Test 1 RM Flashcards
Using simultaneous presentation to increase veg consumption in a mildly selective child with autism
- 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.
Why is the individual so important
- Bring research and practice closer together
- to isolate mechanisms of change
- therefore contributing to new procedures
What is extrapolation of parts
brain functions were mapped out by slowly destroying different areas fo the brain. Following Brocca’s study.
jnd
just noticeable difference of sensory thresholds
contribution of repeated measures
- single case design
- recognizing the individuality
- applied problems
normal law of error
normal distribution
Variability with the subject
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.
introspection
observe ones own thoughts
retention curve
shows forgetting over time
basis of inferential statistics
generality
applicability
based on averages
make estimations based on certain characteristics
What is the case study method
record persons development over time
Disadvantages to reporting percentages of success
When scores are lumped together they become meaningless. some people will make gains and others will not.
IV
the procedure
DV
how/what you measure
major limitations to statistical averaging
- loose individuals outliers and scores
- cannot apply to heterogeneous groups
Problem to applying global treatments to heterogeneous groups
-cant tell what characteristics are associated with success so they don’t know if people will get better or worse
ethical limitations
not okay to withhold treatment from one group (control)
practice problems to group comparisons
- ethics
- cant find homogeneous groups
- averaging results
- generality
- intersubject validity
what is the problem with averaging results
will not represet performance of anyone in the group
homogeneous groups
are the same (but really cant be because of individual differences).
grouped by academic performance vs. all grade level in the same class (heterogeneous)
within subject variability
ind differences within a subject from trial to trail. Sensory test example.
correlation
when2 or more variable have a relationship
correlation research
to study if variables relate
DV are related
correlation does not equal causation
naturalistic study
observe and record without interfering
advantages of naturalistic study
some things cant be manipulated observer does affect behaviour natural setting (rather than a lab)
process research
interested in what happens during therapy. data throughout
outcome research
interested in the changes as a result of research
do pre and post test measures
scientist-practicioner split
research had little clinical significance/implications. So these were broken into experimental Psyc and applied Psyc (beh therapy)??
what is the purpose of the single case approach
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.
case study contributions (functions)
generate hypothesis
study rare conditions
cast doubt one well known phenomenon
representative case
maybe be generalized to similar conditions with overlapping variables
shapiros contribution to science
introduced independent wth repeated measures
first to study psychopathology
true experimental approach to treatment
used ABA design
time series design
AB design
equivalent time series design
ABA design
what contribution did behaviour therapy make to scientific study
it contributed to the development of a sophisticated methodology of intensive study of individual subjects.
multielement experimental designs (abab)
3 stages of intervention dev
- functional relationship
- replicate
- multiple clinical trials and focused on single case approaches
Intersubject variability
differences between individuals
Applied
socially significant
relationship between behaviour, subject, and stimuli
Behavioural
is observable and objectively measurable
not interested in introspection
pragmatism
Analysis
demonstrates experimental control
can do through multiple baselines or single case design (with reversal)
Reliability - was the procedure responsible for the change
Parametric analysis
how the IV variety with the DV
Technological
using clear consistent language when explaining procedure. Is able to replicate even without experience
Conceptual systems
not a random occurrence, replete back to concepts (ie shaping)
Effective
socially significant (clinical significant not just experimentally). D vs C is that good enough
Generality
Generalization over behaviour time, subjects, and settings
btwn Ind differences vs within ind gains (tests)
psychometric and edumetric
psychometric example and edumetric example
general aptitude vs term test on square roots
P/E item selection
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
P/E validity
P-test against scores on similar test
E-Give to situation where gain is expected
P/E reliability
P-same discriminations between individuals on two occasions
E- present alternate form to show variance (growth) of test scores within an individual.
Reliability
consistent
Validity
test what we want to test
R/E score interpretation
P- don’t use raw scores because we are comparing
E- Can use raw scores
