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NCE / Erford > Research & Program Evaluation > Flashcards

Research & Program Evaluation Flashcards

1
Q

Compares two means for one variable; provide a ?-ratio

A

t-tests; t-ratio

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2
Q

Involve comparing two independent groups (usually assigned randomly) on one dependent variable.
EX: Gender and achievement

A

Independent t-tests

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3
Q

Involve similar groups paired or matched in some meaningful way or the same group tested twice.
EX: Same group of high school students; pre-test and post-test

A

Dependent t-tests

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4
Q

A statistical test that involves having at least one independent variable in a study with three or more groups or levels.
EX: Household income (Below $20,000; $20K-$40K; $40K-$60K; and $60,000+) divided into 4 levels/groups

A

Analysis of Variance (ANOVA)

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5
Q

ANOVA

Indicates 2+ more of the group means are statistically different

A

F ratio

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6
Q

Used with 1+ independent variable; yields both main effects and interaction effects (i.e., significant differences among groups across or more independent variables).
EX: 2 treatments (Cognitive therapy and Interpersonal therapy) compared for effectiveness on males and females

A

Factorial ANOVA

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7
Q

Statistical test that includes an IV as a covariate, or a variable that needs to be statistically adjusted & controlled in order to look at the relationship of other IVs & the DV. EX: Examining the relationship bw household income & work satisfaction w/gender as a covariate (statistical effects of gender are removed from the analysis to control for any effects that gender may have on work satisfaction)

A

ANCOVA

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8
Q

Allows examination of every possible pairing of group means for a particular IV after one has concluded that there are main effects (i.e., significant difference among two or more groups comprising a single IV) in an ANOVA.

A

Post hoc analysis

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9
Q

Chi-Square test, Mann-Whitney U test, Friedman’s rank test, Wilcoxon’s signed-rank test, Kolmogorov-Smirnov Z procedure, Kruskal-Wallis test

A

Types of nonparametric statistics tests

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10
Q

Used when researchers are only able to make a few assumptions about distribution of scores in the underlying pop. Specifically, their use is suggested when nominal or ordinal data are involved or when interval or ratio data are not distributed normally (i.e., are skewed).

A

Non-parametric statistics test

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11
Q

A nonparametric statistical test used to determine whether two or more categorical or nominal variables are statistically independent.
EX: investigating rxp of whether to terminate counseling (yes/no) and the gender of the counselor (male/female)

A

Chi-square test

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12
Q

Nonparametric statistical test. Analogous to a parametric independent t-test, except uses ordinal data instead of interval or ratio data. Compares the ranks from two groups.
EX: Compare students Grades 9-12 w/education aspiration (diploma, 2/4-yr degree, grad) as DV

A

Mann-Whitney U-test

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13
Q

Nonparametric statistical test. Similar to Mann-Whitney U test, but used with samples smaller than 25 participants

A

Kolmogorov-Smirnov Z Procedure

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14
Q

Nonparametric statistical test analogous to an ANOVA. Extension of Mann-Whitney test. Used with 3 or more groups per independent variable & an ordinal-scaled dependent variable.

A

Kruskal-Wallis test

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15
Q

Nonparametric statistical test. Equivalent to a dependent t-test. Involves ranking the amount & direction of change for ea pair of scores.
EX: Comparing perceived level of competence before and after a training program

A

Wilcoxon’s signed-ranks test

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16
Q

A nonparametric statistical test similar to Wilcoxon’s signed-ranks test in that it is designed for repeated measures. It may be used with more than two comparison groups.

A

Friedman’s rank test

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17
Q

Graphical Representations of Experimental Designs:

  1. ___ = A, B, C, D
  2. ___ = (R)
  3. ___ = O
  4. ___ = X, Y, Z
  5. ___ = n/a
A
  1. Groups
  2. Random Assignment
  3. Observation
  4. Intervention
  5. control group (no intervention or observation)
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18
Q

A type of experimental design used when it is impossible or inappropriate to randomly assign participants to groups. Often used with nested data (e.g., classrooms, counseling groups) or naturally occurring groups (e.g., males, African Americans, adolescents). Two common types:

(a) nonequivalent groups pretest-posttest control (sometimes called comparison group designs), and
(b) time series design.

