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PS-502 > Reverse > Flashcards

Reverse Flashcards

1
Q

The amount of time that elapses between a cue and a response

A

Latency

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2
Q

Individual’s own rating or evaluation of the problem or some domain that is the focus of an intervention

A

Self-Report Measures

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3
Q

The recording of all instances of the behavior of interest over the course of an observation

A

Continuous Measurement

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4
Q

The obtaining of a sample of behavior during various intervals of an observation period

A

Discontinuous Measurement

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5
Q

A type of discontinuous measurement that records that the behavior occurred during an interval if it happens at any point during the interval.

A

Partial-Interval Recording

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6
Q

A type of discontinuous measurement that records that the behavior occurred during an interval if it happens throughout the interval

A

Whole-Interval Recording

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7
Q

A type of discontinuous measurement procedure where you check to see if the behavior is occurring only at the end of a predetermined interval.

A

Momentary Time Sampling

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8
Q

Tasks performed under unstructured, everyday conditions

A

Natural Tasks

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9
Q

Structured tasks meant to evoke a behavior that may not occur (very frequently)

A

Contrived Tasks

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10
Q

Setting in which a client ordinarily functions

A

Natural Environment

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11
Q

Setting consisting of structured, contrived conditions

A

Lab/Clinical Settings

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12
Q

An assessment where the client is aware of the fact that their behavior is being assessed

A

Obtrusive Assessment

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13
Q

An assessment where the client is not aware of the fact that their behavior is being assessed

A

Unobtrusive Assessment

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14
Q

A tally of the number of times the behavior occurs in a given period of time

A

Frequency

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15
Q

Frequency/Time

A

Rate

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16
Q

A list of responses that may represent a category of interest that can be independently scored

A

Discrete Categorization

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17
Q

Recording of behavior in a period, divided into small intervals

A

Interval Recording

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18
Q

The amount of time that the response is performed

A

Duration

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19
Q

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.

A

Applied Behavior Analysis (ABA)

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20
Q

A branch of behavior analysis that deals with research on basic processes and principles and is mainly conducted in laboratories.

A

Experimental Analysis of Behavior (EAB)

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21
Q

The criterion of ABA where the researcher or practitioner selects behaviors to change that are socially significant for participants.

A

Applied

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22
Q

The criterion of ABA by which (1) the behavior chosen for study is abehavior in need of improvement, (2) the behavior is measurable, and (3) there is an attempt to monitor the behavior of all persons involved in a study.

A

Behavioral

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23
Q

A dimension of ABA where the experimenter demonstrates a functional relation between the manipulated events and a reliable change in some measurable dimension of the targeted behavior.

A

Analytic

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24
Q

The ABA criterion met when all operative procedures in a study are identified and described with sufficient detail and clarity “such that a reader has a fair chance of replicating the application with the same results”

A

Technological

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25
Q

The dimension of ABA where the procedures for changing behavior and any interpretations of how or why those procedures were effective are described in terms of the relevant principle(s) from which they were derived.

A

Conceptual

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26
Q

The dimension of ABA where the application of behavior techniques improves the behavior under investigation to a practical degree.

A

Effective

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27
Q

The criterion of ABA met when induced behavior change (1) lasts over time, (2) appears in environments other than the one in which the intervention that initially produced it was implemented, (3) and/or spreads to other behaviors not directly treated by the intervention.

A

Generality

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28
Q

The practice of providing the simplest version or account of the data among alternatives or competing interpretations that are available.

A

Parsimony

29
Q

The notion of not adding new concepts unless they are really needed to account for a phenomenon.

A

Occam’s razor

30
Q

The extent to which a researcher can be confident that a cause-and-effect relationship established in a study cannot be explained by other factors.

A

Internal Validity

31
Q

The extent to which the results of an experiment can be generalized or extended beyond the conditions of the experiment.

A

External Validity

32
Q

An interpretation of the results of an investigation on the basis of some other influence than the one the investigator has studied or wishes to discuss.

A

Plausible Rival Hypothesis

33
Q

Methodological issues that are likely to rival the explanation that it was the intervention that explained the effect.

A

Threats to Validity

34
Q

A threat to internal validity coming from events (e.g., a novel event in the news) in the individual’s environment.

