Test 1 RM

Question 1

Using simultaneous presentation to increase veg consumption in a mildly selective child with autism

Answer 1

• most Bx is focused on consequence manipulation not antecedent management
• 1 participant multiple baselines across food with reversal
• pref assessment with 8 condiments (15 bites) picked 3
• DV: % of bites consumed. Defined by eating accepting within 10 seconds of ‘take a bite’
• Session 15 bites, never refused. No consequences if they did refuse
• IOR. 40% of trails take.
• IV: procedure, condiment not covering the whole food item
• Baseline 0 its, treatment 100%, baseline 0
• Simultaneous presentation was effective. Study did not fine flavour-flavor conditioning since baseline went back to 0%
• future look at pickier eaters

IR multiple baselines across food items with reversal. Simultaneous pairings.

Question 2

Why is the individual so important

Answer 2

• Bring research and practice closer together
• to isolate mechanisms of change
• therefore contributing to new procedures

Question 3

What is extrapolation of parts

Answer 3

brain functions were mapped out by slowly destroying different areas fo the brain. Following Brocca’s study.

Question 4

jnd

Answer 4

just noticeable difference of sensory thresholds

Question 5

contribution of repeated measures

Answer 5

• single case design
• recognizing the individuality
• applied problems

Question 6

normal law of error

Answer 6

normal distribution

Question 7

Variability with the subject

Answer 7

fetcher noticed variability from trial to trial with sensory differences, these appeared to be normally distributed. However this raised question to error in group designs.

Question 8

introspection

Answer 8

observe ones own thoughts

Question 9

retention curve

Answer 9

shows forgetting over time

Question 10

basis of inferential statistics

Answer 10

generality
applicability
based on averages
make estimations based on certain characteristics

Question 11

What is the case study method

Answer 11

record persons development over time

Question 12

Disadvantages to reporting percentages of success

Answer 12

When scores are lumped together they become meaningless. some people will make gains and others will not.

Question 13

IV

Answer 13

the procedure

Question 14

DV

Answer 14

how/what you measure

Question 15

major limitations to statistical averaging

Answer 15

• loose individuals outliers and scores

- cannot apply to heterogeneous groups

Question 16

Problem to applying global treatments to heterogeneous groups

Answer 16

-cant tell what characteristics are associated with success so they don’t know if people will get better or worse

Question 17

ethical limitations

Answer 17

not okay to withhold treatment from one group (control)

Question 18

practice problems to group comparisons

Answer 18

• ethics
• cant find homogeneous groups
• averaging results
• generality
• intersubject validity

Question 19

what is the problem with averaging results

Answer 19

will not represet performance of anyone in the group

Question 20

homogeneous groups

Answer 20

are the same (but really cant be because of individual differences).
grouped by academic performance vs. all grade level in the same class (heterogeneous)

Question 21

within subject variability

Answer 21

ind differences within a subject from trial to trail. Sensory test example.

Question 22

correlation

Answer 22

when2 or more variable have a relationship

Question 23

correlation research

Answer 23

to study if variables relate
DV are related
correlation does not equal causation

Question 24

naturalistic study

Answer 24

observe and record without interfering

Question 25

advantages of naturalistic study

Answer 25

``` some things cant be manipulated observer does affect behaviour natural setting (rather than a lab) ```

Question 26

process research

Answer 26

interested in what happens during therapy. data throughout

Question 27

outcome research

Answer 27

interested in the changes as a result of research | do pre and post test measures

Question 28

scientist-practicioner split

Answer 28

research had little clinical significance/implications. So these were broken into experimental Psyc and applied Psyc (beh therapy)??

Question 29

what is the purpose of the single case approach

Answer 29

ie case study record of research in which detailed consideration is given to the development of a particular person, group, or situation over a period of time.

Question 30

case study contributions (functions)

Answer 30

generate hypothesis study rare conditions cast doubt one well known phenomenon

Question 31

representative case

Answer 31

maybe be generalized to similar conditions with overlapping variables

Question 32

shapiros contribution to science

Answer 32

introduced independent wth repeated measures first to study psychopathology true experimental approach to treatment used ABA design

Question 33

time series design

Answer 33

AB design

Question 34

equivalent time series design

Answer 34

ABA design

Question 35

what contribution did behaviour therapy make to scientific study

Answer 35

it contributed to the development of a sophisticated methodology of intensive study of individual subjects. multielement experimental designs (abab)

Question 36

3 stages of intervention dev

Answer 36

- functional relationship - replicate - multiple clinical trials and focused on single case approaches

Question 37

Intersubject variability

Answer 37

differences between individuals

Question 38

Applied

Answer 38

socially significant | relationship between behaviour, subject, and stimuli

Question 39

Behavioural

Answer 39

is observable and objectively measurable not interested in introspection pragmatism

Question 40

Analysis

Answer 40

demonstrates experimental control can do through multiple baselines or single case design (with reversal) Reliability - was the procedure responsible for the change

Question 41

Parametric analysis

Answer 41

how the IV variety with the DV

Question 42

Technological

Answer 42

using clear consistent language when explaining procedure. Is able to replicate even without experience

Question 43

Conceptual systems

Answer 43

not a random occurrence, replete back to concepts (ie shaping)

Question 44

Effective

Answer 44

socially significant (clinical significant not just experimentally). D vs C is that good enough

Question 45

Generality

Answer 45

Generalization over behaviour time, subjects, and settings

Question 46

btwn Ind differences vs within ind gains (tests)

Answer 46

psychometric and edumetric

Question 47

psychometric example and edumetric example

Answer 47

general aptitude vs term test on square roots

Question 48

P/E item selection

Answer 48

P- want p.5 remove 100/0, want lots of variance. lower variance less reliability. Can also correlate scores with other tests. ppl tend to get the same CR/IR. E-want sensitivity to growth (pre/post) p.0 to start and p .1.0 to finish treatment

Question 49

P/E validity

Answer 49

P-test against scores on similar test | E-Give to situation where gain is expected

Question 50

P/E reliability

Answer 50

P-same discriminations between individuals on two occasions | E- present alternate form to show variance (growth) of test scores within an individual.

Question 51

Reliability

Answer 51

consistent

Question 52

Validity

Answer 52

test what we want to test

Question 53

R/E score interpretation

Answer 53

P- don't use raw scores because we are comparing | E- Can use raw scores