Test 7

Question 1

When are reversal designs undersirable

Answer 1

when treatment variables are not able to be withdrawn due to ethical, practical, staff limitations.
-no0t good to do when using multiple bx

Question 2

what is a multiple baseline design

Answer 2

Same treatment is applied sequentially across; behaviours, subjects, or settings
-BL is started at the same time

Question 3

What is meant by independence of behaviour is not found

Answer 3

the effects of the treatment variable are general rather than specific

Question 4

What do you do when independence of behaviours is not found

Answer 4

• include BL that are topographically distinct from one another (difficult on a priori bases)
• use 4 or more BL rather than 2-3
• withdrawal and reintroduce treatment (BAB) therefore demonstrating the controlling effects over the response.

Include baselines that are topographically distinct from one another
Use 4 baselines
Use withdrawal design within multiple baseline

Question 5

How many BL should be used in a multiple baseline

Answer 5

-at least two, preferably 3, 4 or more increase the strength of design.

Question 6

What are the three basic types of multiple baseline designs

Answer 6

Behaviors
Subjects
Settings

Question 7

What are the major problems with self report data

Answer 7

• it is not always accurate (eg deviate bx alcohol vs not)

- accuracy and Validity is suspect

Question 8

what is meant by independence of target behaviours

Answer 8

Behaviors should be functionally similar but independent

Question 9

what is a simultaneous replication design

Answer 9

A group multiple baseline-simultaneous replications treatment design is described that establishes experimental control within a single ongoing training group by combining group treatment with behavioral assessment of each S following each group session

-do group therapy but take data on each participant

Question 10

what is a non concurrent multiple baseline design

Answer 10

When you can’t start baseline at the same time, i.e. not all 3 subjects were identified at the same time or enrolled in services
Need to have differing lengths of baseline
Can not introduce treatment on the same day regardless of length of baseline, intervening variable

Question 11

Why is a multiple baseline not well suited for drug research

Answer 11

-because the drug will have the same effect across multiple behaviours when administered.

+
Multiple baseline across subjects could be used, across behaviors and settings inappropriate
Multiple baseline with different drugs could be used
Multiple baseline could provide additional methodology to study drug effectiveness rather than control and placebo group designs

Question 12

SA why

Answer 12

previous research has not shown gen

• SA is more common in these pop
• used in situ training following bST

Question 13

SA Subjects

Answer 13

5 women

ID but verbal

Question 14

SA target Bx

Answer 14

trained to use SA prevention skills in response to situations acted out

• doesn’t agree or comply
• says no or other verbal refusal
• leaves or tells them to leave
• reports incident

Question 15

SA assessment

Answer 15

asked subjects how they would respond in various situations

• role played
• gen tested via in situ

Question 16

SA IOA

Answer 16

2 observers

100%

Question 17

SA experimental conditions

Answer 17

BL: same as assessment
Training:BST (presentation of info, discrimination, instructions, rehearsal in role play, praise for CR, feedback for IR, multiple exemplars used)
R+ fast food coupons FR10
In Situ training: 1 week later tested. If lower than a 4 training began.

Question 18

SA In situ training

Answer 18

They first asked the subject what the confederate had asked her to do and what her response was. They then told her the correct response, modeled it for her, and reenacted the assessment sce- nario in a role play. If the subject exhibited the correct response in the role play, she re- ceived praise. If the subject exhibited the in- correct response, the trainers used instruc- tions and modeling to prompt the correct response. Training continued until the sub- ject made the correct response in two role- play situations without prompts. Within 3 days, another in situ assessment was con- ducted, and in situ training was repeated un- til three consecutive assessments resulted in scores of 4.

Question 19

SA follow up

Answer 19

One month following the com- pletion of in situ training, an in situ assess- ment was conducted. If the subject received a score of 4, her participation in the study was finished. If the subject received a score lower than 4, in situ training sessions were conducted until the subject achieved a score of 4 on a subsequent in situ assessment.

