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Q:
Match the name of the experimental tactic described in each of the following: A
A-B-A design B
A-B-A-B design C
Alternating treatments design D
B-A-B design E
DRI/DRA reversal technique F
DRO reversal technique These two tactics are considered control procedures and might be employed when a no-reinforcement baseline condition is not possible.
Q:
Match the name of the experimental tactic described in each of the following: A
A-B-A design B
A-B-A-B design C
Alternating treatments design D
B-A-B design E
DRI/DRA reversal technique F
DRO reversal technique Sequence effects cannot be ruled out when using this design because no preintervention performance data are collected.
Q:
Match the name of the experimental tactic described in each of the following: A
A-B-A design B
A-B-A-B design C
Alternating treatments design D
B-A-B design E
DRI/DRA reversal technique F
DRO reversal technique This design is useful in situations where two or more treatments are being compared.
Q:
Match the name of the experimental tactic described in each of the following: A
A-B-A design B
A-B-A-B design C
Alternating treatments design D
B-A-B design E
DRI/DRA reversal technique F
DRO reversal technique This design is widely used in applied behavior analysis due to its ability to expose variables for what they are strong and reliable or weak and unstable. The behavior analyst is able to turn on and off the behavior of interest through repeated applications of the independent variable.
Q:
Match the name of the experimental tactic described in each of the following: A
A-B-A design B
A-B-A-B design C
Alternating treatments design D
B-A-B design E
DRI/DRA reversal technique F
DRO reversal technique A major advantage of this design is that it does not require treatment withdrawal.
Q:
Match the name of the experimental tactic described in each of the following: A
A-B-A design B
A-B-A-B design C
Alternating treatments design D
B-A-B design E
DRI/DRA reversal technique F
DRO reversal technique After steady state responding is attained in the first treatment, the independent variable is withdrawn and baseline conditions are reestablished.
Q:
Match the name of the experimental tactic described in each of the following: A
A-B-A design B
A-B-A-B design C
Alternating treatments design D
B-A-B design E
DRI/DRA reversal technique F
DRO reversal technique Baseline, intervention, and a return to baseline phase.
Q:
Match the name of the experimental tactic described in each of the following: A
A-B-A design B
A-B-A-B design C
Alternating treatments design D
B-A-B design E
DRI/DRA reversal technique F
DRO reversal technique This design allows for a quick comparison of interventions.
Q:
True or False. An alternating treatments design should not be used with unstable data.
Q:
True or False. A properly conducted alternating treatments design minimizes the extent to which an experimenters results are confounded by sequence effects.
Q:
True or False. When considering educational and clinical issues surrounding the use of a reversal design it may be appropriate to conduct only two or three brief reversals as a demonstration of experimental control.
Q:
True or False. A reversal design would be an effective element of an experiment investigating the effects of a variable that cannot be withdrawn once it has been presented (for example instruction).
Q:
True or False. Extended designs, such as an A-B-C-B-C-A-C-A-C-A-C multiple treatment reversal designs are most often preplanned by the experimenter.
Q:
True or False. An experiment that incorporates multiple reversals often presents a more convincing and compelling demonstration of a functional relation than does an experiment with one reversal.
Q:
Which of the following is NOT an advantage of the alternating treatments design?
A. Can be used to compare one or more treatments
B. Minimizes the possibility of multiple treatment interference
C. Does not require treatment withdrawal
D. Minimizes sequence effects
Q:
Which of the following experimental questions is/are most appropriate for a reversal design?
A. The effect of choice versus no choice on the disruptive behavior displayed by students with developmental disabilities
B. The effect of response cost on talk outs in an elementary classroom
C. The effect of math instruction on student engagement
D. A & B
E. None of the above
Q:
Behavioral ____________ means that the level of behavior observed in an earlier phase cannot be reproduced even though experimental conditions are the same as they were during earlier phases.
A. Irreversibility
B. Effects
C. Trend
D. Sequencing
Q:
When it is not possible or appropriate to completely eliminate the event or activity used as a contingent reinforcer this variation of the reversal design can be employed.
A. B-A-B
B. B-A-C-A
C. NCR Reversal
D. Multiple Treatment Reversal
Q:
Which of the following statements is a practical rationale for using a B-A-B reversal design?
A. Experimenter is interested in quickly understanding the effects of two different treatments
B. Behavior of interest is dangerous and withholding an effective treatment would be unethical
C. Treatment is already in place
D. B & C
E. None of the above
Q:
___________ effects are the effects on a subjects behavior in a given condition that are the result of the subjects experience with a prior condition.
