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cpsy > Test 1 RM > Flashcards

Test 1 RM Flashcards

1
Q

Using simultaneous presentation to increase veg consumption in a mildly selective child with autism

A
  • most Bx is focused on consequence manipulation not antecedent management
  • 1 participant multiple baselines across food with reversal
  • pref assessment with 8 condiments (15 bites) picked 3
  • DV: % of bites consumed. Defined by eating accepting within 10 seconds of ‘take a bite’
  • Session 15 bites, never refused. No consequences if they did refuse
  • IOR. 40% of trails take.
  • IV: procedure, condiment not covering the whole food item
  • Baseline 0 its, treatment 100%, baseline 0
  • Simultaneous presentation was effective. Study did not fine flavour-flavor conditioning since baseline went back to 0%
  • future look at pickier eaters

IR multiple baselines across food items with reversal. Simultaneous pairings.

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2
Q

Why is the individual so important

A
  • Bring research and practice closer together
  • to isolate mechanisms of change
  • therefore contributing to new procedures
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3
Q

What is extrapolation of parts

A

brain functions were mapped out by slowly destroying different areas fo the brain. Following Brocca’s study.

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4
Q

jnd

A

just noticeable difference of sensory thresholds

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5
Q

contribution of repeated measures

A
  • single case design
  • recognizing the individuality
  • applied problems
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6
Q

normal law of error

A

normal distribution

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7
Q

Variability with the subject

A

fetcher noticed variability from trial to trial with sensory differences, these appeared to be normally distributed. However this raised question to error in group designs.

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8
Q

introspection

A

observe ones own thoughts

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9
Q

retention curve

A

shows forgetting over time

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10
Q

basis of inferential statistics

A

generality
applicability
based on averages
make estimations based on certain characteristics

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11
Q

What is the case study method

A

record persons development over time

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12
Q

Disadvantages to reporting percentages of success

A

When scores are lumped together they become meaningless. some people will make gains and others will not.

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13
Q

IV

A

the procedure

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14
Q

DV

A

how/what you measure

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15
Q

major limitations to statistical averaging

A
  • loose individuals outliers and scores

- cannot apply to heterogeneous groups

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16
Q

Problem to applying global treatments to heterogeneous groups

A

-cant tell what characteristics are associated with success so they don’t know if people will get better or worse

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17
Q

ethical limitations

A

not okay to withhold treatment from one group (control)

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18
Q

practice problems to group comparisons

A
  • ethics
  • cant find homogeneous groups
  • averaging results
  • generality
  • intersubject validity
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19
Q

what is the problem with averaging results

A

will not represet performance of anyone in the group

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20
Q

homogeneous groups

A

are the same (but really cant be because of individual differences).
grouped by academic performance vs. all grade level in the same class (heterogeneous)

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21
Q

within subject variability

A

ind differences within a subject from trial to trail. Sensory test example.

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22
Q

correlation

A

when2 or more variable have a relationship

23
Q

correlation research

A

to study if variables relate
DV are related
correlation does not equal causation

24
Q

naturalistic study

A

observe and record without interfering

25
Q

advantages of naturalistic study

A 
some things cant be manipulated
observer does affect behaviour
natural setting (rather than a lab)
26
Q

process research

A

interested in what happens during therapy. data throughout

27
Q

outcome research

A

interested in the changes as a result of research

do pre and post test measures

28
Q

scientist-practicioner split

A

research had little clinical significance/implications. So these were broken into experimental Psyc and applied Psyc (beh therapy)??

29
Q

what is the purpose of the single case approach

A

ie case study
record of research in which detailed consideration is given to the development of a particular person, group, or situation over a period of time.

30
Q

case study contributions (functions)

A

generate hypothesis
study rare conditions
cast doubt one well known phenomenon

31
Q

representative case

A

maybe be generalized to similar conditions with overlapping variables

32
Q

shapiros contribution to science

A

introduced independent wth repeated measures
first to study psychopathology
true experimental approach to treatment
used ABA design

33
Q

time series design

A

AB design

34
Q

equivalent time series design

A

ABA design

35
Q

what contribution did behaviour therapy make to scientific study

A

it contributed to the development of a sophisticated methodology of intensive study of individual subjects.
multielement experimental designs (abab)

36
Q

3 stages of intervention dev

A
  • functional relationship
  • replicate
  • multiple clinical trials and focused on single case approaches
37
Q

Intersubject variability

A

differences between individuals

38
Q

Applied

A

socially significant

relationship between behaviour, subject, and stimuli

39
Q

Behavioural

A

is observable and objectively measurable
not interested in introspection
pragmatism

40
Q

Analysis

A

demonstrates experimental control
can do through multiple baselines or single case design (with reversal)
Reliability - was the procedure responsible for the change

41
Q

Parametric analysis

A

how the IV variety with the DV

42
Q

Technological

A

using clear consistent language when explaining procedure. Is able to replicate even without experience

43
Q

Conceptual systems

A

not a random occurrence, replete back to concepts (ie shaping)

44
Q

Effective

A

socially significant (clinical significant not just experimentally). D vs C is that good enough

45
Q

Generality

A

Generalization over behaviour time, subjects, and settings

46
Q

btwn Ind differences vs within ind gains (tests)

A

psychometric and edumetric

47
Q

psychometric example and edumetric example

A

general aptitude vs term test on square roots

48
Q

P/E item selection

A

P- want p.5 remove 100/0, want lots of variance. lower variance less reliability.
Can also correlate scores with other tests. ppl tend to get the same CR/IR.
E-want sensitivity to growth (pre/post) p.0 to start and p .1.0 to finish treatment

49
Q

P/E validity

A

P-test against scores on similar test

E-Give to situation where gain is expected

50
Q

P/E reliability

A

P-same discriminations between individuals on two occasions

E- present alternate form to show variance (growth) of test scores within an individual.

51
Q

Reliability

A

consistent

52
Q

Validity

A

test what we want to test

53
Q

R/E score interpretation

A

P- don’t use raw scores because we are comparing

E- Can use raw scores

cpsy (16 decks)

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