Exam 2

Question 1

For a question to be answerable empirically, it must be _________

Answer 1

Specific

Question 2

This section describes the process of research design, expanding on the question, so that a reader can know exactly what you did

Answer 2

Method

Question 3

Is the process of answering all those Wh-questions in a way that ensures the question is answered and the answer will be valid

Answer 3

Research Design

Question 4

Ensures that the research answered the question and answered it in a way that is believable

Answer 4

Internal Validity

Question 5

Ensures that the results of the study can, to some degree, be generalized outside the study

Answer 5

External Validity

Question 6

What are the types of quantitative research design?

Answer 6

Group and single subject

Question 7

Subjects are assigned to a group or groups - question is answered by comparing the overall performance of the group to a control condition or different group

Answer 7

Group Design

Question 8

Type of research that allows for making casual inference about the effects of an intervention compared to a baseline; usually over a period of time — individual performance

Answer 8

Single Subject Design

Question 9

Also known as small-N designs or time-series design

Answer 9

Single subject design

Question 10

What is the general criteria for single subject design?

Answer 10

Conditions must be controlled and More than one measurement of DV is made

Question 11

Baseline phase with repeated measurements and an intervention phase continuing the same measures

Answer 11

Basic Design (A-B design)

Question 12

Technique and method of comparison among phases is similar; addition of one or more additional phases

Answer 12

Baseline-treatment Withdrawl/Replication (ABA or ABAB)

Question 13

Take away treatment — see if performance goes back to baseline

Answer 13

ABA

Question 14

Remove treatment — then repeat both baseline and treatment - does it repeat? (method of replication)

Answer 14

ABAB

Question 15

Tests more than one IV as when gauging the effect of two or more treatments on the DV

Answer 15

ABACA Design

Question 16

Applied across subjects; can be applied across behaviors to study effect of one intervention on several DV related behaviors

Answer 16

Multiple Baseline Design

Question 17

What is the advantage of multiple baseline design?

Answer 17

No withdrawal or reversal of treatment is necessary

Question 18

The effect of the IV is shown by successive changes in the DV to match a stepwise performance criterion that is specified as a part of the intervention

Answer 18

Changing-Criterion Design

Question 19

At each segment, the target behavior must both satisfy the present criterion and achieve some stability before the next criterion level is applied

Answer 19

Changing-Criterion Design

Question 20

Being able to change the design

Answer 20

Design Flexibility

Question 21

Participants not assigned randomly but assigned with the question in mind (criterion-based selection)

Answer 21

Purposeful Sampling

Question 22

Participants are not put into “experiment” situations, but questioned about and allowed to be in their everyday environment; can be participatory or non-participatory

Answer 22

Naturalistic Inquiry

Question 23

The researcher interacts with the participants at least to some degree

Answer 23

Participatory Design

Question 24

Researcher does not interact with the participant(s); let’s situation develop naturally; records for later analysis

Answer 24

Non-participatory Design

Question 25

Anything that happens in between measurements that is NOT the independent variable in question

Answer 25

History

Question 26

Changes due to development that cannot be controlled by the researcher

Answer 26

Maturation

Question 27

A test can have an effect on later results by its nature

Answer 27

Reactive Pre-test

Question 28

How is the normal bell curve shaped?

Answer 28

Symmetrical and not excessively peaked with ends that taper off

Question 29

What can you find in the methods section?

Answer 29

Subjects/participants, materials, and procedures

Question 30

Qualitative data collected first - quantitative portion of the studies, supplements the qualitative

Answer 30

Sequential exploratory

Question 31

Quantitative data collected first — qualitative data collected to explain results, especially if unexpected

Answer 31

Sequential explanatory

Question 32

Quantitative and qualitative portions happen at the same time, and have equal standing (equally as important)

Answer 32

Concurrent triangulation

Question 33

Two portions may happen at the same time, but one is given priority

Answer 33

Concurrent nested

Question 34

What threatens internal validity?

