Test 3 Flashcards
What is meant by a temporal trend?
change over time
What is meant that measurements must be specific, observable, and replicable?
S-precision of the defined target behaviour . it is clear when the behaviour has or has not occurred.
O-extent the behaviour can be measured by observers (not self report)
R-extend to with the observation methods can be duplicated on multiple occasions.
What are the characteristics of repeated measurements?
- must be preformed under exact and standard conditions
- must be specific, observable, and replicable
What is meant by the frequency of measurements obtained per unit of time should be given careful
consideration?
- the experimenter must insure that a sufficient number of measurements are recorded so that a representative sample is obtained
- also want to avoid too may to avoid fatigue etc.
What limitations exist with self report?
-it is possible that the repeated assessment of the participants report is not capturing true change in the outcome, but is influenced by experiment demand
What is meant by cyclic variation?
fixed period due to some other physical cause, such as daily variation in temperature
What is a baseline?
the initial period of observation during which repeated measurement is used to determine the natural frequency of the target behaviours.
What are the two functions of baseline?
descriptive and predictive
- natural occurrence of the target behaviour
- predict rates of behaviour in the future.
What is meant by baseline stability?
shows no apparent trend upwards or downwards.
What are criteria used to establish stability?
an absence of variability/trend in the last 3 observation points.
What limitations impact the length of baseline?
logistical problems - increased resources
ethical considerations
What is the minimum number of data points needed for baseline?
3
What is a stable baseline?
variability remains minimum. most preferred.
What is an increasing baseline?
target behaviour deteriorating. shows if treatment works, but doesn’t show effectively if the treatment has no effect or makes the patient worse.
What is a decreasing baseline?
shows steady improvement. difficult to show treatment gains. needs reversal to show.
What is a variable baseline?
extreme variability. can extend baseline or make inferences.
What is an increasing decreasing baseline?
best to continue until stable again. same problems as decreasing baseline (how would you know treatment works)
What is a decreasing increasing baseline?
often reflects a placebo effect. continue until stable or increasing.
What is the cardinal rule of single case experimental research?
change only one variable at a time when preceding from one phase to another
What is meant by interactive effects in design implementation?
which components and how much contributed to behaviour change. need to compare side by side to property assess. e.g. abab or a-b-a-b-bc-b-bc
What is meant by functional equivalence of different experimental phases?
when there is no effect between A and B. dependent measures are essentially alike.
e.g. A=B=A-C-A-C
What is a treatment package?
test the impact of two or more components e.g. A-BC-A-BC
more than one variable is manipulated at a time.
does not allow inferences for individual treatment components
exception A-BC-B-C
What is a placebo?
A neutral treatment that has no “real” effect on the dependent variable is called a placebo
What are placebo effects?
a subject’s positive response to a placebo is called the placebo effect.
What is a reversal design?
- if treatment has control over the target beh. a decrease or increased tree in the data should follow.
- same procedure is applied to an alternate but incompatible behaviour (kids examples)
What is a withdrawal design?
-Treatment is withdrawn and returned to baseline conditions
What are 5 considerations regarding the withdrawal of treatment?
- withdrawal period will be relatively brief
- staff/parent cooperation
- withdrawal treatment creates limited environmental disruptions
- outside variables will be limited during baselines/withdrawal phases
- reinstatement will be done as soon as feasible
How do trends impact phase changes?
unstable trend - longer phases
What are carryover effects?
.lingering impact of the effects of one treatment phase on subsequent phases.
What is the rule regarding length of phases?
.to maintain relative equivalent phase lengths when possible. If you have to change, add in more initial baseline or final phase for generalization checks.
What is meant by cyclic variation?
systematic, recurrent patterns or fluctuations in a target behaviour that are not the direct result of the treatment variable.
What is meant by an irreversible procedure?
.cannot be withdrawn once they have been applied
What design is used with irreversible procedures?
.multiple baseline design
What are therapeutic instructions?
.once an instructional set is given, technically it cannot be withdrawn
-couples smiling and looking example ABAB, still see effects in second A
What is response maintenance?
response maintenance following successful treatment
What are 3 strategies used to evaluate response maintenance?
.sequential-withdrawal (remove treatments one at a time)
- partial withdrawal (req. multiple baselines, one or more treatments are removed from one participant)
- partial sequential withdrawal ( treatment component of is withdrawn from one baseline and then sequentially withdrawn from other baselines)
Limitations of repeated measures
frequency obtained per unit ( sufficient sample, fatigue, uneven observation periods)
- major environmental changes
- self report
- daily variability of target behaviour
S - what was tested
dV
Effects of two operant procedures were exam-
ined: contingent interruption and reinforcement
of behavior incompatible with seizures
S- participants
- selected 5 ppl
- criterion:
(1) behaviourally observable seizure,
(2) a minimum seizure frequency of at least one per day
(3) a formal diagnosis of epilepsy
S-reliability checks
2 trained observers eater side of the room for 1hr
- calculated as % agreement . same/total
- once statistical reliability established, checks were done once per phase
S- interruption procedure
1-4 shout no and shake vigorously once
5 diff R+ for hand raising behaviour. Tx placed hand down, waited 5 s, delivered primary and social R+
S1 info
7/autism
would Starr at flat surface/body becoming rigid/myoclonic spasms/terminating with a fall to the floor
-always preceded by the fixed stare - was chosen target for modification
IOA 100%
S1 procedure
A: observed 9-3 for 3 weeks and recorded total seizures per day.
data taken to determine if there was a function (timer activity etc.)
B: interruption procedure applied contingent on the visual fixation, no consequences if seizure occurred.
