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;
158 Cards in this Set
- Front
- Back
The objective observation of the phenomena of interest
|
Empiricism
|
|
Repeating experiments and conditions within an experiment to determine the reliablity and usefulness of the findings
|
Replication
|
|
The practice of ruling out simple, logical explanations, experimentally or conceptually, before considering more complex or abstract explanations
|
Parsimony
|
|
Carefully controlled comparisons of some measure of the phenomena of interest under two or more different conditions in which only one factor at a time differs from one condition to another
|
Experimentation
|
|
An attitude that the truthfulness and validity of all scientific theory and knowledge should be continuall questioned
|
Philosophic Doubt
|
|
The assumption that the universe is a lawful and orderly place in which phenomena occur in relation to other events and not in an accidental fashion
|
Determination
|
|
When there is a reliable and specific change in the dependent variable each time the independent variable is manipulated
|
Functional Relation
|
|
The dimension of ABA that investigates socailly significant behaviors with immediate significane to the subject(s) or participant(s)
|
Applied
|
|
The dimension of ABA that states that studies should demonstrate the experimental control over the occurence and nonoccurence of the behavior
|
Analytic
|
|
Refers to the dimension of ABA that states that behavior change should last over time, appear in other environments, or spread across to other behaviors
|
Generality
|
|
The dimension of ABA that requires behavior change interventions to be derived from basic principles of behavior
|
Conceptually Systematic
|
|
The dimension of ABA that entails precise measurement of the actual behavior in need or improvement and documents that it was the participant's behavior being changed
|
Behavioral
|
|
The dimension of ABA states that the written description of all procedures used in the study is sufficiently complete and detailed to enable others to replicate it
|
Technological
|
|
The dimension of ABA that suggests that behaviors should improve sufficiently to produce practical results for the participant
|
Effective
|
|
True or False: According to radical behaviorism, both private and public behaviors are functions of environmental variables
|
True
|
|
Behavior analytic research tends to prefer the use of [within-subject designs/between subject designs] over [within-subject designs/between subject designs]
|
Within-subject
Between-subject |
|
The [independent/dependent] variable in an experiment changes as a result of manipulations of the [independent/dependent] variable.
|
Dependent
Independent |
|
Skinner studied [respondent/operant] behavior predominantly.
|
Operant
|
|
Experimental Analysis of Behavior advocates the use of [graphical/statistical] analysis
|
Graphical
|
|
In the article "The Technical Drift of Applied Behavior Analysis," Hayes et al. (1980) concluded that there is an increasing technical drift in behavior analytic research. What does this statement mean?
|
Research is less concerend with basic behavior analytic principles and more concerend with technology.
|
|
What is the difference between a subject and a participant in behavior analytic research?
|
Subject-used of animals
Participant-used for humans |
|
Detalis what was done and how
|
Method
|
|
Summarizes data collected
|
Discussion
|
|
Relates the results to the literature
|
Results
|
|
Reviews the literature, presents the problem, and provides a rationale
|
Introduction
|
|
In what sequential order are parts of journal articles arranged in APA style?
|
Title Page, Abstract, Introduction, Methods, Results, Discussion, Reference, Footnotes, Tables, Figure Captions, and Figures
|
|
Which of the following is true?
a) When presenting at a conference, it is a good idea to read your presention from a script. b) When presenting at a conference, it is a good idea to have an outline with important reminders bolded and a timeline to keep you on track. c) When presenting at a conference, it is a good idea to use as many slides as you can get through in the allotted time. |
b) b) When presenting at a conference, it is a good idea to have an outline with important reminders bolded and a timeline to keep you on track.
|
|
Which is true about good writing?
a) The longer the word, the better. b) Technical jargon is preferred over plain English in scientific journals. c) Good writing is concise and gramatically correct. d) all of the above. |
Good writing is concise and gramatically correct.
|
|
Whic of the following is true?
a) A good Method section provides enough detail to allow others to replicate the study. b) A good Method section provides a general overview of procedures with little detail. Researchers who want to replicate the study can request necessary information from the authors at a later date. c) Both a and b. d) None of the above. |
A good Method section provides enough detail to allow others to replicate the study.