A

Quasi-experimental designs

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19
Q

Common type of quasi-experimental design.
Observations made at equal time intervals with same testing procedures. Characterized by repeatedly measuring before and after an intervention for one group, & uses a control group for comparison.

(Graphical Representation)

A

control group interrupted time series design

A: 0 -> 0 -> 0 -> X -> O -> O -> O
B: 0 -> 0 -> 0 -> n/a -> O -> O -> O

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20
Q

Common type of quasi-experimental design.
Counselor keeps groups intact; administers a pretest; administers treatment to only one group

(Graphical Representation)

A

nonequivalent groups pretest-posttest control group design

A: O -> X -> O
B: O -> n/a -> O

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21
Q

Common type of quasi-experimental design. Observations made at equal time intervals with same testing procedures. Characterized by REPEATEDLY measuring before & after intervention; can measure one group, or include control group for comparison.

A

time series design

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22
Q

Common type of quasi-experimental design.
Counselor keeps groups intact; administers pretest, administers treatment to 2+ groups, and then gives the groups a posttest.

(Graphical Representation)

A

nonequivalent groups pretest-posttest comparison group design

A: O -> X -> O
B: O -> Y -> O
C: O -> Z -> O

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23
Q

Common type of quasi-experimental design.
Characterized by repeatedly measuring before and after an intervention for one group.

(Graphical Representation)

A

one-group interrupted time series design

A: 0 -> 0 -> 0 -> X -> O -> O -> O

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24
Q

Aka randomized experimental designs. The gold standard; involve 2+ groups for comparison & random assignment. Common types

(a) randomized pretest-posttest control group design
(b) randomized pretest-posttest comparison group design,
(c) randomized posttest-only control group design,
(d) randomized posttest-only comparison group design, and
(f) Solomon four-group design

A

true experimental designs

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25
Q

Common type of true experimental design.
Participants are assigned to one of 2+ groups, each group receives a distinct intervention, and the effectiveness of interventions is compared through the use of pre- and posttests

(Graphical Representation)

A

randomized pretest-posttest comparison group design

(R) A: O -> X -> O
(R) B: O -> Y -> O
(R) C: O -> Z -> O

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26
Q

Common type of true experimental design.
Uses 4 randomly assigned groups so the presence of a pretest and the presence of an intervention can be assessed more rigorously.

(Graphical Representation)

A 
Solomon four-group design
(R) A: O  ->  X -> O
(R) B: O -> n/a-> O
(R) C: n/a-> X -> O 
(R) D: n/a->n/a->O
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27
Q

Common type of true experimental design.
Involves the random assignment of participants to a tx or control group, administering an intervention to one group, and then measuring the outcome.

(Graphical Representation)

A

randomized posttest-only control group design

(R) A: X -> O
(R) B: n/a -> O

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28
Q

Common type of true experimental design.
Participants are assigned to 2 groups (one group serves as the control); both groups are measured before & after an intervention.

(Graphical Representation)

A

randomized pretest-posttest control group design

(R) A: O -> X -> O
(R) B: O -> n/a -> O

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29
Q

Common type of true experimental design.
Similar to a randomized posttest-only control group design, but with 2+ groups for comparison and no control group

(Graphical Representation)

A

randomized posttest-only comparison group design

(R) A: X -> O
(R) B: Y -> O

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30
Q

A type of experimental design that does not use random assignment, thus failing to control for internal validity threats. Three common types:

(a) one-group posttest only design,
(b) one-group pretest-posttest design, and
(c) nonequivalent groups posttest-only design.

A

pre-experimental designs

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31
Q

Common type of pre-experimental design.
No attempt to begin study w/equivalent groups; one group receives intervention; change is measured; other group serves as control w/o intervention & assessed at same time as the other group.