Answer 34

Anything that can affect the quality of the measurements made

Question 35

Doing better on a condition because it was earlier or later in the sequence

Answer 35

Sequencing

Question 36

Selecting participants, based on extreme scores, some may have been lucky/unlucky so their second test performance may be more like the average with no treatment —regression toward the mean

Answer 36

Statistical regression

Question 37

Assigning participants to groups that differ on anything other than the variable you want

Answer 37

Differential subject selection

Question 38

When participants drop out more from one, especially if it’s something to do with their performance

Answer 38

Attrition/mortality

Question 39

When any internal threat interacts with another — consider levels of all variables

Answer 39

Interaction

Question 40

Rather than ruling out other explanation using control groups, ensured by gathering more data, until clear that other explanations are not reasonable

Answer 40

Credibility

Question 41

Researcher should be careful to avoid injecting their own point of view or hypothesis into what participant say

Answer 41

Researcher Bias

Question 42

Way to avoid bias by summarizing results and check in with participants to verify

Answer 42

Member checking

Question 43

When data is collected in such a way as to “fit” a given hypothesis, rather than in a way that allows another interpretation

Answer 43

Researcher reactivity

Question 44

How well does the test reflect what you want to measure

Answer 44

Content validity

Question 45

How well, the measure correlates with another (validating) criterion

Answer 45

Criterion validity

Question 46

Consistency of results between two test assess the same skill

Answer 46

Concurrent validity

Question 47

Theoretical validity — does this test measure the concept that is intended to measure?

Answer 47

Construct validity

Question 48

Precision and accuracy of measurement — how stable the measurement is and how much error it has

Answer 48

Reliability

Question 49

Amount that the obtained score varies from the true score

Answer 49

Measurement error

Question 50

How much do different readers agree with each other on the same stimuli?

Answer 50

Inter-rater agreement

Question 51

How much does an individual rater agree with him/her self across the same stimuli?

Answer 51

Intra-rater agreement

Question 52

What are the three ways to demonstrate reliability?

Answer 52

Test-retest, alternate forms, split half

Question 53

Ensure that variables are similar overall

Answer 53

Match group matching

Question 54

Randomly assigned to groups by pairs matched on nuisance variables

Answer 54

Pair matching

Question 55

Refers to undertaking a “mini” version of the study, in order to make sure that it works — also ensures that data seem reasonable given previous research, questions can be refined, etc.

Answer 55

Pilot testing

Question 56

Serves to avoid negative surprises when the full blown experiment is already underway

Answer 56

Pilot testing

Question 57

Looking at differences between groups of subjects — one group usually a control

Answer 57

Between subjects design

Question 58

Looking at differences in performance across tasks performed by all subjects within a group of subjects — participants are their own controls

Answer 58

Within-subjects design

Question 59

Compares performance across tasks performed by different groups

Answer 59

Mixed design

Question 60

Treatment is _______ when it can be shown to do what it was designed to do — it has a benefit.

Answer 60

Effective

Question 61

When a treatment shows more benefit to the client, whether it was the intended benefit or not

Answer 61

Therapeutic effect

Question 62

Therapeutic effect must be reliable and large enough to be considered important

Answer 62

Clinical significance

Question 63

Must be collected to show a therapeutic effect

Answer 63

Clinical outcome data

Question 64

Work or cost of one treatment versus another

Answer 64

Efficiency

Question 65

What are the factors that enhance to generalizability of results?

Answer 65

Use of random sampling, larger sample size, replication

Question 66

Weakness is no pretest to which to compare observation

Answer 66

One shot case study

Question 67

Better, but no control group

Answer 67

One group pre-test/post test

Question 68

No pre-test again, maybe groups were different

Answer 68

Static group comparison

Question 69

Similar to the one group pre-test/post test design, except with the addition of a comparison group that is not randomized

Answer 69

Non-equivalent control group

Question 70

Like single subject, many observations

Answer 70

Time series design

Question 71

Ensures groups are equivalent before starting; treatment and control are tested at equivalent time intervals

Answer 71

Randomized controlled trials (RCT)

Question 72

Main difference with quasi-experiment is random assignment of participants to groups

Answer 72

Randomized pretest, posttest control group designs

Question 73

4 randomized groups. Above, plus third and fourth groups; third with treatment, but no pretest; forth with only post test; allows for examination of interactive effects.

Answer 73

Solomon design

Question 74

Determine whether therapeutic effect exist

Answer 74

Phase 1 treatment outcome research

Question 75

Determine appropriateness of intervention; determine who treatment is effective for

Answer 75

Phase 2 treatment outcome research

Question 76

Involve more rigorous experimental design; examine efficacy not just therapeutic effect

Answer 76

Phase 3 treatment outcome research

Question 77

Takes treatment from lab to clinic

Answer 77

Phase 4 treatment outcome research or translational research

Question 78

Focuses on efficiency as well as effectiveness

Answer 78

Phase 5 treatment outcome research

Question 79

What is the strongest level of experimental evidence?

Answer 79

Systematic reviews and meta analyses

Question 80

What is a strong level of experimental evidence?

Answer 80

Well designed randomized controlled clinical studies