|
|
Which format should be used to write up a manuscript for submission to an APA journal?
|
APA format
|
|
Which is true about deception?
a) The ethical behavior analyst/psychologist never uses deception in research. b) The use of deception in research is justified if the value of the research is high and there is no other feasible way to conduct the study. c) It is unethical to deceive participants about the risks of participating. d) If deception is used, participants hsould be debriefed regarding the deception as early as is possible. e) All of the above, except a |
All except a.
|
|
According to the BACB Guidelines, for persons who are legally incapable of giving informed concent, behavior analysts
a) Provide an appropriate explanation of the research. b) Discontinue research is the person gives clear signs of unwillingness to continue participation. c) Obtain appropriate permission from a legally authorized person, if such substitute consent is permitted by law. d) All of the above. e) Both a and c. |
All of the above.
|
|
T or F: A well-written manuscript should be published, even if the design or conduct of the experiment is seriously flawed.
|
F
|
|
T or F: According to HIPP, it is sufficient for healthcare providers to provide a notice of privacy practices and discuss it with all patients; patients do not have to sign that they received this information.
|
F
|
|
T or F: When obtaining informed concent, the researcher must inform the participant of the consequences of declining to participate and of withdrawing from the study.
|
T.
|
|
T or F: A good way to get participants for your study is to offer them a large cash bonus for participating; in other words, make them an offer they can't refuse.
|
F.
|
|
T or F: Poling et al. (1995) suggests that it is good practice for interested individuals to submit on-going research to present at conferences.
|
F.
|
|
T or F: It is unethical to submit the same article to two or more journals at the same time.
|
T
|
|
T or F: According to HIPPA, patients have the right to access their medical records at any time.
|
T
|
|
List one reason why novice researchers should attend conferences.
|
Networking purposes
|
|
Socially significant behaviors of interest that will all increase a person's habilitation
|
Target behaviors
|
|
All forms of a behavior that produce the same kind of reinforcement
|
Operant response classs
|
|
Define particular responses in terms of how they are measured; specify not only the general category of behavior, but also the dimensions of behavior that are important
|
Operational definitions
|
|
Indexes the vigor with which a particular behavior is performed; also called "force"
|
Intensity
|
|
Refers to the number of times a response occurs during an observational period
|
Count
|
|
An oberserver measures a behavior's _______ by recording how long it takes a client to complete an academic class.
|
Duration
|
|
An oberserver measures a behavior's _______ by recording how much time passess between each lever press.
|
IRT
|
|
An oberserver measures a behavior's _______ by recording the number of times a participant washes his hands per day.
|
Frequency
|
|
During ______ _______ recording, the target behavior is recorded if it occurs at any point during the interval.
|
Partial interval
|
|
During ______ _________ recoding, the target behavior is recorded if it occurs throughout the entire interval.
|
Whole interval
|
|
What are the characteristics of a good behavior definition?
|
Clear
Objective Complete Discriminate between what is and is not an instance of the target behavior |
|
What are the characteristics of a good measurement system?
|
Accurate
Reliable Valid |
|
Effects of an assessment procedure on the behavior being assessed
|
Reactivity
|
|
Which are better in behavior analytic research: Direct measures or indirect measures of behavior?
|
Direct measures
|
|
specify the form or physical feautres of a response; emphasize the movements that the response comprises.
|
Topographical definitions
|
|
Specify the consequences of a response; they emphasize the environmental changes that a response produces
|
Functional definitions
|
|
A measurement system is ______ if the value that it yields reflects the true value of the behavioral dimension under consideration
|
Accurate
|
|
A measurement system is _____ to the extent that it measures what is purports to measure.
|
Valid
|
|
Meaurement must be ________, _______, and _______ to be useful for science.
|
Valid, reliable, accurate
|
|
Data that give an unwarranted or misleading picture of the behaviors because of the way measurement was conducted
|
Measurement artifact
|
|
What is the biggest threat to the accuracy and reliability of data is applied research when using human transducers?