(Graphical Representation)

A

nonequivalent groups posttest-only design

A: X -> O
B: n/a -> O

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32
Q

Common type of pre-experimental design.
A group receives an intervention and change is measured.

(Graphical Representation)

A

one-group posttest only design

A: X -> O

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33
Q

Common type of pre-experimental design.
A group is evaluated before and after an intervention

(Graphical Representation)

A

one-group pretest-posttest design

A: O -> X -> O

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34
Q

A type of quantitative sampling that involves sampling a known population using randomization. Methods include (a) simple random sampling; (b) systematic sampling; (c) stratified random sampling; and (d) cluster sampling.

A

Probability sampling

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35
Q

A method of probability sampling.

Every nth element is chosen

A

systematic sampling

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36
Q

A method of probability sampling.

Every member of population has equal chance of being selected

A

simple random sampling

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37
Q

A method of probability sampling.

Population is divided into subgroups and the professional counselor draws randomly from the subgroups

A

stratified random sampling

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38
Q

A quantitative sampling method that typically involves accessible, convenient samples and does not use randomization. Methods include convenience, purposeful, and quota.

A

Nonprobability sampling

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39
Q

A method of Non-probability sampling.
The selection of a sample from a population based on who will be most informative about a topic of interest; participants are selected because they represent needed characteristics

A

purposeful sampling

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40
Q

A method of probability sampling.
The professional counselor identifies existing subgroups and not individual participants. Sometimes involve multiple stages, such as a two-stage random sample (e.g., randomly select 60 schools and then 20 classes from those schools), a three-stage random sample (e.g., randomly selecting 200 school districts, then 20 schools from each district, and then 10 classes per school), and so forth.

A

cluster sampling

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41
Q

A method of Non-probability sampling.
Drawing the needed number of participants with the needed characteristic (e.g., gender, race) from the convenience sample.

A

quota sampling

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42
Q

A method of Non-probability sampling.

The selection of an easily accessible population that most likely does not fully represent the population of interest

A

convenience sampling

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43
Q

The degree to which changes in the dependent variable are due to the effects of the independent variable. Threats include history, selection, statistical regression, testing, instrumentation, attrition, maturation, diffusion of treatment, experimenter effects, and subject effects.

A

Internal validity

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44
Q

Scores of participants who were selected because of their extreme score on a dependent variable are affected; regress towards the mean

A

Statistical regression

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45
Q

The phenomenon of research participants knowing what to expect and learning something from a pretest that helps to improve their performance on future tests.

A

Practice Effects (memory effects)

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46
Q

The degree of peakedness of a distribution. Distributions can be mesokurtic, leptokurtic, and platykurtic.

A

Kurtosis

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47
Q

Normal curve distribution

A

Mesokurtic

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48
Q

Distribution curve that is “flat and wide”

A

platykurtic

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49
Q

Distribution curve that is “tall and thin”

A

leptokurtic

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50
Q

Outlines policies that guide researchers who use human subjects; outlines participants’ rights and researchers’ responsibilities in conducting research. It requires these studies to be approved by an institutional review board (IRB). Protects the rights of those who may be more vulnerable to abuse, such as children, fetuses, and those with mental disabilities

A

“Title 45: Public Health, Part 46: Protection of Human Subjects” of the Code of Federal Regulations (45 CRF 46)

51
Q

A report prompted by the ethical issues arising from the Tuskegee syphilis study. Created by the former U.S. Department of Health, Education, and Welfare to outline ethical principles and guidelines for research involving human participants.

A

Belmont report

52
Q

______ is a set of ethical principles for research using humans; resulted from _______ following _______ Guarantees research participants’ choice to be involved in a research study (i.e., voluntary consent) and the right to terminate their participation at any time.

A

Nuremberg Code;

Nuremberg trials; World War II

53
Q

Outlines the privacy rights of participants pertaining to health information

A

Health Insurance Portability and Accountability Act (HIPAA) of 1996

54
Q

A part of “Title 45: Public Health, Part 46: Protection of Human Subjects” of the Code of Federal Regulations. It outlines policies that guide researchers who use human subjects. It requires these studies to be approved by an institutional review board (IRB).

