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cpsy > Test 3 > Flashcards

Test 3 Flashcards

1
Q

What is meant by a temporal trend?

A

change over time

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2
Q

What is meant that measurements must be specific, observable, and replicable?

A

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.

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3
Q

What are the characteristics of repeated measurements?

A
  • must be preformed under exact and standard conditions

- must be specific, observable, and replicable

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4
Q

What is meant by the frequency of measurements obtained per unit of time should be given careful
consideration?

A
  • 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.
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5
Q

What limitations exist with self report?

A

-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

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6
Q

What is meant by cyclic variation?

A

fixed period due to some other physical cause, such as daily variation in temperature

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7
Q

What is a baseline?

A

the initial period of observation during which repeated measurement is used to determine the natural frequency of the target behaviours.

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8
Q

What are the two functions of baseline?

A

descriptive and predictive

  • natural occurrence of the target behaviour
  • predict rates of behaviour in the future.
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9
Q

What is meant by baseline stability?

A

shows no apparent trend upwards or downwards.

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10
Q

What are criteria used to establish stability?

A

an absence of variability/trend in the last 3 observation points.

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11
Q

What limitations impact the length of baseline?

A

logistical problems - increased resources

ethical considerations

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12
Q

What is the minimum number of data points needed for baseline?

A

3

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13
Q

What is a stable baseline?

A

variability remains minimum. most preferred.

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14
Q

What is an increasing baseline?

A

target behaviour deteriorating. shows if treatment works, but doesn’t show effectively if the treatment has no effect or makes the patient worse.

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15
Q

What is a decreasing baseline?

A

shows steady improvement. difficult to show treatment gains. needs reversal to show.

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16
Q

What is a variable baseline?

A

extreme variability. can extend baseline or make inferences.

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17
Q

What is an increasing decreasing baseline?

A

best to continue until stable again. same problems as decreasing baseline (how would you know treatment works)

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18
Q

What is a decreasing increasing baseline?

A

often reflects a placebo effect. continue until stable or increasing.

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19
Q

What is the cardinal rule of single case experimental research?

A

change only one variable at a time when preceding from one phase to another

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20
Q

What is meant by interactive effects in design implementation?

A

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

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21
Q

What is meant by functional equivalence of different experimental phases?

A

when there is no effect between A and B. dependent measures are essentially alike.
e.g. A=B=A-C-A-C

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22
Q

What is a treatment package?

A

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

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23
Q

What is a placebo?

A

A neutral treatment that has no “real” effect on the dependent variable is called a placebo

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24
Q

What are placebo effects?

A

a subject’s positive response to a placebo is called the placebo effect.

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25
Q

What is a reversal design?

A
  • 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)
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26
Q

What is a withdrawal design?

A

-Treatment is withdrawn and returned to baseline conditions

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27
Q

What are 5 considerations regarding the withdrawal of treatment?

A
  • 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
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28
Q

How do trends impact phase changes?

A

unstable trend - longer phases

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29
Q

What are carryover effects?

A

.lingering impact of the effects of one treatment phase on subsequent phases.

30
Q

What is the rule regarding length of phases?

A

.to maintain relative equivalent phase lengths when possible. If you have to change, add in more initial baseline or final phase for generalization checks.

31
Q

What is meant by cyclic variation?

A

systematic, recurrent patterns or fluctuations in a target behaviour that are not the direct result of the treatment variable.

32
Q

What is meant by an irreversible procedure?

A

.cannot be withdrawn once they have been applied

33
Q

What design is used with irreversible procedures?

A

.multiple baseline design

34
Q

What are therapeutic instructions?

A

.once an instructional set is given, technically it cannot be withdrawn
-couples smiling and looking example ABAB, still see effects in second A

35
Q

What is response maintenance?

A

response maintenance following successful treatment

36
Q

What are 3 strategies used to evaluate response maintenance?

A

.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)
37
Q

Limitations of repeated measures

A

frequency obtained per unit ( sufficient sample, fatigue, uneven observation periods)

  • major environmental changes
  • self report
  • daily variability of target behaviour
38
Q

S - what was tested

A

dV
Effects of two operant procedures were exam-
ined: contingent interruption and reinforcement
of behavior incompatible with seizures

39
Q

S- participants

A
  • 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
40
Q

S-reliability checks

A

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
41
Q

S- interruption procedure

A

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+

42
Q

S1 info

A

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%

43
Q

S1 procedure

A

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

44
Q

S1 results

A

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

45
Q

S2 info

A

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%

46
Q

S2 procedure

A

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.

47
Q

S2 results

A

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)

48
Q

S3 info

A

4 with brain damage
1 -subtle behavioural change (IOA 15%)
2- SUDDEN FLEXION OF ARMS AND HEAD
IOA for seizures 100%

49
Q

s3 procedure

A

same as before, contingent on lowered activity

50
Q

S3 results

A

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

51
Q

s4 info

A

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%

52
Q

S4 procedure

A

same

53
Q

S4 results

A

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

54
Q

S5 info

A

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

55
Q

S5 procedure

A 
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
56
Q

S5 results

A

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

57
Q

M purpose

A

systematically replicate pairing and fading procedures

-mix preferred substance into a non preferred fluid then gradually eliminating the chocolate syrup.

58
Q

M participant and setting

A

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

59
Q

m response measurement

A

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
60
Q

M IOA

A 
44% of meals second teacher measured 
-smaller measure/larger measure to create percentage
100% before
97% after
100% home
61
Q

M proceddure

A

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

62
Q

M results

A

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

63
Q

M discussion

A

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)

64
Q

V-overview

A

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
65
Q

V sunjects

A

11 a/s children
non verbal
compared with 4 non psychotic children, normal language users, with behaviour disorder, all have passed vision testing

66
Q

V equipment

A

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

67
Q

V procedure

A
  • 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
68
Q

v training phase

A

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
69
Q

V test phase

A

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
70
Q

V Validity assessment

A

4 controls tested in same manner

71
Q

V results

A

8 were successfully trains 3 filled to move on

every child failed to advance beyond their first error

cpsy (16 decks)

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