|
Human error
|
|
What is one way measurement bias caused by observer expectations can be avoided?
|
Naive observer/blind observer
|
|
Measurement error caused by an observer's awareness that others are evaluting the data s/he resports
|
Observer reactivity
|
|
Most commonly used indicator of measurement quality in ABA
|
IOA
|
|
Elements of valid measurements in ABA
|
Measuring directly a socially significant target behavior;
Measuring a dimension of the target behavior relevant to the experimental question; Ensuring that the data are representative of the behavior under conditions and during times most relevant to the reasons for measuring it; |
|
A common cause of measurement artifacts
|
Poorly scheduled observations
|
|
What contributes to measurement error?
|
Poorly designed measurement systems;
Expectations of what the data should look like |
|
What all can researchers who assess the acurracy of their data do?
|
Determine if data are useable for making treatment decisions;
Detect and correct patterns of measurement system; communicate to others the trustworthiness of their data |
|
Measurement is ______ when it yields the same values across repeated meaurement of the same event.
|
Reliable
|
|
Measurement is _______ when observed values match true values of an event.
|
Accurate
|
|
_______ measures are threats to measurement validity.
|
Indirect
|
|
Occurs when observers sometimes unknowingly alter the way they apply a measurement system
|
Observer drift
|
|
Recommended for beahviors that occur at relatively low frequencies
|
Scored-interval
|
|
Recommended for behaviors that occur at relatively high frequencies
|
Un-scored-interval IOA
|
|
T or F: Observers should receive systematic training and practice with the measurement system and meet a predetermind accuracy and reliability criteria before collect data
|
T
|
|
T or F: Observers should receive feedback about the extent to which their data confirm or disconfirm hypothesized results or treatments goals.
|
F
|
|
T or F: Stringent and conservative IOA methods are preferred in behavior analytic research
|
F
|
|
T or F: IOA in conducted more often in basic research than in applied research
|
F
|
|
When effects on behavior in a given condition are the results of the participant's experience with a previous conditoin
|
Sequence effects
|
|
The confounding effects of one treatment on a participant's behavior being influenced by the effects of another treatment administered in the same phase
|
Multiple treatment interference
|
|
When a level of a target behavior observed in an earlier phase cannot be reproduced, even when conditoins are identical to that of an earlier phase.
|
Behavioral irreversibility
|
|
Experimental design involving a baseline followed by the introduction of a treatment variable
|
A-B design
|
|
By using an an ABAB (Reversal) design, the replication of treatment conditions allows the experimenter to demonstrate the presence or absence of a(n) _________ ________ between the IV and DV.
|
Functional relation
|
|
Demonstrated in the alternating treatment design when the data path for two different treatments sow little or no overlap.
|
Experimental control
|
|
What are two weaknesses often associated with case study design?
|
Observed changes in behavior are only assumed to be related to the treatment.
Target behaviors may not always be precisely defined and quantified. |
|
What are two basic considerations that apply to the use of all withdrawal designs?
|
Condtions should not be changed until behavior is relatively stable over stime.
Only one variable should be changed at at a time. |
|
What is the stability criteria?
|
Can be described in objective terms;
Can be met within a reasonable period of time; Are similar to stability criteria used by other reseacher |
|
What are indicators that behavior is NOT yet stable?
|
Signifciant variability across successive observations;
An upward trend in performance A downard trend in performance; |
|
What is the maximum number of treatments recommended comparing in an alternating treatments design?
|
4 or fewer conditions, including treatments and no-treatment comparison condition
|
|
Another term for alternating treatments design
|
Multi-element design
|
|
T or F: It is always preferable to repeat treatment conditions multiple times in order to demonstrate strong experimental control, regardless of the severity of the target behavior.
|
F: Severity of behavior MUST be considered first.
