Research Methods Final

Front 1

What is the independent variable in the following research question? "Is there a relationship between study habits and grades in high school?"

Back 1

Study Habits

Front 2

Which of the following is not a section of a research article?

Back 2

Protection of human subjects

Front 3

What is a general purpose of quantitative research?

Back 3

To demonstrate a causal-and-effect relationship

Front 4

Which is NOT a characteristic of good science?

Back 4

Informed consent

Front 5

Research is based on which of the following philosophical foundations?

Back 5

Empiricism

Front 6

What is the dependent variable in the following research question: "Does ABA therapy increase the vocabulary that children with autism use during free play activities?"

Back 6

Vocabulary

Front 7

A definition that provides specific description necessary to objectively measure a variable

Back 7

Operational definition

Front 8

Which type of variable can be/is manipulated by the researcher?

Back 8

Independent variable

Front 9

Which of the following characteristics is NOT necessary for a dependent variable?

Back 9

Socially acceptable

Front 10

The role of the Institutional Review Board (IRB) is to:

Back 10

Assess the level of risk of a research study

Front 11

Which reasoning process starts with a search of the literature?

Back 11

Deductive reasoning

Front 12

An initial step in a qualitative research study is to:

Back 12

Collect different types of data

Front 13

What should be reported in the METHOD section of a research report?

Back 13

The participants and procedures of the study

Front 14

Steps in the process of evidence-based practice include all of the following EXCEPT:

Back 14

Manipulating the covariate variables

Front 15

What are the TWO types of replication?

Back 15

Systematic and Direct

Front 16

Qualitative researchers collect data before consulting the literature

Back 16

True

Front 17

Qualitative researchers do not need to collect data objectively

Back 17

True

Front 18

Quantitative researchers summarize data as themes and categories

Back 18

False

Front 19

Quantitative researchers start with the literature

Back 19

True

Front 20

Both qualitative and quantitative researchers simplify phenomena

Back 20

False

Front 21

Qualitative and quantitative research differ in their purposes

Back 21

True

Front 22

Qualitative researchers are concerned with generalizability

Back 22

False

Front 23

Quantitative researchers use statistical analysis

Back 23

True

Front 24

Quantitative researchers purposefully select samples

Back 24

False

Front 25

Qualitative researchers develop research questions after collecting data

Back 25

True

Front 26

Which of the following statements best describes the concept of validity?

Back 26

The degree to which a measure is what it purports to be

Front 27

Which of the following is NOT a type of reliability?

Back 27

Lateral Centrality

Front 28

Steven's obtained score on the depression scale was 120. This score consists of which two following components.

Back 28

True score and Error

Front 29

Which of the following is NOT a method used to report criterion validity?

Back 29

Eigenvalues

Front 30

Which two types of reliability are related to observational studies (those using direct observation to collect data)?

Back 30

Inter-observer and Intra-observer

Front 31

What is the minimum number of observers needed to assess intra-observer reliability?

Back 31

1

Front 32

Which of the following statements best describes the concept of internal validity?

Back 32

The degree to which the study's results are trustworthy.

Front 33

Which of the two following factors exert the most influence on intra-observer reliability?

Back 33

The amount of time between the observations and the elasticity of the phenomenon (how much the observable behavior naturally fluctuates)

Front 34

Which of the following is NOT a type of validity?

Back 34

Dynamic

Front 35

Which type of validity is subjective?

Back 35

Content

Front 36

Reliability, in general, is related to the consistency of measurement.

Back 36

True

Front 37

The three main types of validity are content, construct, and factorial validity.

Back 37

False

Front 38

Trait error refers to temporary characteristics that impact measurement.

Back 38

True

Front 39

Inter-observer reliability is the consistency of scores from two or more observers.

Back 39

True

Front 40

Difference scores are used to evaluate the magnitude of disagreement between observers.

Back 40

True

Front 41

Content validity is established through objective methods

Back 41

False

Front 42

Unit-by-unit agreement is a more rigorous approach compared to overall agreement

Back 42

True

Front 43

Divergent validity refers to when two groups score differently on a test (when theory would tell us that they would score differently)

Back 43

False

Front 44

There is only one way to report inter-observer reliability, Cohen's Kappa.

Back 44

False

Front 45

It is likely that given poor content validity, construct validity for an assessment would also be poor.

