Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
20 Cards in this Set
- Front
- Back
|
What did Brown-Chidsey & Steege (2005) say about the nature and importance of progress monitoring and measuring treatment effects?
|
"School psychologists have an obligation to implement empirically based interventions, to use a data-based decision-making process to monitor and modify interventions, and to collect data to evaluate the efficacy of interventions"
|
|
|
What are the NASP guidelines on progress monitoring and measuring treatment effects?
|
-School psychologists use a decision-making process in collaboration with other team members to: 1) Identify academic/behavior problems, 2) collect and analyze information, 3) Make decisions about service delivery, and 4) Evaluate the outcomes of service delivery.
-School psychologists also must 1) Utilize current professional literature, 2) Translate research into practice, 3) Use research design and statistics to conduct ivestigations -School psychologists develop challenging but achievable cognitive/academic goals, provide information about ways in which students may achieve these goals, and monitor student progress. -School psychologists make decisions based on multiple theoretical perspectives and translate current scientific information to develop effective behavior, affective, or adaptive goals for students. |
|
|
What are the different measures that can be used to measure the effects of treatments for school-age children?
|
-Raw count or tally
-Timing real duration -Trials -Interval recording -Permanent product |
|
|
Explain Raw Count or Tally in Measuring the Effects of Treatment for School-Age Children
|
Count each behavior occurrence, doesn't locate response in time just gives raw count of how many times--no pattern or relationship to other events.
|
|
|
Explain Timing Real Duration in Measuring the Effects of Treatment for School-Age Children
|
Stopwatch, length of time (tantrum), best for response class that varies widely in duration.
|
|
|
Explain Interval Recording in Measuring the Effects of Treatment for School-Age Children
|
-Time broken into some relatively brief period
-Partial--behavior occurs any time during interval, for behavior that varies in duration, no discrete stop or start, estimation of % of time -Whole--Behavior occurs during whole interval, grossly underestimates occurrence of response -Count--Number of times behavior occurs within an interval, for discrete and clear behaviors -Momentary Time Sampling--Occurs at same time as interval, good for continued sampling after investigation. |
|
|
Explain Permanent Product in Measuring the Effects of Treatment for School-Age Children
|
Worksheets, CBM, class assignments, homework
|
|
|
What are the different types of single-subject research designs that interventions may be classified into?
|
-Between-group (subjects randomly assigned to treatment or control group)
-Single-subject -Qualitative research -Confirmatory program evaluation |
|
|
What are the characteristics of Single-Subject Research designs?
|
-Requires continuous assessment of behavior over time
-Intervention effects are replicated within the same subject over time -Evaluates interventions of overt behavior -Visual inspection of data |
|
|
Why does single-subject research design work well with progress monitoring?
|
-Continuous assessment allows for the examination of effects of a treatment over time and allows examinter to establish patterns of stability of pre-treatment, treatment, and post-treatment
-Lends itself to an operational definition -Two observers can collect data on the same behavior independently -Experimenter can determine what aspect of behavior to measure |
|
|
What are the types of SSRD?
|
-AB
-ABA -ABAB -BAB -ABCB -Multiple Baseline -Alternating Interventions -Multiple Dependent Measures |
|
|
AB
|
-2 conditions
-AB fails to control for threats to internal validity because it does not determine the effect of the independent variable |
|
|
ABA
|
-Reversal design
-Another baseline added -Reduces threats to internal validity -Unethical because it leaves student in baseline condition |
|
|
ABAB
|
-Permits effectiveness of treatment to be demonstrated twice
|
|
|
Multiple Baseline
|
-Across behaviors or settings
-With generalization (generalization probes presented in skills not taught) or without generalization |
|
|
Alternating Interventions
|
-Trying 2 treatments to see which worked better, counter-balanced implementation of 2 interventions
|
|
|
Multiple Dependent Measures
|
-How effective is fluency instruction in different areas (fluency, sight word knowledge, and comprehension)
|
|
|
What must interventions be followed with?
|
Generalization and maintenance instruction data.
|
|
|
What are the 4 features to increase likelihood that data analysis will lead to usefulness?
|
-Define what to measure (target behavior, frequency, duration, intensity)
-Setting (where will the observations take place) -Data recording procedures (who, what, where, how?) -Analysis and interpretation (compare behavior to goals, level, slope) |
|
|
Explain Mancil & Boatman's (2010) plan for generalization
|
-Across people
-Across environments -Across items/situations -Fading prompts -Increasing delay |