|
|
Conditions of an earlier experiment are duplicated exactly
|
Direct Replication
|
|
When the application of the independent variable during later phases of the experiment differs from the way it was applied at the beginning of the study
|
Treatment Drift
|
|
Conditons of an earlier experiment are duplicated, but the researcher purposefully varies one or more aspect of the earlier experiment
|
Systematic Replication
|
|
The extent to which the independent variable (the intervention) is carried out as planned
|
Treatment Integrity/Procedural fidelity
|
|
The extent to which target behaviors are appropriate, intervention procedures are acceptable, and important and significant changes in target and collateral behaviors are produced
|
Social Validity
|
|
The extent to which an experiment shows convincingly that changes in behavior are a function of the independent variable and not the result of uncontrolled or unknown variables
|
Internal validity
|
|
The degree to which a study's findings have generality to other subjects, settings, and/or behaviors
|
External validity
|
|
The procedure in which neither the participants nor the observers know whether the independent varliable is present or absent from session to session
|
Double blind
|
|
Refers to a procedure that prevents a subject from detecting the presence or absence of the treatment variable; this is often used to research on the effectiveness of drugs
|
Placebo control
|
|
What are the methods for assessing the social validity of outcomes?
|
Comparing partiicpants' performance to the performance of a normative sample;
Asking consumers to rate the social validity of participants' performance; Asking experts to evaluate participant performance; Using standardized assessment instructions; Testing participants newly learned of performance in natural setting |
|
What are all the ways in which social validity is assessed?
|
Validating social importance of behavior change goals;
Validating the social acceptance of interventions; Validating the social importance of behavior changes |
|
This type of error is made when the researcher concludes that the independent variable DID have an effect on the dependent variable, when no such relation exists in nature
|
Type 1
|
|
This type of error is made when the researcher concludes that the independent variable DID NOT have an effect on the dependent variable, when in truth it did
|
Type 2
|
|
Demonstrates the reliability of a functional relation
|
Direct replication
|
|
Demonstrates the generality of a functional relation
|
Generality
|
|
T or F: Improving the behavior of the group rather than the individual is preferable in behavior analytic research
|
F
|
|
T or F: Correctly combined experimental designs may allow a more convincing demontration of experimental contol than either design alone.
|
T
|
|
Four main potential confounds that may threaten the internal validity of a behavior analytic study
|
Measurement
Subject Settings Independent variable |
|
Name two limitations of collecting data in group-comparison experiments vs. individual subject experiments
|
The effect of treatment on the individual cannot be seen in a group design. Group design experiments call for statistical analysis of data which does not enough for a researcher to be able to say with confidence that a functional relation has been establishd between the independent and dependent variable.
|
|
No one, including the researcher, has any way of knowing who gave responses during a study
|
Archival study
|
|
An informed consent written in language understandable to the age group of participants that is completed by participants under the age of 18
|
Assent form
|
|
A form that is signed by the participant himself (if he is of legal age and competent) and/or his parent/legal guardian.
|
Informed consent
|
|
Studies in which the researcher is accessing already collected data
|
Anonymous
|
|
Someone could, including the researcher, know which information is given by which participant in a study
|
Confidential
|
|
What does IRB stand for?
|
Instituational Review Board
|
|
According to the APA guidelines, what is the minimum number of years that research materials (including audio/video tapes) are to be kept?
|
5 years
|
|
What all does an IRB application for TCS include?
|
Cover sheet
The 18-point IRB Application |
|
Above all else, a PRIMARY, concern for the IRB is______?
|
The protection of research participants
|
|
When does a full-committee review occur?
|
When participants are developmentally disabled;
When participants are children under the age of 18; when participants are prisoners; When participants are pregnant women |
|
What all should an IRB application for archival research include?
