experimental Designs
    * small # of participants: usually 10
    * control mechanism: control group (random best)
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25
Q

What are the 4 main categories of descriptive designs?

A
  1. Comparative Group descriptive
  2. Developmental (longitudinal or cross-sectional)
  3. Correlational study
  4. Case study
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26
Q

which descriptive designs use a large number of participants, and which use a small number?

A
  • large: comparative group descriptive, developmental, correlational
  • case study
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27
Q

With comparative group descriptive design, what is the IV? Explain

A
  • disorder classification
  • usually compare normal vs. disordered, or 2 different disorder groups
  • ex/ typical kids vs. kids with SLI phono skills.
  • IV: presence of SLI
  • DV: expressive phonology skills
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28
Q

In developmental studies, what is the IV?

A

Time

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29
Q

Explain longitudinal vs. cross-sectional developmental designs

A
  • longitudinal: measure SAME GROUP of kids over time

- cross-sectional: measure different kids of different ages (gets done quicker)

30
Q

example of longitudinal vs. cross-sectional

A
  • Looking at phono kids in SLI kids at 2 yo, 4 yo, 8 yo
  • longitudinal: measure same kids when they’re 2, 4, 8 (takes 6 years_
  • cross-sectional: measure a bunch of 2 yo, 4 yo, 8 yos
31
Q

is longitudinal or cross-sectional more reliable?

A

longitudinal

32
Q

what’s a DV?

A
  • the effect you MEASURE (measure that answers your research question)
33
Q

ways to measure a DV?

- Need to control for ___ during measurement. Explain

A
  • instrument, formal test, informal test, observer judgement
  • extraneous variables (what things might effect how subject performs on task, need to hold constant across subjects/conditions)
34
Q

examples of things you need to control for in a single subject design

A
  • level of cueing, motivation of client
35
Q

examples of things you need to control for in a group design in a school

A
  • background noise/distractions, time of day, prompts/cues, enthusiasm of testers
36
Q

What is the IV? explain the two types

A
  • the “cause” or factors that influence the measure/DV
  • Active IV: manipulated by investigator
  • Assigned IV: inherent characteristics of subjects, not manipulated by investigator, presumed to effect DV
37
Q

Which types of IVs descriptive vs. experimental designs have?

A
  • descriptive: assigned

- Experimental: ALWAYS has Active. Can have assigned too.

38
Q

Ex/ Group of stutterers who you do treatment on. RQ: is there a difference between control subjects and treatment subjects on their number of dysfluencies at the end of treatment? And is there a difference in how well the treatment worked for mild stuttereres vs. severe stutterers?

A
  • DV: number of dysfluencies
  • Active IV: stuttering treatment
  • Assigned IV: level of severity
39
Q

Characteristics/subject inclusion criteria only becomes an assigned IV when?

A

if you’re looking at how it affects the DV

40
Q

See slide 23 of U1-EBP basics PP foe some examples

A

Practice with them

41
Q

Components of introduction (4)

A
  1. Broad background of topic (history of problem/topic, importance of topic, definitions)
  2. Directly related investigations (more detail)
  3. Summary/Need for current study (overview and inadequacy of past research/knowledge on topic)
  4. Purpose of study/RQs
42
Q

Know how to outline an introduction

A

see slide 16 on

43
Q

know how to critique LR

A

slide 20

44
Q

List the parts of a research paper

A
  1. Abstract
  2. Introduction
  3. Methods
  4. Results
  5. Discussion
45
Q

What’s the abstract do?

A

states purpose of study, identifies subjects, methods, results, and implications

46
Q

How is related research organized in the intro?

A

like a funnel/inerted triangle
- as LR progresses, the articles discussed are increasingly relevant to the specific problem being addressed in the current study

47
Q

What should methods include?

A
  1. possibly research design
  2. description of subjects/groups
  3. description of instrumentation, materias used in measurement and intervention
  4. arrangement made in gathering, grouping, and analysis of data
  5. measuring techniques and reliability
48
Q

what do we need to know about subjects?

A
  • sample size
  • inclusion criteria
  • impt group characteristics
  • show groups are similar on important factors
49
Q

methods for equating groups

A
  1. random assignement: strongest for large groups

2. matching on impt characteristics

50
Q

factors that can impact external validity

A

see NB

51
Q

factors that can impact internal validity

A

see NB

52
Q

types of measurement devices to measure DV

A
  1. instrumentation
    - provide manufacturer/model $
  2. behavioral instruments (standardized & nonstandardized)
    - cite manual
    - give detailed info on nonstandardized and report reliability/validity
  3. observer judgement
    - Likert scale
    - psychological scaling techniques
53
Q

what’s reliability?

A

when the measurement event is repeated, the measured values should be comparable = CONSISTENTLY measuring

54
Q

what’s unit by unit agreement index?

A

agreements/agreements+disagreements

55
Q

often what percentage of measures are re-measured for reliability?

A

10-20%

56
Q

It can’t be a ____ study if measures aren’t ____

A

valid, reliable

57
Q

what’s the validity of measures?

A

did the researcher choose the most appropriate kind of measure to answer the question?
- were the right kind of measures chosen to answer your question

58
Q

factors that can influence measurement validity/reliability

A
  • experimenter bias or familiarity (blind)
  • environment
  • instructions
59
Q

what’s treatment fidelity?

A

consistency in carrying out planned treatment

60
Q

single subject studies will have what kind of measures

A

DAILY measures on a line graph

61
Q

examples of single subject graphs

A

51-53 on RL

62
Q

group studies report what kind of stats?

A

descriptive and inferential

63
Q

descriptive stats include?

A

measures of central tendency and measures of variability

64
Q

measures of central tendency include?

A

mean, median, mode

65
Q

measures of variability include?

A

range, standard deviation

66
Q

examples of means and SDs

A

slides 57-61

67
Q

what’s a statistical significant p value?

A
  • usually
68
Q

the effect size emphasizes what?

A

the size of the DIFFERENCE rather than confounding this with sample size

69
Q

what’s a significant effect size?

A
  • close to 1

- over 1 or 2 = big

70
Q

Discussion should include?

A
  • summary of results
  • interpretation: WHY results found
  • relationship of results to past literature
  • theoretical/practical implications of findings
  • limitations
  • future research

3200 (4 decks)

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