SPCE 630 EXAM/114 QUESTIONS AND
ANSWERS/DISTICTION RATED
Threats to internal validity include - -Testing, maturation, procedural
infidelity
-Events that occur during the experiment but that are not related to planned
procedural changes that may influence the outcomes. - -History
-Changes in behavior due to the passage of time - -Maturation
-Occurs when participants need to respond to the same test repeatedly
during a baseline or probe condition, whcih influences responding - -Testing
-Threats related to the measurement system, and are of concern because of
repeated measurement by human observers who may make errors - -
Instrumentation
-Inconsistent implementation of the experimental condition - -Procedural
infidelity
-The loss of participant's behavior is influenced by more than one planned
intervention during the course of a study - -Multiple treatment interference
-A type of data instability that refers to a repeated and predictable pattern
in the data series over time - -cyclical variability
-Carryover effects: - -
-The hypothesis that states that there is no significant difference between
samples is: - -The null hypothesis
-Amanda is an RBT at an ABA clinic. She is working with her client, Jerrell, to
decrease aggressive behaviors (i.e., biting others). She has collected data for
the frequency of Jerrell's bites for three weeks. Calculate the mean, median,
and mode of the following data set (round to the nearest whole number):
Week 1: 22, 31, 20, 32, 32
Week 2: 7, 8, 13, 31, 17
Week 3: 16, 5, 9, 12, 15 - -Mean = 18, median =16, Mode =31,32
-Dr. Jones wanted to know if the use of the Good Behavior Game decreased
rates of disruptive behaviors in an elementary school. Dr. Jones collected
data throughout the duration of the school year across two elementary
schools. In school A, all k-6 classrooms used the Good Behavior Game. In
School B, no classrooms used the Good Behavior Game. At the end of the
, school year, Dr. Jones shouted, "Eureka! The Good Behavior Game works,"
when in fact it had no impact on student disruptive behavior. This is an
example of: - -A type II error
-The primary purpose of the method section is to: - -Both A and B
Detail the plan of study being proposed.
Provide a sufficiently detailed description of the study so a trained
researcher can implement the study as intended with no additional
guidance.
-Which of the following is true about single-case research design? - -Most
studies include more than one participant
-These graphs demonstrate which of the following - -inter-subject
replication with a multiple baseline design across behaviors
-These data show (q10) - -A change in variability
-Which of the following is a limitation of using statistical significance to
differentiate between meaningful and trivial change? - -The rejection of the
null hypothesis is more decisive in larger sample sizes.
Large enough sample sizes will always show a significant difference between
populations
Statistical analysis may fail to reject the null hypothesis in small sample sizes
-Which of the following is a limitation of group design? - -The rejection of
the null hypothesis is more decisive in larger samples
-Dr. Lestremau is employed in a large urban school district with 10
elementary schools. She wants to evaluate the effects and feasibility of peer-
mediated, school-based, discrete trial training for teaching multiplication
skills to six students with autism spectrum disorder. She will collect on-going
and frequent measurement of students' fluency with multiplication facts. Dr.
Lestremau is using: - -Single case research design methodology
-Kacyn is a BCBA at an ABA Center. She is running a small social skills group
with 6 children who have autism spectrum disorder. Kacyn is using the
"Tough Kids Social Skills Curriculum." The goal of the social skills sessions is
to build basic social entry skills (e.g., making eye contact, greetings,
responding to name). Prior to the start of the group, Kacyn collected data for
each of the participants. Specifically, she asked the therapists to complete
the BASC-2 (a rating scale that measures changes in behavior and emotional
status) and also collected the frequency of spontaneous greetings during a
30-minute observation period. She continued to collect data for spontaneous
greetings during and after implementation of the social skills group. What is
the dependent variable? - -The frequency of spontaneous greetings
ANSWERS/DISTICTION RATED
Threats to internal validity include - -Testing, maturation, procedural
infidelity
-Events that occur during the experiment but that are not related to planned
procedural changes that may influence the outcomes. - -History
-Changes in behavior due to the passage of time - -Maturation
-Occurs when participants need to respond to the same test repeatedly
during a baseline or probe condition, whcih influences responding - -Testing
-Threats related to the measurement system, and are of concern because of
repeated measurement by human observers who may make errors - -
Instrumentation
-Inconsistent implementation of the experimental condition - -Procedural
infidelity
-The loss of participant's behavior is influenced by more than one planned
intervention during the course of a study - -Multiple treatment interference
-A type of data instability that refers to a repeated and predictable pattern
in the data series over time - -cyclical variability
-Carryover effects: - -
-The hypothesis that states that there is no significant difference between
samples is: - -The null hypothesis
-Amanda is an RBT at an ABA clinic. She is working with her client, Jerrell, to
decrease aggressive behaviors (i.e., biting others). She has collected data for
the frequency of Jerrell's bites for three weeks. Calculate the mean, median,
and mode of the following data set (round to the nearest whole number):
Week 1: 22, 31, 20, 32, 32
Week 2: 7, 8, 13, 31, 17
Week 3: 16, 5, 9, 12, 15 - -Mean = 18, median =16, Mode =31,32
-Dr. Jones wanted to know if the use of the Good Behavior Game decreased
rates of disruptive behaviors in an elementary school. Dr. Jones collected
data throughout the duration of the school year across two elementary
schools. In school A, all k-6 classrooms used the Good Behavior Game. In
School B, no classrooms used the Good Behavior Game. At the end of the
, school year, Dr. Jones shouted, "Eureka! The Good Behavior Game works,"
when in fact it had no impact on student disruptive behavior. This is an
example of: - -A type II error
-The primary purpose of the method section is to: - -Both A and B
Detail the plan of study being proposed.
Provide a sufficiently detailed description of the study so a trained
researcher can implement the study as intended with no additional
guidance.
-Which of the following is true about single-case research design? - -Most
studies include more than one participant
-These graphs demonstrate which of the following - -inter-subject
replication with a multiple baseline design across behaviors
-These data show (q10) - -A change in variability
-Which of the following is a limitation of using statistical significance to
differentiate between meaningful and trivial change? - -The rejection of the
null hypothesis is more decisive in larger sample sizes.
Large enough sample sizes will always show a significant difference between
populations
Statistical analysis may fail to reject the null hypothesis in small sample sizes
-Which of the following is a limitation of group design? - -The rejection of
the null hypothesis is more decisive in larger samples
-Dr. Lestremau is employed in a large urban school district with 10
elementary schools. She wants to evaluate the effects and feasibility of peer-
mediated, school-based, discrete trial training for teaching multiplication
skills to six students with autism spectrum disorder. She will collect on-going
and frequent measurement of students' fluency with multiplication facts. Dr.
Lestremau is using: - -Single case research design methodology
-Kacyn is a BCBA at an ABA Center. She is running a small social skills group
with 6 children who have autism spectrum disorder. Kacyn is using the
"Tough Kids Social Skills Curriculum." The goal of the social skills sessions is
to build basic social entry skills (e.g., making eye contact, greetings,
responding to name). Prior to the start of the group, Kacyn collected data for
each of the participants. Specifically, she asked the therapists to complete
the BASC-2 (a rating scale that measures changes in behavior and emotional
status) and also collected the frequency of spontaneous greetings during a
30-minute observation period. She continued to collect data for spontaneous
greetings during and after implementation of the social skills group. What is
the dependent variable? - -The frequency of spontaneous greetings