Question 20

SA results

Answer 20

The results of this investigation show that a 10-week behavioral skills training program resulted in the acquisition of sexual abuse prevention skills, but that the skills did not fully generalize to in situ assessments
-did occur in the naturalistic context once in situ training had been conducted, both im- mediately and 1 month after training.

Question 21

SA future research

Answer 21

Should further look at M and G.

-other ppl

Question 22

GC why

Answer 22

not always access to R+

• Some teachers aren’t good at social praise
• want to use naturally occurring privileges

Question 23

GC subjects/setting

Answer 23

4th grad, 24 kids, 7 problem behaviours

Question 24

GC DV

Answer 24

• observed 1hr 3 days a week
• interval recording 1m
  1) out of seat behaviour - leaving during session without permission
  2) talking out behaviour - talking/whispering without permission

Question 25

GC IOA

Answer 25

``` 2nd observer at least once per condition agreements over total intervals time 100 also calculated whether teacher attention was given* -out of seat 91% -talking out 86% ```

Question 26

GC game

Answer 26

teacher explained -they were about to play a game -class will be divided into two teams -whichever team won would receive a privilege -there were rules that had to be followed to win -when someone broke the rules they would get a mark on the chalkboard -team with fewest or both below 5 would receive prize -loosing team would not get prizes if a team received less than 20marks in a week they would get 4min extra for recess Rules: - no leaving seat without permission - no sitting on desks - no moving desk - no getting up to talk with neighbour - no getting out of seat to chalkboard unless given permission - were allowed to go see teacher one at a time - no talking without permission - no calling teachers name unless given permission to answer - no vocal noises. Prizes: - victory tag - star for chart - line up first for lunch - 30m free time at the end of the day

Question 27

GC design

Answer 27

reversal and multiple beseline | -4 phases for each subject recorded (8 total)

Question 28

GC 1

Answer 28

Math/reading BL - 10 sessions the normal rates of out of seat and talking out behaviour were recorded - teacher did normal routine

Question 29

GC 2

Answer 29

math game/reading BL 2nd phase game introduced during math but not reading

Question 30

GC 3

Answer 30

reversal math/reading game

Question 31

GC 4

Answer 31

math game/reading game both periods treated as one extended period same criteria 5 or fewer marks

Question 32

GC results

Answer 32

These data indicate that the game had a reliable effect, since out-of-seat and talking-out behaviors changed maximally only when the game was applied. -Both teams almost always won the game.

Question 33

GC S/L

Answer 33

component analysis - extra time from the teacher - hard for the teacher to always track - children requested the game

Question 34

SM purpose

Answer 34

he purpose of the present investigation was to determine whether a self-monitoring pro- cedure, with minimal supervisory involvement, could increase adherence to scheduled activities and on-task behavior. In addition, generalization mea- sures were collected to determine whether these behaviors were affected throughout the work shift.

Question 35

SM participants/setting

Answer 35

2 homes with ID ppl | -10 staff

Question 36

SM DV

Answer 36

- on schedule behaviour, if they were in their assigned activity area - on task behaviour, if they were engaging in bx defined by the house ass appropriate

Question 37

SM observations

Answer 37

- told they were going to observe but wouldn't effect performance - observations were repeated around every 5m, 12 done per day in house A, 18 in house B - recorded location and first Bx emitted within 5s

Question 38

SM Gen probes

Answer 38

done in the same way as observations, but in the evening

Question 39

SM reliability

Answer 39

- 2 ind observers for 50% of sessions equal across conditions - on schedule 100% agreement for AB - on task 89/85

Question 40

SM procedure BL

Answer 40

BL: daily schedule posted for staff to see card given on how to complete the activity -jobs were: group training, training sessions, client/home duties -feedback given at the end of the day

Question 41

SM design

Answer 41

multiple baseline design across groups of staff

Question 42

SM procedure In Service

Answer 42

- exp told staff what their job responsibilities were - gave rational for jobs - staff rehearsed interacting with clients

Question 43

SM procedure Self-monitoring

Answer 43

