Experimental Evaluation of Intervention and to Single Subject Design
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| Involves the repeated and systematic presentation and removal of an Independent variable while measuring the dependent variable and holding all other variables constant | show 🗑
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| show | Functional Relation
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| Functional Relation exists when changes in an antecedent or consequence stimulus class ________ alters the dimension of a response class | show 🗑
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| show | Internal Validity
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| show | External Validity
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| This threat to Internal Vailidy exists when the introduction of the independent variable coincides with other events in a person's life and those other events could have produced the effects | show 🗑
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| This threat to internal validity exists when natural developmental events or learning experiences may conicide with the introduction of the independent variable to produce the change | show 🗑
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| show | Testing (practice tests)
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| This threat of internal validity occurs when changes that reflect modifications in the measurement systems rather than the independent varibale | show 🗑
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| show | Diffusion of Treatment
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| show | a parent gets the child to practice the skill before the intervention is formally introduced
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| This threat to internal validity occurs when changes may have come about because baseline measurements were not representative of the natural state of events | show 🗑
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| show | Regression towards the mean
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| This threat to internal validity occurs when the assignment of subjects to groups may have been biased | show 🗑
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| show | Self-Selection
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| show | Controls
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| This is threat of internal validity occurs when their is a loss of subjects over time which may influence the effects of the study | show 🗑
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| Collecting data on the dependent variable for an extended period of time helps to rule out threats to | show 🗑
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| If the dependent variable remains relatively _____ over time before the independent variable is introduced, the likelihood that the change can be attributed to the independent variable increases | show 🗑
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| show | Immediate
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| show | Many subjects
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| show | Single subject designs, within subject design, intrasubject design, small n design
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| In both single subject and group designs the objective is to make valid inferences about the effect of an | show 🗑
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| This involves the repeated and systematic presentation and removal of treatment and measurement of behavior while holding other factors constant. | show 🗑
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| This involves comparisions between individuals | show 🗑
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| Each individual in a group design is exposed to ___ level of treatment | show 🗑
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| In group designs there are large number of subjects and few | show 🗑
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| In single subject designs there are small number of subjects and multiple ________ observations | show 🗑
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| Group designs uses | show 🗑
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| show | Visual Data Analysis
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| show | Randomization and Matching designs
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| Single Subject Designs changes to the independent variable are made once the dependent variable has reached a | show 🗑
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| Single Subject Designs are useful because they allow you to see | show 🗑
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| show | individual
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| show | idiosyncratic effects
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| show | clincial investigation and treatment accountability
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| show | baseline
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| This type of baseline provides infromation about the existing levels of problem behavior and serves as an indication whether or not intervention is necessary | show 🗑
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| show | Predictive Basline
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| Just ____ during baseline can give insight to the relevant environmental events that can prompte treatment development | show 🗑
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| How many baseline measurements are needed | show 🗑
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| show | Predictive Power
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| Baseline data should be collected until there is | show 🗑
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| show | data
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| Movements in the analysis form one level or one kind of independent variable to the next level or kind of independent varibables are called | show 🗑
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| Phase changes move toward the axis of what kind of design | show 🗑
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| AB design includes baseline data followed by | show 🗑
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| AB designs are generally | show 🗑
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| Steady state is defined by these three things | show 🗑
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| show | level
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| these levels of behaviors do not vary greatly from one measurement period to the next | show 🗑
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| behavior is not already changing in the direction predicted for treatment | show 🗑
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| show | Reversal or withdrawl design
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| show | independent variable
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| show | Intervention
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| show | power for functional relations
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| show | reversibility (some behaviors may not be reversible) and ethics
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| Reversal designs require | show 🗑
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| Reversal designs may be prone to | show 🗑
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| show | Provides reliable information for hypothessi, determine functional relations, have internal validity, and decrease the likelihood that ineffect or unnecessary procedures are used
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| show | Multiple Baseline Designs
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| show | extraneous variables
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| Multiple baseline designs can include | show 🗑
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| show | behaviors are not reversible,
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| How can you make the results of treamtment more convincing in a multiple baseline design | show 🗑
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| More baselines lead to | show 🗑
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| Longer time between baselines, the greater influence of extranous variables such as | show 🗑
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| Baselines can be combined into | show 🗑
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| Multiple baselines should not be used when the behaviors are | show 🗑
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| show | independent but functionally similar
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| show | stable baseline
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| Non-concurrent multiple baseline is better known as a | show 🗑
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| Non-concurrent multiple baseline designs permit greater | show 🗑
