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BEHP 5001 (FIT BCBA) > Unit 3 > Flashcards

Unit 3 Flashcards

1
Q

Threats to internal validity

A 
History
Maturation 
Testing
Instrumentation
Diffusion of treatment
Regression towards the mean
Selection bias
Attrition
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2
Q

Systematic manipulation

A

The repeated and systematic presentation and removal of an independent variable

While measuring the dependent variable and holding other factors constant

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3
Q

There is no distinction in systematic manipulation used for treatment evaluation or

A

Experimental design

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4
Q

The primary goals of systematic experimental manipulation are

A

To demonstrate a functional relations between the independent and dependent variables

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5
Q

A functional relation is said to exist when…

A

Changes in an antecedent or consequent stimulus class consistently alter a dimension of a response class

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6
Q

Systematic experimental manipulations are also used to

A

Evaluate the interventions once they are decided upon.

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7
Q

Internal validity is

A

The extent to which an analysis assures that measured changes in behavior are due to the manipulation and NOT due to uncontrolled extraneous variables.

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8
Q

External validity is

A

The extent to which a study’s results are generalizable to other subjects, settings or behaviors

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9
Q

experimental design

A

The repeated and systematic presentation and removal of an independent variable while measuring the dependent variable and holding other factors constant.

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10
Q

goals of experimental design are

A
  • Demonstrate a functional relation between the independent and dependent variables
  • Evaluate interventions.
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11
Q

functional relation

A

“When changes in an antecedent or consequent stimulus class consistently alter a dimension of a response class.”

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12
Q

internal validity

A

“The extent to which an analysis assures that measured changes in behavior are due to the manipulation and not due to uncontrolled extraneous variables.”

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13
Q

external validity

A

“The extent to which a study’s results are generalizable to other subjects, settings, or
behaviors.”

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14
Q

History (threat to internal validity)

A

“Introduction of the independent variable may coincide with other events in the person’s life; those other events could have produced the effects.”

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15
Q

Maturation (threat to internal validity)

A

“Natural developmental events or learning experiences may coincide with the introduction of the independent variable to produce the change. ”

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16
Q

Testing (threat to internal validity)

A

“Changes in the dependent variable may have come about as a function of repeated exposure to the experimental arrangements.”

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17
Q

Instrumentation (threat to internal validity)

A

“Changes may reflect modifications in the measurement systems rather than effects of the
independent variables.”

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18
Q

Diffusion of treatment

A

“Inadvertent, uncontrolled “seepage” of the treatment to control conditions or control subjects.”

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19
Q

regression towards the mean

A

“Changes may have come about because baseline measurements were not representative of the natural state of events.”

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20
Q

selection bias

A

“The assignment of subjects to groups may have biased the outcome even in the absence of any intervention. ”

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21
Q

Attrition

A

“The loss of subjects over time may influence the effects, especially if the loss was systematic.”

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22
Q

Ruling out threats to internal validity

A
  • Continuous assessment
  • Establishing stability of the target behavior
  • Immediate effects of the independent variable
  • Demonstration using multiple cases
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23
Q

Single-case design

single-subject design) (within-subjects design) (intrasubject design) (small n design

A

“A variety of research designs that use a form of experimental reasoning to demonstrate the effects of independent variables on the behavior of individual subjects. ”

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24
Q

Advantages of single-case designs

A

• Permit investigation of behavior change as a dynamic process.
• Allows the examination of intrasubject variability.
• Allows the examination of intrasubject variability.
• Lends itself well to clinical investigation and treatment accountability because participants serve as their own controls.


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25
Q

baseline

A

Assessment of the dependent variable prior to the introduction or removal of the independent variable.

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26
Q

Baseline logic

A

Functions of baseline:
• Descriptive
• Predictive

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27
Q

phase change logic

A

Phase change logic

Phase changes are made when behavior reaches a steady state (level, stability, and trend).

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28
Q

Type I error

A

“Concluding that the independent variable has produced a change in the dependent variable when in fact it has not.”

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29
Q

Type II error

A

“Concluding that the independent variable has not produced a change in the dependent variable when in fact it has.”

30
Q

Advantages of visual inspection

A

• More likely to identify dependent variables that produce robust effects.
• Social significance of primary importance.
• Encourages the examination of variables
rather than just overall effects.

31
Q

Factors involved in making data decisions based on visual analysis

A
  • Mean (or level)
  • Trend
  • Latency to change
  • Variability and overlap
  • Phase duration
  • Consistency of the effect in replication
32
Q

Latency to change

A

“How quickly does the behavior change once the independent variable is manipulated.”

33
Q

social validity assessment

A

“Examination of the acceptability or viability of a programmed intervention.”

34
Q

factors to take into account during social validity assessment

A
  • Social significance of goals or target behavior
  • Appropriateness of the procedures
  • Social importance of the results
35
Q

Social validity assessment methods

A
  • Subjective evaluation

* Social comparison

36
Q

Subjective evaluations of social validity

A

“The client, those important in their life, or sometimes experts in a given area, evaluate whether distinct improvement have been achieved and whether the cost is worth the change.”

37
Q

Social comparison of social validity

A

Compare the effects of the intervention on behavior to the behavior of peers.

38
Q

Types of single-case designs

A
  1. Withdrawal (reversal) design
  2. Multiple baseline design
  3. Multi-element design
  4. Changing criterion design
  5. A-B design
39
Q

A-B design

A

“A baseline phase followed by a treatment phase.”

