Final exam

Question 1

List and describe the four kinds of research topics.

Answer 1

Examined relations: examination of the relation between two or more variables

Disagreements: experiments with increased rigor designed to resolve conflicting results

Theoretical predictions: examination of theoretical mathematics models

Practical considerations: evaluating whether something works under different conditions

Question 2

Define direct and systematic replication. Explain the difference.

Answer 2

Direct replications: conducting an experiment under the same conditions as those described previously

Systematic replications: conducting an experiment under similar conditions as those described previously

Question 3

Explain what a literature review allows you to do

Answer 3

Identify the extent to which a particular question has been answer

Identify which questions remain unanswered

Learn how others have attempted to answer similar questions

Question 4

Explain what a literature review involves

Answer 4

Electronic databases

Specific journal indexes

Reference sections of key studies

Communication with experts or advisors

Question 5

List the rationale of France & Hudson (1990) Sleep Disturbance

Answer 5

The most common infant sleep disturbance = night waking

Evidence of physiological and maturational basis

Intermittent parent attention for night waking

Drugs = effective in short term

Question 6

List the purpose of France & Hudson (1990) Sleep Disturbance

Answer 6

Establish the efficacy of stimulus control = EXT for management of infant sleep disturbance

Question 7

Describe the IV, DV, and experimental design used in France & Hudson (1990)
Sleep Disturbance

Answer 7

Independent Variable: Stimulus control + EXT

Dependent: Night waking

Experimental Design: Multiple baseline across subjects

Question 8

Describe the methods used to collect and determine interobserver agreement (IOA) in France & Hudson (1990).
Sleep Disturbance

Answer 8

Verbal record compared with written record

Voice activated relay (VAR) and switch mat by bed

IOA calculated separately for frequency and duration of awakening

Question 9

Describe the results of France & Hudson (1990) Sleep Disturbance

Answer 9

Parental attention decreased across time

Question 10

Describe the limitations of France & Hudson (1990)

Sleep Disturbance

Answer 10

Quiet wakefulness could not be discriminated from sleep

Reliability measures

Switch mat could be avoided

Differences in responsiveness due to ages

Question 11

List the rationale and purpose of Iwata et al.

Functional Analysis of Sever PB

Answer 11

Rationale:
Behavior problems are learned performances
Adaptive and maladaptive behavior are learned in the same manner

Purpose: To identify the maintaining variables for a behavior via manipulation of suspected controlling variables

Question 12

Describe the IV, DV, and experimental design used in Iwata et al.
Functional Analysis of Sever PB

Answer 12

IV: Self-injurious behavior (SIB)
DV: Percentage of intervals with SIB, partial- interval recording 10s
Experimental design: Multiple baseline across subjects

Question 13

Describe the methods used to collect and determine interobserver agreement (IOA) for Iwata et al.
Functional Analysis of Sever PB

Answer 13

Partial- interval recording 10s

Interval IOA (overall, occurrence, nonoccurrence)

Question 14

Describe the results and limitations of Iwata et al.

Functional Analysis of Sever PB

Answer 14

Results: 6 of 9 participants had a clear function

Limitations: No control for subtle aspects if contingencies

Question 15

List and describe each of the conditions of a functional analysis of Iwata et al.
Functional Analysis of Sever PB

Answer 15

Self- injurious behavior (SIB) = problematic
Behavior that produces physical injury to ones body

SIB TX prior for FA
Arranging reinforcers for absence of SIB

Previous TX failures = lack of understanding of function

Question 16

Describe the type of reinforcement of Iwata el al.

Functional Analysis of Sever PB

Answer 16

Positive reinforcement
○ Social (attention, access to materials)
○ Automatic ( sensory stimulation)

Negative reinforcement
○ Social (escape from demands)
Automatic (paying attention)

Question 17

List the rationale and purpose of the Poche et al. (1981) study.
Evaluating Self-protection skills

Answer 17

Rationale:
Over 25,000 children are molested per year
Only 10-17% use force
No preventative approach targeting victims

Purpose: Evaluate a program to teach preschool children appropriate and generalize responses to abduction situations

Question 18

Describe the IV, DV, and experimental design used in the Poche et al. (1981) study
Evaluating Self-protection skills

Answer 18

IV: Behavioral skills training
DV: Appropriateness of self-protection responses
Experimental design: Multiple baseline across subjects

Question 19

Describe the methods used to collect and determine interobserver agreement (IOA) for Poche et al. (1981)
Evaluating Self-protection skills