A. Interference
B. Observer
C. Treatment
D. Sequence
Q:
In an alternating treatments design the extent of any differential effects produced by two treatments is determined by the _________ distance between their respective data paths and quantified by the __________ axis scale.
A. Horizontal, vertical
B. Horizontal, horizontal
C. Vertical, vertical
D. Vertical, X
Q:
Which of the following is considered a limitation in the use of a multiple treatment reversal design?
A. Sequence effects
B. Observer drift
C. Rapid alternation effects
D. Variability
Q:
This design compares two or more distinct treatments while their effects on the target behavior are measured.
A. Reversal Design
B. Alternating Treatments Design
C. Withdrawal Design
D. Multiple Treatment Reversal Design
Q:
Which of the following illustrates the 3 consecutive phases of a reversal design?
A. B.
C. D.
Q:
Describe the three components of experimental reasoning used in single-subject research designs.
Q:
Identify the purposes of establishing a baseline level of responding in single-subject research.
Q:
Discuss the importance of steady or stable state responding as it relates to single-subject designs.
Q:
Write an experimental question be sure to identify the dependent and independent variables of interest.
Q:
List the essential components of all experiments in applied behavior analysis.
Q:
Discuss two methodological implications of the following assumption: behavioral variability is the result of an environmental influence.
Q:
The experimental approach most commonly used in social and behavioral sciences makes two assumptions about variability. What are these assumptions and what methodological implications result from following these assumptions?
Q:
Discuss the two defining features of behavior and the two assumptions about the nature of behavior which guides the experimental methods of behavior analysis.
Q:
Name and briefly describe three levels of scientific understanding.
Q:
list the assumptions underlying the analysis of behavior.
Q:
For each graph indicate if an ascending (A), Descending (D), or Variable baseline in depicted:
Q:
Nothing is gained by collecting unduly long baselines of behavior that cannot reasonably be expected to be in a subjects repertoire.
Q:
Within-subject design and intra-subject design are alternate terms used to describe single-subject experimental designs.
Q:
All experiments in ABA include at least one behavior and at least one treatment or intervention condition.
Q:
Baseline data collection is important because it results in a certain level of needed subjectivity.
Q:
Single-subject research designs always involve only a single participant.
Q:
A ______________ study seeks to discover the differential effects of a range of values on the independent variable on the dependent variable of interest.
A. Component analysis
B. Group analysis
C. Single-case
D. Parametric
Q:
_________________________ refers to the arrangement of conditions in a study so that meaningful comparisons of the effects of the independent variable can be made.
A. Intervention
B. Experimental design
C. Single-subject design
D. Group comparison design
Q:
Unplanned environmental variations which may impact the experimenters demonstration of experimental control are called ___________________
A. Manipulated variables
B. Dependent variables
C. Independent variables
D. Extraneous variables
Q:
________________ are demonstrated when observed variations in behavior can be attributed to manipulations of the independent variable.
A. Functional relations
B. Identified correlations
C. Predictions
D. Experimental operations
Q:
A well-planned scientific investigation begins with _____________
A. Systematic observation
B. Target behavior selection
C. Experimental question
D. Intervention
Q:
A science of behavior contributes to a useful technology of behavior change to the extent that it discovers functional relations with __________ across individuals
A. Prediction
B. Control
C. Variability
D. Generality
Q:
A students changing level of interest and background knowledge in algebra, during a study on the effects of response card quiz reviews on next-day quiz performance is a potential _____________ _____________ to the investigation and should be monitored.
A. Application variable
B. Systems variable
C. Confounding variable
D. Reliability variable
Q:
An applied analysis of behavior requires that the target behavior be a _____________ of an environmental event that can be practically and ethically manipulated.
A. Sample
B. Part
C. Function
D. Predictor
Q:
An experiment has a high degree of ___________ __________ when it shows convincingly that changes in behavior are a function of the independent variable and not the result of unknown variables.
A. Reliability control
B. Stability and rigor
C. Insightful applications
D. Internal validity
Q:
The highest level of scientific understanding
A. Observation
B. Documentation
C. Specification
D. Experimental control
Q:
Science enables understanding at these three levels
A. see, hear, report
B. description, prediction, and control
C. experimentation, manipulation, documentation
D. external, internal, uncontrolled
Q:
___________ ________ enhances the understanding of natural phenomena by enabling scientists to describe behavior accurately.
A. systematic observation
B. independent observation
C. variable presentation
D. subjective observation
Q:
State one reason why it is important for applied behavior analysts to maintain direct and continual contact with the behavior under investigation.
