BRM The Knowledge Challenge:56 Exam Questions Unveiled Success Guaranteed|2025
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BRM
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A changing-criterion design does not have a second "A" or second "B" stage such as in an ABAB design, but we can still make conclusions about the functional relation between the independent variable and the dependent variable since it uses baseline logic of prediction, verification, replication. - ...
BRM The Knowledge Challenge:56 Exam
Questions Unveiled
A changing-criterion design does not have a second "A" or second "B" stage such as in an ABAB design,
but we can still make conclusions about the functional relation between the independent variable and
the dependent variable since it uses baseline logic of prediction, verification, replication. - ✔ ✔ true
A parametric analysis systematically adds or subtracts, and verifies the contributions of elements or
discrete parts of the independent variable or treatment package. - ✔ ✔ false
A simultaneous treatment design would be appropriate if examining a particular element of a behavior
support plan to see how effective that element is at reducing inappropriate behaviors. - ✔ ✔ true
A variety of conditions (e.g., settings) may be used to demonstrate experimental control. - ✔ ✔
multiple baseline design
Allows us to consider which intervention steps are necessary to have an effect on the dependent
variable - ✔ ✔ component analysis
Allows us to determine how much of an intervention is needed to have an effect on the dependent
variable - ✔ ✔ paremetric analysis
Amount of time a behavior occurs - ✔ ✔ duration
Clear demonstration of functional relationships within a single participant. - ✔ ✔ ABAB design
Correct number of problems solved - ✔ ✔ accuracy
Demonstrates a functional relation via step-like changes in the dependent variable - ✔ ✔ changing
criterion design
Each data point serves to predict, verify, and replicate - ✔ ✔ multielement design
Factors that make outcomes of a study uncertain due to other plausible explanations - ✔ ✔
confounding variables
Good for establishing new behaviors or irreversible behaviors. - ✔ ✔ multiple base design
Horner et al. (2005) give the following number of separate replications of an internally valid study to
give credence to the term evidence-based intervention. - ✔ ✔ 5
How long it takes before responses occur - ✔ ✔ latency
, If the design and data make it possible to make causal or functional arguments, then this is a feature of
the study - ✔ ✔ internal validity
In single-case design research, the design does not need to be closely linked to the research question. -
✔ ✔ false
In systematic replications, outcomes of an effective intervention are examined under varying
circumstances, such as slightly different versions of the same intervention or populations to see if similar
outcomes can be reproduced. - ✔ ✔ true
In this type of discontinuous measure, the session is broken into intervals and defined behavior is
checked if occurs at the end of the interval - ✔ ✔ momentary time sample
Intervention adherence data is important because it allows professionals to better understand if the
intervention was truly effective. - ✔ ✔ true
Intervention procedures that are manipulated and hypothesized to be related to outcomes - ✔ ✔
independent variable
Maintaining intervention fidelity in research is also considered specifically as checks for maintenance of
the - ✔ ✔ independent variable
May satisfy prediction and verification but does not satisfy replication - ✔ ✔ ABA design
May satisfy prediction, but does not satisfy verification or replication - ✔ ✔ AB design
Most interventions work well in real life "off the shelf" or as described in a top journal article and need
little support or refinement. - ✔ ✔ false
Mr. Garcia's second grade class is currently experiencing high level of "tattling" (reporting minor
offenses) on peers. Direct observation data showed he received an average of 6 "tattles" during the 30
minute recess period. In order to reduce "tattling" and increase compliments of peers, he has decided to
implement a "tootling" intervention. After recess, the students will have the opportunity to write down
compliments (i.e., "tootles") about a peer and turn it in to be read aloud to the class. Once the class
reaches a goal number of compliments (i.e., "tootles") then a classwide reinforcement (e.g., extra
recess, special snack, homework pass) is earned.
What is the most appropriate way to measure the target variables? - ✔ ✔ frequency
Patrick is a kindergarten student who has demonstrated multiple disruptions during circle time by
touching peers and their materials. Ms. Davis received a recommendation from an occupational
therapist to offer him a reward (e.g., special activity during free time) if he uses a fidget during circle
time (DRA), but she was also given the recommendation by another classroom teacher to reward Patrick
when he does not touch other students (DRO). Since there is a morning and an afternoon circle time,
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