A

Common Rule, or Subpart A, of 45 CFR 46

55
Q

Infamous, unethical research study. Sought to investigate blind obedience through a series of shocks (15–450 volts). “Learners” (part of research team) pretended to be shocked by “teachers” (participants) when responding with incorrect answers. Although most participants showed signs of internal struggle, 65% “shocked” learners @ max level. No debriefing after the study.

A

Milgram obedience study

56
Q

Any institution receiving federal funding must sponsor an ___ in order to approve proposals to conduct research w/human subjects. Consists of 5 members & typically operates under the same general guidelines.

A

Institutional Review Board (IRB)

57
Q

Infamous, unethical research study in which both healthy & unhealthy patients were injected w/live cancer cells so that researchers could better understand the impact of cancer on the basis of health status. Participants never provided informed consent & were not told they were being injected with cancer cells.

A

Jewish Chronic Disease Hospital study

58
Q

A philosophical paradigm that proposes an objective truth exists and can only be understood if directly observable (i.e., “truth” must be directly measurable). has been closely tied to quantitative research.

A

Positivism Paradigm

59
Q

philosophical paradigm that proposes truth can only be approximated because of inherent errors present when measuring reality. The concept of measurement error in terms of validity and reliability is emphasized.

A

Post-positivism Paradigm

60
Q

Paradigm that contends that there are Multiple realities or perspectives for any given phenomenon. The truth differs for individuals and is an internal manifestation. Foundation of most qualitative research today

A

Constructivism (interpretivism) Paradigm

61
Q

A philosophical paradigm that centers on researchers taking a proactive role and confronting the social structure and conditions facing oppressed or underprivileged groups. Heavily tied to qualitative research design.

A

Critical/ideological Paradigm

62
Q

A measure of the strength of the relationship between two variable in a population

A

Effect Size

63
Q

The likelihood of obtaining a result at least as extreme as the one observed assuming the null hypothesis is true.

A

P value

64
Q

Used to predict outcomes (dependent variable) from a predictor variable(s) (independent variable).

A

Regression studies

65
Q

Type of regression study.
How well scores from an independent variable (predictor variable) predict scores on the dependent variable (criterion variable)

A

bivariate regression

66
Q

Type of regression study.
Involves more than one predictor variable when each predictor variable is weighted (beta weights) in a regression equation to determine the contribution of each variable to the criterion variable

A

multiple regression

67
Q

A qualitative approach used to discover or describe the meaning or essence of participants’ lived experiences with the goal of understanding individual and collective human experiences for various occurrences

A

Phenomenology

68
Q

A qualitative approach used for the purpose of generating theory that is grounded in data from participants’ perspectives for a particular phenomenon.

A

Grounded theory

69
Q

Qualitative research approach. Describes a case, a distinct system of an event, process, setting, or individuals or small group of individuals

A

Case study

70
Q

Common types of Qualitative research (7)

A 
Case Study
Grounded theory
Phenomenology 
Participatory Action Research (PAR)
Consensual Qualitative Research (CQR)
Ethnography
Biography
71
Q

A qualitative research tradition that focuses on change of the participants and researcher as a result of qualitative inquiry. Involves a collaborative approach to problem solving between the researcher and other key stakeholders.

A

Participatory Action Research (PAR)

72
Q

A qualitative approach that combines elements of phenomenology and grounded theory and involves researchers selecting participants who are very knowledgeable about a topic and remaining close to data without major interpretation with some hope of generalizing to a larger population.

A

Consensual Qualitative Research (CQR)

73
Q

A qualitative research tradition in which the researcher describes and provides interpretations about the culture of a group or system.

A

Ethnography

74
Q

A qualitative research tradition that seeks to identify personal meanings individuals give to their social experiences. The researcher gathers stories and explores meanings for an individual as well as how the stories fit into a broader social or historical context.

A

Biography

75
Q

Type of regression study.