Answer 19

Critical motor and vocal responses were recorded for each trial and converted into a score from 0 to 6, with 6 being optimal self protection

Question 20

Describe the results and limitations of Poche et al. (1981).
Evaluating Self-protection skills

Answer 20

Results: Responses Increase

Limitations: Highly variable initial effects of treatment
Component analyses required

Larger-scale application or application to other dangerous situations

Question 21

List several important aspects of good writing

Answer 21

Clarity 
Brevity 
Organization 
Provide references 
Avoid bias
Avoid plagiarism 
Use a model when writing

Question 22

Describe each of the parts of a research paper

Answer 22

Title: convey main idea in few words

Author and affiliation

Abstract: Synopsis of study including rationale or description

Introduction: statement of general problem or purpose

Method: technological description of study

Results: quantitative description of the findings

Discussion: provides interpretation of result

References: includes bibliographic entries if literature cited text

Tables and figures: provides method information

Question 23

List the correct abbreviation for units of time and describe when other abbreviations may be used

Answer 23

Hour: hr.
Minute: min. 
Second: S
Month: None 
Day: Mon. Tues. Wed. Thurs. Fri. Sat. Sun.

Question 24

Describe and be able to recognize when to use numbers

Answer 24

Numbers 10 or above

Numbers that precede a unit of measurement

Numbers that represent math functions (percentages, ratios, etc.)

Numbers that represent time, dates, ages, scores, sums of money

Numbers that denote place in numbered series

Question 25

Describe and be able to recognize when to use words

Answer 25

Numbers less than 10 that do not meet above criteria Any number that begins a sentence, title, or heading Common fractions

Question 26

Be able to recognize the correct and incorrect use (and describe the correct use) of the following:

Answer 26

Since: events occurring after some point in time Because: refers to causation Although: are used to qualify or contrast a preceding/ following clause Whereas: are used to qualify or contrast a preceding/ following clause While: refers to concurrent events Prepositions within a sentence

Question 27

Singular and plurals of particular words

Answer 27

``` Data: plural Datum: singular Criterion: singular Criteria: plural Stimulus: singular Stimuli: plural ```

Question 28

List the rationale and purpose of Hanley et al. (2005) | Evaluating children's preferences for treatment

Answer 28

Rational: Often don't assess client performance of tx Purpose: Determine the efficacy of children PB using treatment with or without punishment and determine client performance.

Question 29

Describe the IV, DV, experimental design used, main findings, and implications of Hanley et al. (2005) Evaluating children's preferences for treatment

Answer 29

IV: FA DV: Frequency of pb Design: Multielement Results: Both participants preferred FCT + Pun Implications: Punishment is used less since creation of FA Punishment acceptability Evidence-based values should guide Tx selection process

Question 30

List the advantages and disadvantages of using contingent electric stimulation as a punishment procedure (Linscheid et al., 1990). Evaluation of controversial treatment

Answer 30

Advantages ○ Stimulation can be delivered quickly ○ Does not interfere with ongoing activity ○ Parameters can be selected to minimize risk Disadvantages Socially objectionable

Question 31

Describe the primary and additional functions of the SIBIS device. What is the primary limitation of the SIBIS device for the treatment of SIB (Linscheid et al., 1990)? Evaluation of controversial treatment

Answer 31

Primary Functions: • Automatic detection of forceful blows • Response-contingent delivery of electrical stimulation to arm or leg • Automatic recording of stimulus delivery Additional Functions: • Tone delivered w/ shock DRO interval timer

Question 32

List and describe the following | IV, DV, Experimental Design, Results, Implications for Dallery & Glenn on Smoking Causation

Answer 32

IV: Vouchers exchangeable for items online DV: CO level from the CO monitor Results: Smoking decreased Implications: cost of the program Experimental design: Concurrent multiple baseline across subjects with reversal to baseline

Question 33

List and describe the following | IV, DV, Experimental Design, Results, Implications for O'Conner on increasing recycling on KU

Answer 33

IV: location of bins, # of bins, appearance of bins DV: # of plastic bottles in recycling bin, # of plastic bottles in trash bins Experimental design: Concurrent multiple baseline design across settings Results: recycling increased Implications: Location

Question 34

List the advantages and disadvantages of single subject designs.

Answer 34

``` Advantages ○ variation caused by individual differences is not a factor ○ focus on individual performance ○ focus on big effects ○ allows for flexibility ``` Disadvantage: ○ costly Some experimental questions cannot be better answered with groups

Question 35

Define the following terms: population, sample, factors, level, random selection, blind, double-blind

Answer 35

Population: all members of some group Sample: a subset of a population Factors: the IVs of an experiment Levels: represent different levels of an IV Random selection: unbiased selection process that gives each person from a target population an equal chance of being selected for the experiment Blind: people unaware of presence or absence of the IV Double Blind: 2 people unaware of presence or absence of the IV

Question 36

Name and define the three weak group designs discussed in class.

