ABA 740
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| A feature of an event that can be measured is called a(n) | show 🗑
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| show | Topography
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| If you are interested in amount of time it takes a student to begin a task after the teacher has given an instruction you would measure _________________. | show 🗑
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| show | Magnitude
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| The procedure of observing and recording behavior during intervals or at specific moments in time is called ___________. | show 🗑
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| A procedure that can be used to measure a continuous behavior such as academic engagement is _____________________. | show 🗑
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| show | Raising hand in class
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| Permanent product measurement may be more accurate, complete, and continuous for all of the following reasons except: | show 🗑
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| A teacher is interested in measuring the engagement of groups of students at certain times of the day. An appropriate measurement procedure for this would be | show 🗑
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| _________________ measurement facilitates data collection for interobserver agreement and treatment integrity. | show 🗑
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| show | Computer-assisted
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| Measurement is the process of applying qualitative labels to events. | show 🗑
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| The number of response opportunities needed to achieve a predetermined level of performance is called trials-to-criterion. | show 🗑
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| show | True
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| show | False
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| One benefit of measurement is that it helps practitioners verify the legitimacy of different treatments. | show 🗑
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| show | Reliable
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| show | Artifacts
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| __________________ _____________ is the biggest threat to the accuracy and reliability of data. | show 🗑
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| show | Drift
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| _______________ ____________________ is the degree to which two or more independent observers report the same observed values after measuring the same events. | show 🗑
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| show | IOA observers must always score videotapes together
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| show | Valid, accurate
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| Which of the following is not a factor that contributes to measurement error? | show 🗑
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| Measurement bias caused by observer expectations can be avoided by using _______ observers. | show 🗑
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| show | Percentage of Agreement
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| Scored – interval IOA is recommended for behaviors that occur at relative _________frequencies; unscored – interval IOA is recommended for behaviors that occur at relative _____________frequencies. | show 🗑
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| show | True
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| Observers should not receive systematic training prior to data collection because training will cause observer bias. | show 🗑
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| show | False
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| show | True
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| A mean of 80% agreement means the data are accurate. | show 🗑
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| Behavior change is considered a ________ and _______ process, therefore it is important to maintain direct and continuous contact with the behavior under investigation. | show 🗑
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| _____________ are relatively simple formats for visually displaying relationships among and between a series of measurements and relevant variables. | show 🗑
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| The three fundamental properties of behavior illustrated on a graph include: | show 🗑
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| show | Judgmental aid
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| show | Line
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| show | Variability, trends
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| show | The higher
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| Logarithmic scales are well suited to display and communicate ______________________ change. | show 🗑
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| This type of graph provides a standardized means of charting and analyzing how the frequency of behavior changes over time. | show 🗑
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| Precision teaching focuses on ________________ rather than the specific frequency of correct and incorrect responses. | show 🗑
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| Behavior analysts typically use _________________ ____________________ to interpret graphically displayed data | show 🗑
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| show | Level
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| show | Trend
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| Graphs are not considered an effective source of feedback to the person whose behavior change is represented. | show 🗑
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| A cumulative record should be used if the target behavior can only occur once per measurement period. | show 🗑
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| show | False
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| show | True
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| 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. | show 🗑
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| show | Three-term contingency
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| A time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals (typically from 5 to 15 seconds). At the end of each interval, the observer records whether the target behavior occurred through | show 🗑
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| A two-phase experimental design consisting of a pre-treatment baseline condition (a) followed be a treatment condition (B). | show 🗑
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| show | Dependent variable
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| The particular type and sequence of conditions in a study so that meaningful comparisons of the effects of the presence and absence (or different values) of the independent variable can be made. | show 🗑
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| show | Independent variable
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| show | Single-subject design
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| The science in which tactics derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the improvement in behavior. | show 🗑
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| show | Replication
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| show | Direct measurement
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| Occurs when the behavior that is measured is in some way different from the behavior of interest; considered less valid than direct measurement because inferences about the relation between the data obtained and the actual behavior of interest are require | show 🗑
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| show | Alternating treatments design
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| This person is considered to be the founder of experimental analysis of behavior. | show 🗑
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| In changing criterion design each phase of the design provides a ______ for the following phase. | show 🗑
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| show | Changing criterion design
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| ______ ______is used to document the amount of time a student spends engaging in a behavior | show 🗑
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| An experiment has a high degree of _______ when the experiment shows convincingly that changes in behavior are a function of the independent variable and not the result of uncontrolled or unknown variables. | show 🗑
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| show | Latency
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| show | Momentary Time Sample
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| show | Partial interval recording
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| show | Reliability
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| show | ABAB Design
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| The degree to which a study's findings have generality to other subjects, settings, and/or behaviors. | show 🗑
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| show | Functional Relationship
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| The specific behavior selected for change Objective, Clear, Complete | show 🗑
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| Experimental designs that combine multipe baselne, reversal, and/or alternating treatment tactics can also provide the basis for comparing the effects of two or more independent variables | show 🗑
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| Any experimental design in which the researcher attempts to verify the effect of the independent variable by "reversing" responding to a level obtained in a previous condition | show 🗑
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| show | Irreversibility
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| show | Multiple baseline design
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| show | Permanent product
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| Obtained by combining observation time with a tally of the number of occurrences of behavior. Ratio of count per observation time. | show 🗑
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| show | Changing criterion design
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| show | Frequency
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| In a single-subject experiment, each treatment is repeated at least once for each subject and behavior is measured. This helps establish the reliability of the results obtained from a single-subject experiment. | show 🗑
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| Often make between group comparisons Typically take “snap shots” of behavior (E.g., pre-test, post-test). Rely primarily on statistical analysis | show 🗑
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| show | Probe
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| One group receives treatment and the other does not. | show 🗑
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Created by:
npere18
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