A

History

35
Q

A threat to internal validity stemming from processes (usually in the individual).

A

Maturation

36
Q

A threat to internal validity due to any change that takes place in the measuring instrument or assessment procedure over time.

A

Instrumentation

37
Q

A threat to internal validity that occurs due to completing a measure on more than one occasion.

A

Testing

38
Q

A threat to validity due to changes in extreme scores from one assessment occasion to another.

A

Statistical Regression

39
Q

A threat to validity due to the intervention inadvertently being provided during times when it should not be or to persons who should not yet receive the intervention at a specific point.

A

Diffusion of Treatment

40
Q

The extent to which the results can be extended to subjects or clients whose characteristics (e.g., age, sex, ethnicity, diagnosis) differ from those included in the investigation.

A

Generality across Subjects

41
Q

The extent to which the results extend to behaviors or domains not included in the program.

A

Generality across Responses or Measures

42
Q

The extent to which the results extend to other situations in which the client functions beyond those included in training.

A

Generality across Settings

43
Q

The extent to which the results extend beyond the times during. the day the the intervention is in effect and to times after the intervention has been terminated.

A

Generality across Times

44
Q

The extent to which the intervention effects can be extended to other persons who can administer the intervention.

A

Generality across Behavior-Change Agents

45
Q

The possibility that subjects may be influenced by their awareness that they are participating in an investigation or in a special program.

A

Reactive Experimental Arrangements

46
Q

The extent to which subjects are aware that their behavior is being assessed and that this awareness may influence how they respond.

A

Reactive Assessment

47
Q

The phenomenon where the same subjects are exposed to more than one treatment and, thus, the conclusions reached about a specific treatment may be restricted.

A

Multiple-Treatment Interference

48
Q

The form of validity that, given the intervention was responsible for change, considers what aspect of the intervention led to the change.

A

Construct Validity

49
Q

The extent to which an increase of attention to the client during the intervention phase or lack of attention during nonintervention phases can explain the effects attributed to the intervention

A

Attention and Contact Accorded the Client

50
Q

The extent to which special conditions in which the intervention is presented or embedded alone or in combination with the intervention could explain the effects attributed to the intervention

A

Special Conditions and Settings

51
Q

The extent to which a relation is shown, demonstrated, or evident between the intervention and the outcome.

A

Data Evaluation (Statistical Conclusion) Validity

52
Q

The extent to which the measures assess the characteristics of interest in a consistent fashion.

A

Reliability

53
Q

The degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure

A

Validity

54
Q

Any source of variability that can interfere with detecting a difference when there is one

A

Excessive Variability in the Data

55
Q

Error in the measurement procedures that introduces excessive variability which obscures an intervention effect

A

Unreliability of the Measures

56
Q

The extent to which the direction of change in a given phase or a pattern across phases can interfere with drawing conclusions about the effects of the intervention

A

Trends in the Data

57
Q

Too few data points to permit conclusions about level of performance and its likely level in the near future

A

Insufficient Data

58
Q

Lack of clarity in the data pattern that interferes with the ability to draw conclusions about the intervention

A

Mixed Data Patterns

59
Q

The extent to which the target of assessment is socially relevant and acceptable

A

Social Validity

60
Q

The process of comparing the client to a peer group with similar demographic and subject characteristics to determine how much the target departs from the norm.

A

Social Comparison

61
Q

The soliciting the opinions of others who are in the position to evaluate the characteristics in need of treatment.

A

Subjective Evaluation

62
Q

A description of something in terms of procedures, actions or processes

A

Operational Definition

63
Q

The quality of referring to observable characteristics of the behavior or observable events

A

Objectivity

64
Q

The quality of a definition being so unambiguous that little explanation is needed to begin actual observations of the behavior

A

Clarity

65
Q

Delineation of the boundary conditions so that the responses to be included and excluded are enumerated

A

Completeness

66
Q

The extent to which the observations in fact reflect what actually happened

A

Accuracy

67
Q

The extent to which repeated assessment of the same events is scored the same way by the same observer on separate occasions

A

Intraobserver Consistency

68
Q

The extent to which different observes agree in their scoring of the behavior

A

Interobserver Agreement

69
Q

The failure of change to be detected by a measure due to an upper limit being reached

A

Ceiling Effect

PS-502 (5 decks)

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