Slp Praxis 5331

Front 1

Validity

Back 1

Refers to the degree to which a measuring instrument or test measures what it purports to measure

Front 2

Concurrent Validity

Back 2

refers to the degree to which a new test correlates with an established test of known validity

Front 3

Construct Validity

Back 3

refers to the degree to which test scores are consistent with theoretical constructs or concepts; includes any qualitative or quantitative information that supports the test maker’s theory or model underlying the test

Front 4

Content Validity

Back 4

a measure of validity of a test based on a thorough examination of all test items to determine if the items are relevant to measuring what the test purports to measure, and whether the items adequately sample the full range of the skill being measured

Front 5

Predictive Validity

Back 5

refers to the accuracy with which a test predicts future performance on a related task; also known as criterion related validity

Front 6

Reliability

Back 6

Means the consistency or stability with which the same event is repeatedly measured

Front 7

Correlation coefficient

Back 7

a number or index that indicates the relationship between two or more independent measures

Front 8

Interobserver (Interjudge) Reliability

Back 8

refers to how similarly a subject’s performance is independently rated or measured by two or more observers

Front 9

Intraobserver (Intrajudge) Reliability

Back 9

consistency with which the same observer measures the same phenomenon on repeated occasions

Front 10

Alternate Form Reliability

Back 10

refers to the consistency of measures when two forms of the same test are administered to the same person. To establish alternate form reliability, a test must have two versions that sample the same behaviors

Front 11

Test-Retest Reliability

Back 11

consistency of measures when the same test is administered to the same person twice

Front 12

Split-Half Reliability

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refers to a measure of the internal consistency of a test; the first and the second half of a test should measure the same skill

Front 13

Dynamic Assessment

Back 13

Measures a client’s ability to learn over time when provided with instruction; Test.teach.retest paradigm

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Fixed-interval (FI) schedule

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a schedule of reinforcement in which an invariable time duration separates opportunities to earn reinforcers. FI schedules are a form of intermittent reinforcement schedule based on time lapsed between two reinforcements

Front 15

Fixed-ration (FR) schedule

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an intermittent schedule of reinforcement in which a certain number of responses are required to earn a reinforcer; helps fade or reduce reinforcement density

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Variable-interval (VI) schedule

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time between reinforcers is varied around an average; generates high and consistent response rate

Front 17

Variable-rate (VR) schedule

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reinforcement schedule in which the number of responses needed to earn a reinforcer is varied around an average

Front 18

Automatic reinforcer

Back 18

sensory consequences of a behavior that reinforce that behavior

Front 19

Backup reinforcer

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reinforcer given at the end of a treatment session in exchange for tokens the client earned in the treatment session

Front 20

Conditioned generalized reinforcer

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reinforcer whose effect does not depend on a particular motivational state of the client

Front 21

Conditioned or secondary reinforcers

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events such as praise, smiles, and approval that strengthen a person’s response because of past experience

Front 22

Negative reinforcers

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events that are aversive and thus reinforce a response that terminates, avoids, or postpones them

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Positive reinforcers

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events that follow a response and thereby strengthen them; necessary in teaching any kind of skill to any client; may be verbal or nonverbal

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Primary reinforcers

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events whose reinforcing effects do not depend on past learning or conditioning

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Secondary reinforcers

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social or conditioned reinforcers whose effects depend on past learning

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Independent variable

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directly manipulated by the experimenter

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Dependent Variable

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variable that is affected by the manipulation of the independent variable

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ABA basic design

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consists of 3 conditions: A phase during which the skills are measured without intervention, B phase during which the skills are taught, and final A is condition in which the treatment is withdrawn

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ABAB extension of basic design

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4 conditions: A which the target skills are base rated without treatment, B phase in which the new treatment is offered, A phase in which the treatment is withdrawn, and B phase in which the same treatment is reinstated

Front 30

Multiple-Baseline Designs

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Effects of treatment are demonstrated by showing that untreated skills didn’t change and only the treated skills did

Front 31

Across subjects Variation

Back 31

several participants who are taught one or more behaviors sequentially to show that only the behaviors of treated participants change

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Across settings variation

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involves a behavior being sequentially taught in different settings to demonstrate that the behavior changed only in a treated setting, and thus treatment was effective

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Across behaviors

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involves several behaviors that are sequentially taught to show that only treated behaviors change, untreated behaviors show no change, and thus the treatment effective

Front 34

Internal Validity

Back 34

Degree to which the data in a study reflect a true cause-effect relationship

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Factors that can reduce the internal validity

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instrumentation; history; statistical regression; maturation; attrition; testing; subject selection biases; interaction of factors

Front 36

External Validity

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Refers to generalizability: to what settings, populations, treatment variables, and measurement variables the effect can be generalized

Front 37

Hawthorne Effect

Back 37

extent to which the participants’ knowledge that they are taking part in an experiment or that they are being treated differently than usual affects of the result