A:only 1 day used multiple schedule strategy. 9-12 no interruption, 12-3 interruption reinstated.
B: reinstated
S1 results
BL over 60 per 5 day week
no discrimination of seizures between people etc.
treatment - reduced to 5-10 per week
return to BL - increase
treatment - reintroduce faded to 0 per week
- during study seizures when staff didn’t interrupt within 10-15 s
- data only for seizures not for fixed stare
-medication was also being reduced during treatment
S2 info
4yr with brain damage
1 lower activity level
2 minor motor seizure (arm and head)
then second less serious seizure 20-30s staring then vomiting
IOA 100% 92% for lowered activity levels
lowered activity level predictability 50-80%
S2 procedure
first targeted minor motor then absence seizures
BL: recorded total seizures per day % then calculated
P: same as 1 except contingent on lowered activity level
BL: absence seizures (2nd ones). recorded as well as vomiting
P: same as 1 except contingent on absences seizures
multiple schedule design (school not home)
BL: removed for 4 weeks
P: reinstated only during school hours.
S2 results
bl at 6, drop to average of 3. , recovered to 5
8 months later average of 2 per day
60% minor motor s predicted, only reduced by 50 and terminally by 17
bl for a/v was terminated before stable
interruption had no discernible effect on the subject (a/v)
S3 info
4 with brain damage
1 -subtle behavioural change (IOA 15%)
2- SUDDEN FLEXION OF ARMS AND HEAD
IOA for seizures 100%
s3 procedure
same as before, contingent on lowered activity
S3 results
BL 75 per week, no patterns
P reduced to 45-50 per week
BL slightly below baseline
P decrease equal to first
elimination of predicted seizure, mom was always right, but couldn’t catch all
no change in preseizure behaviour
s4 info
14 yr
1- right arm slowly raised to a position parallel to the head
2- 60s seizure consisting of myoclonic jerking and vacant staring
predictability 100% IOA 100%
S4 procedure
same
S4 results
BL 11 per week
P 2.5 per week
BL peak to 8
P: 3
follow up, still using procedure, increased by 1-2 per week
seizure frequency returned to baseline , procedure not used a year later.
arm raising decreased in direct proportion to seizure activity
S5 info
17 ID
meds not working
1-body became tense and rigid
2-clenched her fists ad raised her arms at a 90 degree angle from her body
3-head snapped back and a grimace appeared on her face
4-the major seizure ensued
reliability 100% for seizure and preseizure
S5 procedure
DRO 1- as soon as she raised her arm in the air, they were placed down or in her lap 2-delay of 5s 3-praised 4-given m&M
S5 results
BL 16 per day
P near zero frequency
BL increased to 6 per day
P near zero
preseizure behaviour decreased as a function of the experimental manipulation
M purpose
systematically replicate pairing and fading procedures
-mix preferred substance into a non preferred fluid then gradually eliminating the chocolate syrup.
M participant and setting
preschool
Mark 4yr
refused milk
during meals teacher sat at the table with kids
poured kids milk from pitcher
used separate pitcher for precise measurment
m response measurement
pitcher was marked in 2 oz increments
- before the meal teacher measure milk in pitcher, served m, at the end put remaining milk back in the pitcher and measured again.
- measured amount consumed
M IOA
44% of meals second teacher measured -smaller measure/larger measure to create percentage 100% before 97% after 100% home
M proceddure
BL: 4oz of milk. teacher prompted Mark to pour milk into his cup. no prompts to drink. no Consequences for drinking or not.
P: identical except 5ml of chocolate syrup. told he was getting chocolate milk
Fading: decreased by .2m; every 2 meals
decrease across meals until plain milk was provided
-ran at home following fading at school
M results
didn’t drink during BL
with chocolate he consumed the full serving during every meal
at the end of fading milk consumption was variable but well elevated
-did reversal after first pairing phase
-successful replication
M discussion
only 63% compared to calcium requirements, but…
eats other dairy products
can increase milk consumption with more syrup
-no escape extinction used
-limitation, fading progressed too slow (maybe include probes to test)
V-overview
operant procedure
- simultaneous discrimination paradigm was used and tested
- graduated stimuli change used to teach discrimination
- limit of 4hr was imposed
- equipment was kept to a minimum
- only autism or schizophrenia
V sunjects
11 a/s children
non verbal
compared with 4 non psychotic children, normal language users, with behaviour disorder, all have passed vision testing
V equipment
training and test cards made using Snellens E (down CR/+ left IR/S-).
started with black strips and last card was testing card (E not strips)
-18 S- cards used, white fading to lines, last left E
-16 pairs of test cards widths corresponded to visual acuity
-distance from cards 6.1m
-blackboard, cards went in chalk tray
-four tables arranged to make T kid at the end
V procedure
- trials were same as training/test phases
- placed pair of S on tray
- name look at the cards
- come touch the correct card
- if correct praise and edible
- if wrong side they would say no and return to seat, remove cards
v training phase
started with s+ until was correct 2 times
- first couple trails were manually prompted
- s+ then paired with S-, until they chose s+ 2 times
- fading began for s-
- when IR fading stopped and remained until 5 CR
- used correction procedure to prevent side bias, used same side following error
- needed 5CR in a row in 15 trails or they would start over
- last step showed es in training phase
V test phase
pairs of test cards with progressively smaller Es were presented until IR
- (criterion run for all following trials) 5/7 next trials need to be cR before moving to smaller
- if failed went back a level
- done after 3 criterion runs without getting smaller
- test phases were various lengths depending on the Tx judgement
V Validity assessment
4 controls tested in same manner
V results
8 were successfully trains 3 filled to move on
every child failed to advance beyond their first error