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| show | interpretive challenge especially if behaviors change on subsequent baselines but before the IV is introduced
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| show | behaviors or settings
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| Multiple probe technique intermittently mesaure probes taken rather than | show 🗑
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| Advantages of a multiple probe technique is | show 🗑
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| Disadvantage to multiple probe technique is that it may risk | show 🗑
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| show | The treatment phase is divided into subphaes, each involving a different behavioral criterion, each subphase more closely resembles the target behavior or goal
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| Experimental control is demonstrated in a changing criterion design when | show 🗑
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| show | mean shift
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| In a changing criterion design a ________ involves changing the criteria to a previous subphase and observe that levels of the behavior | show 🗑
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| Bi-directional change helps to rule out | show 🗑
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| show | two
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| Small initial criterion changes maximize the probability of | show 🗑
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| Small changes for very ____ behavior and larger changes for very ____ behavior | show 🗑
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| In the changing criterion design all subjects can recieve treatment after | show 🗑
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| Changing criterion designs make it difficult to ___ behavior that does not closely match the criteria | show 🗑
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| show | time, effort and planning
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| show | Characterized by rapid, sequential application and removal of one or more independent variable, it is repeated measurement of behavior while two conditions alter rapidly (every session is a different condition)
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| In a multi-element design each data point predicts future behavior in the | show 🗑
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| Experimental control is demonstrated when the behavior is appreciably and consistently different in one condition | show 🗑
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| show | 2 or more treatments and make rapid comparision of treatment to baseline or it compares to or more assessment conditions
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| Variations of multiple baselines include | show 🗑
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| The baseline plus a the final treatment phase permits | show 🗑
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| An advantange to a multi-element design is ideal for | show 🗑
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| show | random alternation
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| show | variable behavior that fluctuates as a function of non-experimental variables
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| show | it is subject to multiple treatment, and it is difficult to determine if the effects on any one treatment would be different if it wasn't being simultaneously compared with eachother
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| show | discriminations as differences between conditions will appear as a function of how easily the conditions can be discriminated
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| show | the independent variables different and reduce the number of conditions or use instructional control when appropriate
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| show | slowly or require continuous implementation to produce effects
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| show | counter balancing
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| show | Design combinations
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| Design combinations enhance | show 🗑
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| show | Sequential withdrawl
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| show | Sequential Withdrawl
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| This is the systematic examination of the differential effects of a range of values of the independent variable a single independent variable | show 🗑
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| Parametic analysis is useful for | show 🗑
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| show | No
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| Probes are useful to evaluate whether treatment effects are evident before | show 🗑
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| show | training
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| This type of design describe the differential effects produced by a combination of independent variables and their influence on eachother | show 🗑
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| This can occur when subjects are exposted to multiple treatment and the conclusions reached about a particular treatment may be restricted to taht specific context | show 🗑
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| Sequence effects refer to the effct on a person's behavior in one condition that is influenced by the subject's experience in a ___ | show 🗑
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| show | second session (even if variables are very different)
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| Type 1 error involves concluding that independent variable has produced the change in the dependent variable when it has ___ | show 🗑
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| This error is concluding that the independent variable has not produced a change in the dependent variable when in fact it has | show 🗑
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| What attempts to minimize type 1 errors | show 🗑
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| The greater the ___ the more convincing the effects | show 🗑
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| show | trend
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| How quickly does the behavior change once the IV is manipulated is called | show 🗑
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| show | short
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| show | Factors of single subject design
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| The examination of the acceptability or variability of a programmed intervention | show 🗑
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| This determines if the behavior after treatment is comparable to peers and whether the individual was brought to comparable parameters regarding relevant behavior | show 🗑
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| Describe Procedureal Integrity Assessment | show 🗑
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| show | confounding variables (inconsistencies among therapies , procedural drift)
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| Procedural Integrity can be measured like the | show 🗑
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| To over come threats to procedural integrity one can | show 🗑
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| show | within subject, controls threat to internal validity, evaluate clients individually taking into account individual functionsal relations and threats, measurement must be continuous, repeated use of baselines, stability, four types of experimental design
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| Summarize ABA designs (withdrawl reversal) | show 🗑
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| show | Apply the independent variables across behaviors and settings, baselines should be similiar, vary length of baselines, not as strong as reveral and time intensive, tests for generalization
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| show | Rapid alternation of 2 or more therapies, stability is not required, stimulus conditions different for each condition = stimulus discrimination is needed
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| show | Initial baseline phase followed by treatment program, used for skill acquisition or shaping within topography, behavior conforms to citerion match law, target behavior must be in repertoire
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| show | Analyze the parameters or value of one [reinforcement or punishment], magnitude, intensity, quantity, duration, temporal contiguity, spacial contiguity
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| Summarize component analysis | show 🗑
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Created by:
krisbari