Used when the dependent variable is dichotomous; may be similar to a bivariate or multiple regression

A

logistic regression

76
Q

A data management tool used in qualitative research that provides a single-page snapshot of a specific contact, such as an interview or observation.

A

Contact summary sheet

77
Q

In hypothesis testing, the likelihood of detecting a significant relationship between variables when one is really there.

A

Power

78
Q

The amount of shared variance between the two variables; computed by squaring the correlational coefficient.

A

Coefficient of determination

79
Q

4 categories of research

A

Qualitative
Quantitative
Mixed-method
Single-subject

80
Q

Key Category of Research Design (4 total).
Blends or mixes designs from quantitative and qualitative research. Most important characteristic: can strengthen what either research designs provides individually.

A

Mixed-Methods Research

81
Q

Mixed-Methods Research Designs.

Two types that are generally considered:

A

(a) concurrent design, (b) sequential design

82
Q

Mixed-Methods Research design.

Quantitative & qualitative data collected AT THE SAME TIME

A

concurrent design

83
Q

Mixed-Methods Research design.

Either quantitative or qualitative data are collected first, but NOT AT THE SAME TIME; Exploratory/Explanatory design.

A

sequential design

84
Q

Mixed-Methods Research Sequential Design.

When researchers introduce a study with quantitative research strategies (before qualitative)

A

explanatory design

85
Q

Mixed-Methods Research Sequential Design.

When researchers employ qualitative research strategies first (before quantitative)

A

exploratory design

86
Q

Key Category of Research Design (4 total).
Measures how either receiving treatment or not receiving treatment affects a single subject (client) or a group of subjects (clients) who can be treated as a single unit.

A

Single-Subject Research Design (SSRD)

87
Q

Three commonly used types of SSRDs:

A

(a) within-series designs;
(b) between-series designs; and
(c) multiple-baseline designs

88
Q

Commonly used type of SSRD.
Examines the effectiveness of one intervention or program.
Examples: (a) Single phase changes; (b) A-B-C design; (c) changing criterion design; and (d) parametric design

A

Within-series design

88
Q

Example of within-series design.

A-B designs; similar to a post-test only design

A

Single phase changes

89
Q

Example of within-series design.

Examining the interaction among treatment components

A

A-B-C designs

90
Q

Example of within-series design.
Becomes more restrictive to assess how much incentive is needed to achieve maximum level performance, or the desired target behavior

A

Changing-Criterion designs

91
Q

Example of within-series design.

Treatments are assessed across phases

A

Parametric designs

92
Q

Commonly used type of SSRD.

Compare the effectiveness of two or more interventions for a single variable

A

between-series designs

93
Q

Commonly used type of SSRD.

Assess data for a particular target behavior across various situations or individuals.

A

multiple-baseline designs

94
Q

More specific forms of research that may be classified as one or more of the broad categories of research
(Qualitative, Quantitative, Mixed-method, Single-subject)

A
  1. Descriptive Research: Longitudinal Design
  2. Descriptive Research: Cross-sectional Design
  3. Survey Research
  4. Action Research
96
Q

Nonexperimental design (most prevalent category). Used to DESCRIBE a phenomenon. NO intervention/treatment. ONLY present what is & how often something occurs; CANNOT capture reason situation occurs. Often conducted as either a precursor to or in conjunction w/other research methods. Types: simple descriptive designs, cross-sectional designs, & longitudinal designs.

A

Descriptive Research

97
Q

Nonexperimental descriptive research design.
Thoroughly describes a variable at ONE time
(i.e., “1-shot” surveys of a variable)

A

simple descriptive design

98
Q

Key Category of Research Design (4 total).
Conducted in an effort to improve practice or organizational efficiency; tests new approaches, theories, or ideas and reflect on one’s own teachings to enhance effectiveness.

A

Action Research

99
Q

Nonexperimental descriptive research design.

Thoroughly describes a variable over time.

A

longitudinal design

100
Q

Nonexperimental descriptive research: longitudinal design.