|
What specific data will be retrieved from the archival material;
A letter from the individual who has possession of the archival data; What form the archival data is kept |
|
Most common elements of informed consent
|
Invitation;
Statement of Purpose and Procedures; Participant Compensation; Study's Risks Measures of Confidentiality or Anonymity; |
|
T or F: Internal surveys (developed by TCS) students for completion by TCS students can be conducted without IRB approval
|
F
|
|
T or F: The IRB reviews all research proposals developed by students at TCS; faculty research does not need IRB approval
|
F
|
|
T or F: A thesis or dissertation chair's approval is not necessary before turning in an IRB application
|
F
|
|
When asked to explain the general purpose of your study, the IRB is looking for a full literature review
|
F
|
|
A participant's signature on the consent form indicates that she is making a free and informed decision regarding her participation; Understanding the contents of the consent form is not required for participation
|
F
|
|
Name TWO forms that are included in the Supplement Materials section of the IRB application.
|
Assent forms
Consent forms |
|
What is the general purpose of the IRB?
|
To ensure the protection of research participants and that the research is being conducted in an ethical manners.
|
|
These designs provide alternatives to within-subject strategies for arranging experimental conditions
|
Between subjects
|
|
All members of the population have an equal and independent chance of being selected.
|
Random selection
|
|
A characteristic that preexists in a population.
|
Classification variable
|
|
Designs that combine the features of within-subject and between-subject arrangements
|
Mixed
|
|
These methods may be used when practical or ethical constraints make it difficult or impossible to conduct an actual experiments, in which the effects of an independent variable on a dependent variable are obsered directly.
|
Non-experimental
|
|
What all do elaborations of single-factor designs include?
|
Taking repeated measures of the independent variable;
Including more than two levles of the independent variable; Adding a pretest to ensure that dependent variable scores for all groups of interest are roughly equivalent prior to introduction of the independent variable. |
|
Main strengths of a factorial design
|
Allow evaluation of two or more dependent variables in one experiment;
Capable of detecting interactions between factors; |
|
Types of questions that can be asked on a survey:
|
Open-ended
Close-ended |
|
Information for surveys are collected in what ways?
|
Interviews
Questionnaires Natural observations |
|
T or F: Within-subjects designs are favored by behavior analysts over between subject designs
|
T
|
|
T or F; Complext experiments are more likely to yield meaningful results and are recommended over simple experiments
|
F
|
|
Studies that make sure of existing documentation as a data source
|
Archival
|
|
An organized way of obtaining information directly from people by asking them questions concerning their current and historical practice, opinions, and demographic characterstics
|
Survey
|
|
In this study, there is no experimental maniuplation, and data are simply recorded under the condtions that occur in the natural environment
|
Natural observation
|
|
A number that describes some characteristics of a set of data
|
Statistic
|
|
The average of scores in a distribution
|
Mean
|
|
The midpoint value in a distribution
|
Median
|
|
The most commonly occurring score in a distribution
|
Mode
|
|
The proposition that there is no difference in population means, the reseacher can accept or reject this notion
|
Null hypothesis
|
|
Name one proble in applying the logic behhind between-subjects experimental designs.
|
It is often difficult to identify populations of interest or to gain equivalence access to all members of those populations.
|
|
When is the null hypothesis rejcted?
|
Null hypothesis suggests is no difference in the means of treament A and B; But there is a difference; no statistical significance
|
|
When is the null hypothesis accepted?
|
Null hypothesis suggests a differenc e in the means of treament A and B; This has been confirmed; there is stastical significance
|
|
The definited methodological treastise for behavior analysis
|
Tactics of Scientific Research
|
|
Infers characteristics of a hypothetical population from a limited set of sample obserservations
|
Inferentials Stats
|
|
Characteristics of Within-Subjects: Single-subject design
|
Individual subjects;
Small numbers under a series of conditions; Each condition was prolonged until the animal's performances was stable; Individual resutls reported and summarized in graphs |
|
Characteristics of Between-Sujbects design:
|
Groups of sujbects;
1 experimental condition per group; Observed briefly; Results reports as average performance of group and summarized using stats tests |
|
What happens to extraneous variables in behavior analysis vs statstical inference?
|
Extraneous variables are manipulated and controlled, rather than averaged statistically
|
|
Describe the rekindling relationship between behavior analysis and statistical inference.
|
Increased contact from 1990 to present
|
|
Name of common theme that Shull (1999) points out
|
No on advocated for group designs and inferential stats to validate research methods
|