give staff schedule visual with definitions - had staff fill in cards throughout after each activity - end of shift cards put in box in the office

Question 44

SM procedure Feedback plus self monitoring

Answer 44

-trained on definitions and cards as before supervisors were taught to give feedback -gave to staff 2 times each weekday -supervisors located staff and recorded first behaviour of that employee (either praised or corrected)

Question 45

SM group results

Answer 45

for on task and on schedule behaviours: no change in-service condition increase during self monitoring increase again when feedback was added

Question 46

SM individual results

Answer 46

behavior of 5 of the 10 staff members became more variable over time

Question 47

SM on schedule for specific activities

Answer 47

same results for: zones 1:1 and custodial activities

Question 48

SM gen probes

Answer 48

Some generalization of the effects of the proce- dures was shown during observations carried out in the evening. With no observers present and no visible contingencies involved.

Question 49

SIP design

Answer 49

multiple baseline design across subjects

Question 50

SIP past problems

Answer 50

- response maintenance | - some procedures have failed to find significant effects

Question 51

SIP subjects/setting

Answer 51

3 participants - preschool - teachers reported highly disruptive and undesirable behaviour - 4yrs old

Question 52

SIP DV

Answer 52

on task behaviour - Bx directed towards the assigned task. attentive/silent -Off task movement about the room, playing with toys, fighting, kicking,, leaving the classroom without permission

Question 53

SIP Observation and recording

Answer 53

categorized as on or off task by two judges - data taken twice per day, 4 days a week - 30m observations were conducted in the morning and afternoon when class activities were more structured. - 10s intervals, had to engage in Bx for the whole interval

Question 54

SIP reliability

Answer 54

agree divided by total agree and disagreements - extra checks by the experimenter every 8 days - overal observer observer reliability 94% - experimenter-pbserver reliability 92%

Question 55

SIP procedure

Answer 55

BL: first 8 days, no experimental manipulations Self instruction: participants seen individually for self instruction sessions for 2hrs 1) modelled task while talking aloud 2)subjet performer task with experimenter instructed aloud 3)the subject then performed task talking outloud 4)subject did the task while whispering while the experimenter mad slip movements with no sound 5) subject performed the task making lip movements without sound 6_the subject performed the task with covert self instruction

Question 56

SIP verbalizations modelled

Answer 56

4 types - questions about the task - answers to questions (cog rehearsal) - self instructions that guide through the task - self reinforcement

Question 57

SIP additional info

Answer 57

used chocolate as reward but faded out - presented in a story like manor - if made an error the experimenter modelled while talking out loud. - wide variety of tasks were completed with difficulty level increasing

Question 58

SIP experimental control

Answer 58

to avoid confounding variables that training and treatment were done on the same day '-only one subject received self instruction training, the others

Question 59

SIP on task behaviour

Answer 59

Following the 2-hr training in self- instruction, there was an immediate and dra- matic increase in on-task behaviour

Question 60

SIP results

Answer 60

Results indicated that behavioral gains transferred to the classroom setting and were maintained for a considerable period of time.

Question 61

SIP cause for gen

Answer 61

preschool was maintains an ever-increasing repertoire of ap- propriate behaviors in children. As a result of such “trapping”, changes in the boys’ behavior may have produced changes in the teacher’s be- havior, leading to maintenance of treatment gains Children in the present investigation were asked to imagine, in the presence of the experimenter, that they were performing tasks assigned by their classroom teacher. The use of such specific covert rehearsal may thus facilitate development and maintenance of appropriate classroom behavior.

Question 62

what are the limitations of a probe

Answer 62

-Data is suggestive rather than confirmatory | -

Question 63

What is a probe

Answer 63

A brief phase in a behavior analysis experiment designed to test the effect of a given intervention.

Question 64

why would you use a probe

Answer 64

- to reduce reactivity - when subjects aren't able to complete behaviour on a regular bases (writing essays) - how many times do you have to fail before saying you cant do the behaviour.