Involves assessing the SAME POPULATION over time.

A

Cohort study

101
Q

Nonexperimental descriptive research: longitudinal design.

A study that looks at the SAME INDIVIDUALS over time.

A

Panel study

102
Q

Descriptive research design.
Method of collecting quantitative and qualitative data. Researchers select a sample of participants and administer a series of questions to them.

A

Survey research

103
Q

Nonexperimental descriptive research: longitudinal design.

Involves assessing the GENERAL POPULATION over time, with NEW INDIVIDUALS sampled each time data are collected.

A

Trend study

104
Q

Nonexperimental research design.
Allows the researcher to investigate group differences for a particular variable in order to determine if there is a diff bw the groups.

A

Comparative design

105
Q

Nonexperimental research design. Involves looking at potential causes of a DV after the data have been collected. Specifically, examines how an IV affects a DV by assessing whether 1 or more pre-existing conditions possibly caused diff’s in groups. Unfortunately, IV or conditions can’t be manipulated; data have already been collected

A

Ex Post Facto Research Designs aka Causal-Comparative

106
Q

Descriptive research design. Examines different groups or cohorts at a particular point in time, with differences in experiences being compared.
EX: Studying diff age groups of kids & how watching tv affects their performance scores on tests at a certain time of day. Limitations: Comparisons can only be inferred, since same kids are not studied

A

Cross-sectional research

109
Q

SSRD’s series designs
A =
B =
C =

A 
A = means baseline data (w/o tx)
B = treatment 
C = additional treatment
110
Q

The validity of qualitative findings- that is, why others should believe your results and findings.

A

Trustworthiness

111
Q

The four components of trustworthiness

A
  1. Credibility
  2. Transferability
  3. Dependability
  4. Confirmability
112
Q

Component of trustworthiness; “believability” of your findings

A

credibility

113
Q

Component of trustworthiness; degree to which data transfer to other contexts and participants

A

transferability

114
Q

Component of trustworthiness; degree of consistency of results over time and across researchers

A

dependability

115
Q

Component of trustworthiness; reflects the fact that interpretation of the data is a genuine reflection of participants’ views

A

confirmability

116
Q

Key Terms of Program Evaluation. From a program evaluation perspective, a process of providing feedback about a program to its stakeholders.

A

Accountability

117
Q

Key Terms of Program Evaluation. Any individuals involved in or affected by the program. These are individuals to whom the program evaluator is accountable.

A

Stakeholders

118
Q

Key Terms of Program Evaluation. Used for developing program objectives and includes A 5 audience (individuals influenced by the program objective), B 5 behavior (expected action or attitude), C 5 conditions (context or mode in which behavior will occur), and D 5 description (concrete performance criterion).

A

A-B-C-D model

119
Q

A-B-C-D model. Used for developing. Includes:
A- individuals influenced by the program objective
B- expected action or attitude
C- context or mode in which behavior will occur
D- concrete performance criterion

A

A: audience
B: behavior
C: conditions
D: description

120
Q

Key Terms of Program Evaluation. Report developed by program evaluators for advisory committee after needs assessment complete. Contains background info on needs asses., info on data sources & analyses used, & recommendations on findings for program implementation and future evaluation.

A

Executive summary

121
Q

Used in program evaluation to weigh the benefits of a particular course of action (i.e., maintaining a program; terminating a program) against the costs.

A

Efficiency Analysis (Cost-Benefit Analysis)

122
Q

Used in program development and evaluation. Typically, composed of representatives from various stakeholder groups and varies widely in form and function.

A

Advisory Committee

125
Q

Smaller than a full-scale study, designed to assess the feasibility of expanding a small study to a much larger scale.

A

Pilot study

126
Q

Types of non-experimental designs

A

Ex-post facto
Descriptive
Comparative
Correlational

127
Q

Internal threats to validity.

When the person taking a test gets bored

A

Maturation

128
Q

Internal threat to validity.

extraneous variable within or outside of the test that effects the outcome.

A

History

NCE / Erford (4 decks)

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