40
Q

Withdrawal (reversal) design

A

• Most straightforward single-case arrangement
• Most powerful demonstration of functional
relations.

41
Q

Disadvantages of withdrawal (reversal) design

A 
• Reversibility.
• The ethics of intervention reversal
• May require considerable time because
stability required in all phases.
• Dangers in the comparison of multiple
treatments due to sequence effects.
42
Q

Uses of withdrawal (reversal) design

A

• If the target behavior is reversible
• If the withdrawal of the intervention is not a
concern.
• If stability/order/time not a concern.

43
Q

Multiple baseline design

A

“Two or more independent baselines are established. The independent variable is then separately introduced in a staggered fashion to each baseline. When behavior is stable for the first baseline, the independent variable is introduced on the second baseline, and so on.”

44
Q

Types of multiple baseline designs

A
  • Multiple baseline across subjects
  • Multiple baseline across behaviors
  • Multiple baseline across settings
45
Q

Advantages of multiple baseline design

A
  • Useful when behavior change is not reversible.
  • Does not require counter therapeutic behavior change to demonstrate experimental control.
  • Experimenter can “test” methods and interventions before applying on a larger scale.
46
Q

Procedural guidelines for multiple baseline design

A

• Select independent but functionally similar baselines.
• Select concurrent and plausibly related baselines.
• Intervene on the most stable baseline first.
• Vary the length of the multiple baselines
significantly.

47
Q

changing criterion design

A

“The treatment phase is divided into sub phases, each involving a different behavior criterion. Each sub phase more closely resembles the terminal behavior or goal.”

48
Q

Advantages of changing criterion design

A

• Treatments do not have to be withdrawn.
• Does not require multiple behaviors, subjects,
or settings.
• All subjects can receive treatment after the
same length of baseline.

49
Q

Disadvantages of changing criterion design

A
  • Difficult to interpret when behavior does not closely match criteria.
  • Useful only when it is meaningful to measure behavior change in stepwise increments/decrements.
  • Requires considerable time and effort in planning.
50
Q

Multi-element design

Alternating treatments design) (Simultaneous treatment design) (Concurrent schedule design) (Multiple schedule design

A

• “Rapid, sequential application and removal of one or more independent variables. Repeated measurement of behavior while the two conditions alternate rapidly.”

51
Q

Advantages of multi-element design

A

• Ideal for comparisons of treatments.
• Can compare treatments while minimizing
sequence effects.
• Useful for highly variable behavior that
fluctuates as a function of non-experimental
variables.
• Can be more efficient (number of sessions)
than other designs.

52
Q

Disadvantages of multi-element design

A


• Subject to multiple treatment interference.
• Unsuitable for individuals that have problems
forming discriminations.
• Unsuitable for interventions that produce
change slowly or require continuous
implementation to produce effects.
• Limited to situations in which behavior is
reversible or at least pliable.
• May require counterbalancing.

53
Q

How to enhance discriminability while using multi-element designs

A

• Provide instructions before each session
• Reduce the number of conditions
• Use additional stimuli to facilitate
discrimination

54
Q

Design combinations

A

“The inclusion of features from two or more designs within the same experiment.”

55
Q

Advantages of design combinations

A

• Enhances the clarity of the results if it meets the requirements of more than one design.

56
Q

Disadvantages of design combinations

A

• Not usually planned, rather used to make judgments about experimental control as the date evolve.

57
Q

Component analysis

A

“Gradually withdrawing treatment components to see if behavior is maintained.”

58
Q

Uses of component analysis

A

• Evaluate maintenance of treatment effects in the absence of the intervention.

59
Q

Parametric analysis

A

“The systematic examination of the differential effects of a range of values of the independent variable (a single independent variable).

60
Q

Uses of parametric analysis

A

• Determine effective parametric values of consequences, such as duration or magnitude.

61
Q

Probes

A

“The assessment of behavior on occasions when no contingencies are in effect for the behavior.”

62
Q

Uses of probes

A
  • Evaluate whether treatment effects are evident before treatment occurs.
  • Evaluate whether further training is necessary.
63
Q

Confounding designs interactions

A

“Differential effects produced by a combination of independent variables and their influence on each other.”

64
Q

Types of confounding designs interactions

A
  • Multiple-treatment interference
  • Sequence effects
  • Carry-over effects
65
Q

Multiple-treatment interference

A

“When subjects are exposed to multiple treatments, the conclusions reached about a particular treatment may be restricted to that specific context.”

66
Q

sequence effects

A

“The effects on a person’s behavior in one condition Sequence effects can be influenced by the subject’s experience in a
prior condition.”

67
Q

Carry-over effects

A

“Patterns of behavior established in one session may inadvertently extend into a second session, even if the independent variables are very different.”

68
Q

Procedural integrity

A

“The extent to which the independent variables are implemented as dictated by the research plan.”

69
Q

Procedural integrity assessment

A

“A measure of the extent to which the actual application of the independent variable over the course of an experiment matches the planned description. ”

70
Q

Overcoming threats to procedural integrity

A

• Simplifying the independent variable.
• Adequate training and practice for those
implementing treatment.
• Direct contingencies on treatment fidelity.

BEHP 5001 (FIT BCBA) (10 decks)

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