Answer 36

One-Group Posttest-Only Design: measures behavior of one group after treatment Posttest-Only Design with nonequivalent groups: measures behavior of two nonequivalent groups after treatment One-Group Pre-test-Posttest Design: measures behavior of a single group both before and after treatment

Question 37

What threats to internal validity do each represent and how might one fix these designs to increase internal validity?

Answer 37

History: any event other than the treatment occurring at the same time may influence the results Maturation: any change over time resulting from processes within the subject Testing: any change that may be attributed to repeated testing Statistical regression: change in an extreme score on an initial assessment which is closer to the mean on the next assessment Selection biases: any change attributable to differences in groups prior to the introduction of the IV Mortality (Attrition): any change in group performance due to subject drop-out Instrumentation: any change due to human biases or machine error

Question 38

Define within-subjects design.

Answer 38

All participants experience both or all conditions

Question 39

Define counterbalancing

Answer 39

Attempt to control for order effects by arranging that each condition occur in each ordinal position (e.g., 1st, 2nd, 3rd, etc.)

Question 40

Define order effects

Answer 40

Changes in a participant’s performance resulting from the position in which a condition appears in an experiment

Question 41

Describe random assignment and list the steps

Answer 41

Unbiased assignment process that gives each subject an equal and independent chance of being placed in every condition Steps in a randomized groups experiment: 1. Randomly assign subjects to groups (e.g., control/treatment) 2. Administer experimental conditions 3. Examine differences between groups

Question 42

Describe matching and list the steps

Answer 42

Attempts to equate experimental and control groups on one or more variables before the experiment Steps in a matched groups experiment: 1. Administer pre-test or identify relevant characteristic 2. Rank subjects according to test scores (or characteristic values) 3. Form pairs on the basis of ranking 4. Randomly assign members of pairs to groups 5. Administer experimental treatments 6. Examine differences between members of pairs

Question 43

Describe the difference between the two quasi-experimental designs discussed in class

Answer 43

* Quasi-experimental designs: attempts to approximate control features of “true” experiments * Interrupted Time-Series Design: allows the same group to be compared over time by considering the trend and level of the data before and after the experimental manipulation * Control-Series Design: compares at least two groups over time by considering the trend of the data of both groups before and after the experimental manipulation

Question 44

List the rationale and purpose of Goetz & Baer (1973) An evaluation of creativity

Answer 44

Rationale: Children would have to be prompted. Purpose: to demonstrate the demonstration of reinforcing an aspect of children's blockbuilding that could be diverse or creative

Question 45

Describe the IV, DV, experimental design used, main findings, and implications of Goetz & Baer (1973).

Answer 45

IV: Descriptive Praise DV: Form of diversity score & new forms Main finding: Descriptive praise increased form diversity Implication: Social reinforcement can increase variability

Question 46

Using the procedures in the Hanley et al. (2005) study, describe a study in which you would determine particular activity preferences of a particular client. That is, describe the assessment procedure and how preference will be measured (it might be helpful to draw a schematic). Evaluating children's preferences for treatment

Answer 46

Use of concurrent chains procedure: Using buttons to establish what the youth wants and whatever button is presses the most is the highest preferred. Data collection: Frequency data collection Results: The button with the most pressed.

Question 47

Purpose and rationale of Dallery & Glenn on Smoking Causation

Answer 47

Purpose: Test feasibility of method ID problems Evaluate effectiveness Rationale Smoking abstinence = vouchers CO sampling involves effort that may limit accessibility and success of voucher program

Question 48

Purpose and rationale of O'Conner on increasing recycling on KU

Answer 48

Purpose Evaluate the effects of number and location of recycling bins in the absence of signs while controlling for the number of recycling bins Rationale: 251.3 million tons of waste per year 28% of items recycled in U.S. in 2006 Polyethylene terephthalate plastic bottles