Q:
State one situation in which a cumulative graph would be preferable to a noncumulative line graph.
Q:
State a strength and state a limitation of using bar graphs for displaying behavioral data.
Q:
List the three fundamental properties common to all behavioral data.
Q:
What is one benefit to graphic displays over other displays of behavioral data?
Q:
Write a brief statement summarizing the trend and degree of variability depicted in the graph.
Q:
Write a brief statement summarizing the trend and degree of variability depicted in the graph.
Q:
Write a brief statement describing the level and variability of responding depicted in the graph.
Q:
For each scenario select the most appropriate data display to communicate quantitative relations. A. Line graph
B. Bar Graph
C. Cumulative Record
D. Standard Celeration Chart
E. Scatterplot Youve decided to create a personal behavior management system to increase the number of minutes you exercise each day. You would like to include a graphic feedback device for motivation.
Q:
For each scenario select the most appropriate data display to communicate quantitative relations. A. Line graph
B. Bar Graph
C. Cumulative Record
D. Standard Celeration Chart
E. Scatterplot You are interested in investigating the effects of a motivational system on a students appropriate and inappropriate behavior.
Q:
For each scenario select the most appropriate data display to communicate quantitative relations. A. Line graph
B. Bar Graph
C. Cumulative Record
D. Standard Celeration Chart
E. Scatterplot You are interested in finding out if there is a correlation between your students missing naptime and the display of afternoon problem behavior.
Q:
For each scenario select the most appropriate data display to communicate quantitative relations. A. Line graph
B. Bar Graph
C. Cumulative Record
D. Standard Celeration Chart
E. Scatterplot You are conducting 1-minute timings with a student who is practicing multiplication facts. You are interested in the students accuracy and speed in acquiring new multiplication facts that is, you are interested in the students multiplication fact fluency.
Q:
For each scenario select the most appropriate data display to communicate quantitative relations. A. Line graph
B. Bar Graph
C. Cumulative Record
D. Standard Celeration Chart
E. Scatterplot You completed a study on the effects of peer tutoring on the acquisition of irregular sight words and would like to summarize the performance of the entire class under baseline and intervention conditions.
Q:
For each scenario select the most appropriate data display to communicate quantitative relations. A. Line graph
B. Bar Graph
C. Cumulative Record
D. Standard Celeration Chart
E. Scatterplot You are interested in comparing the effects of intervention A with intervention B on the aggressive behaviors displayed by one student in your classroom. In other words, you are interested in looking at the same behavior under different and alternating experimental conditions.
Q:
For each scenario select the most appropriate data display to communicate quantitative relations. A. Line graph
B. Bar Graph
C. Cumulative Record
D. Standard Celeration Chart
E. Scatterplot During this analysis you are interested in evaluating the effects of the independent variable on a dependent variable that can only occur once per measurement period, for example the participant either engages in the behavior or does not, therefore your data collection is limited to recoding a yes or a no.
Q:
se the basic parts of a line graph listed below to label the graph that is provided. Horizontal axis (x-axis)
A Vertical axis (y-axis)
B Condition change line
C Data point
D Data path
E Behavior of interest
F
Q:
If you believe the data on a graph are distorted by the scaling of the axes you should re-plot the data on a new graph before continuing with visual analysis.
Q:
Overall response rate refers to the average rate of response over a given time period.
Q:
You should always connect data points on a line graph, even if there is a condition change line.
Q:
A cumulative record should be used if the target behavior can only occur once per measurement period.
Q:
Precision teaching focuses on ________________ rather than the specific frequency of correct and incorrect responses.
A. Time
B. Celeration
C. Rate
D. Speed
Q:
This type of graph provides a standardized means of charting and analyzing how the frequency of behavior changes over time.
A. Celeration graph
B. Bar graph
C. Scatterplot
D. Standard Celeration Chart
Q:
Logarithmic scales are well suited to display and communicate ______________________ change.
A. Sequential
B. Simple
C. Proportional
D. Traditional
Q:
Graphs are not considered an effective source of feedback to the person whose behavior change is represented.
Q:
The overall direction taken by a data path is its __________________.A. TrendB. RateC. VariabilityD. Level
Q:
The value on the vertical axis scale around which a set of behavior measures converge is called ______________.A. TrendB. RateC. VariabilityD. Level
Q:
Behavior analysts typically use _________________ ____________________ to interpret graphically displayed data.A. Statistical analysisB. Numerical analysisC. Visual analysisD. Graphic analysis
Q:
On a cumulative record the steeper the slope, ____________ the response rate.The higherThe lowerMore levelMore intense