Back 45

True

Front 46

Single-Case Research

Back 46

-Single Participant (but can be more than one)
-Purposeful selection (not random)
-No random assignment
-Each individual is their own control in all phases
-Repeated measurement

Front 47

AB

Back 47

-Baseline -> Treatment
-1 baseline phase, 1 treatment phase, 1 demonstration effect
-Need at least 3 participants to meet WWC
-Threats to internal validity: selection, history, maturation, Hawthorne Effect

Front 48

ABAB

Back 48

-2 baseline phases, 2 treatment phases, 3 demonstrations of function
-Can use just 1 participant
-Threats to Internal Validity: selection, maybe history

Front 49

Multiple Baseline

Back 49

-Multiple AB series for the multiple cases/settings, introduction of intervention is staggered across time
-3 or more demonstrations of functional relationship
-Need at least three participants but four are recommended due to attrition
-Threats to Internal Validity: selection and attrition
-Really good for studying irreversible behaviors

Front 50

Threats to Internal Validity

Back 50

History (extraneous factors)
Maturation (natural development)
Selection (random or purposeful)
Testing (pre-test or post-test)

Front 51

Counterfactual

Back 51

Level of outcome in the absence of treatment
-Baseline phase demonstrates it in single-case
-Documents the pattern of behavior in need of change and allowing comparison with a new pattern following intervention

Front 52

Visual Analysis

Back 52

Level - mean for phase (flat line)
Trend - slope of best-fitting line (oblique)
Variability - fluctuation around mean (range lines)

Front 53

Which of the following best describes HISTORY as a threat to internal validity?

Back 53

Something other than the intervention happened to the participant and that 'something else' caused the change in the outcome.

Front 54

Which of the following is NOT assessed in visual analysis?

Back 54

True Score

Front 55

What serves as the counterfactual in single-case research designs?

Back 55

Baseline Phase

Front 56

How many baseline phases are used in an AB design?

Back 56

One

Front 57

How many opportunities to demonstrate the treatment effect does an ABAB design offer?

Back 57

Three

Front 58

ABAB and multiple-baseline designs are both robust to most threats to internal validity. Why would a researcher decide to use a multiple-baseline design rather than an ABAB design?

Back 58

The researcher is studying behavior that cannot be 'reversed' (eg learning phonemes)

Front 59

Which of the following is NOT a standard put forth by WWC?

Back 59

Designs should include at least 3 participants

Front 60

Which definition most closely matches the concept of LEVEL in visual analysis?

Back 60

The mean of each phase

Front 61

Single-case studies always use only one participant

Back 61

False

Front 62

Single-case research designs allow for strong causal inferences

Back 62

True

Front 63

Experimental control means that the intervention is delivered by the researchers

Back 63

False

Front 64

Single-case research designs are experimental

Back 64

True

Front 65

There is no counterfactual in single-case research designs because there is only one participant

Back 65

False

Front 66

Types of sampling methods include all of the following except:

Back 66

Sporadic

Front 67

Which of the following statements best describes the concept of random sampling?

Back 67

Each individual in the population has an equal chance of being selected in the sample.

Front 68

What is the biggest weakness of the counterfactual comparison in causal-comparative designs?

Back 68

The treatment and control groups might not be equivalent.

Front 69

How often is random sampling used in research studies?

Back 69

Rarely

Front 70

Random assignment is closely associated with which of the following research designs?

Back 70

True Experiment Designs

Front 71

What is the most salient advantage of using random assignment (within a true experiment)?

Back 71

It creates equivalent groups on all variables

Front 72

What type of sampling method is most common?

Back 72

Convenience

Front 73

In a true experiment, how do we know if a treatment effect exists?

Back 73

The post-test means for the treatment group and control group will differ

Front 74

What is one major reason that researchers would use a quasi-experiment rather than a true experiment?

Back 74

The researchers cannot randomly assign participants to different conditions

Front 75

What is the counterfactual in single-group designs?

Back 75

Mean of pre-test scores

Front 76

Which step in a true experiment comes directly after selecting a sample?

Back 76

Randomly assigning participants to conditions (eg treatment or control)

Front 77

Which of the following is NOT a threat to internal validity of single-group designs?

Back 77

Compensatory rival of the control group

Front 78

What is another name for causal-comparative designs?

Back 78

Non-equivalent control group design

Front 79

Why would we want to collect pre-test in addition to post-test data for a causal-comparative design study?

Back 79

To test the equivalence of our groups prior to the intervention

Front 80

True experiments represent a higher level of evidence compared to quasi-experiments.

Back 80

True

Front 81

Causal-Comparative studies typically involve a naturally occurring independent variable.

Back 81

True

Front 82

Maturation is a threat to the internal validity of true experiments.

Back 82

False

Front 83

Random sampling is most closely related to external validity (generalization).

Back 83

True