Unit 3

Question 1

Rationale for the multiple-baseline design according to Baer et al. (1968).

Answer 1

number of responses identified and measured to provide baselines against which change can be measured. Apply exp. variable to 1 of them, observe change in 1 and perhaps lack of change in others

Question 2

The power of the multiple-baseline design (e.g., where does it come from)

Answer 2

from demonstrating that change occurs when, and only when the intervention is directed at the behavior, setting, or subject in question.

Question 3

How can the multiple-probe technique be used to address concerns about reactivity?

Answer 3

fewer measurements are taken and an assumption of stability as made during baseline

Question 4

What are the three main design options the clinical researcher should consider as strong alternatives to withdrawal or reversal designs. What is the most well-known and widely-used design?

Answer 4

alternating treatments
changing criterion
multiple baseline (most well known and widely used)

Question 5

Describe (with examples) when withdrawal or reversal designs may be undesirable or even inappropriate.

Answer 5

Ethical considerations: (SIB, aggression)
Environmental Cooperation (people do not agree with reversal so do not adhere)
Carryover effects (drugs)

Question 6

List and describe the three basic types of multiple-baseline designs

Answer 6

Participants
Behaviors
Settings

Question 7

5 variants of withdrawal design:

Answer 7

replicated: ababab
separate treatment: abacab
variations of treatment abab1ab2
interactive effects of treatment: a-b-a-c-a-bc
changing criterion

Question 8

Parsons et al (1987)

Answer 8

self management program on special ed teachers, brief inservie with prompts and feedback, behavior continued at 2 yr follow up
design: repeated reversal

Question 9

Thompson et al. (1979)

Answer 9

operant control of pathological tongue thrust. food for no tongue thrust and push back for tongue thrust
design: repeated reversal

Question 10

Shore et al 1998

Answer 10

texture fading on food selectivity

design: MBAS with periodic probes (sort of changing criterion)

Question 11

Kahng et al (2003)

Answer 11

Escape contingency and token economy to increase food acceptance
Design: changing criterion
DPRA
DPRA  and Phys guide
DNRA

Question 12

Barrish et al 1969

Answer 12

Individual contingencies/group consequences on disruption in classroom
design: reversal/multiple baseline
ran for math, not for reading, then reversed then both

Question 13

Bornstein & Quevillion 1976

Answer 13

self instructional package on on-task behavior in overactive preschool boys
design: multiple baseline across subjects

Question 14

Miltenberger et al (1999)

Answer 14

BSP on sexual abuse prevention in mentally retarded women

multiple baseline across participants with multiple phases: baseline, training, posttraining, in situ, follow up

Question 15

Richman et al (1988)

Answer 15

Self monitoring and supervisor feedback on staff performance

design, multiple baseline across groups of staff in 2 houses