SPCE 630 Chapter 10 exam with correct |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
answers
time-lagged designs - correct answerswithin SCD, there is a class of designs well-suited for
|||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
evaluating and demonstrating accountability in clinical and education settings. There are two
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variations, Multiple baseline (MB) and multiple probe (MP) designs.
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continuous measurements - correct answersrefers to the planned implementation and data
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collection during each opportunity or session |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
intermittent measurement - correct answersrefers to the planned absence of data collection
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during some opportunities or sessions |||\\\ |||\\\ |||\\\ |||\\\
concurrent - correct answersdata collection begins at the same time for all 3+ tiers.
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functionally independent - correct answersthe introduction of the independent variable to one
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tier (behavior, context, or participant) will not bring about a change in other untreated tiers of
|||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
the design.
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functionally similar - correct answersthe independent variable is likely to have the same or
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similar effect on each tier |||\\\ |||\\\ |||\\\ |||\\\
behavioral covariation - correct answerswhen behaviors are not functionally independent
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inconsistent intervention effects - correct answersthere may be therapeutic effects in one or
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more tiers, but no effects in others. This leaves us with an unconvincing demonstration of
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experimental control, with the intervention appearing to work in one or a few instances, but |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
not in others.
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answers
time-lagged designs - correct answerswithin SCD, there is a class of designs well-suited for
|||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
evaluating and demonstrating accountability in clinical and education settings. There are two
|||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
variations, Multiple baseline (MB) and multiple probe (MP) designs.
|||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
continuous measurements - correct answersrefers to the planned implementation and data
|||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
collection during each opportunity or session |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
intermittent measurement - correct answersrefers to the planned absence of data collection
|||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
during some opportunities or sessions |||\\\ |||\\\ |||\\\ |||\\\
concurrent - correct answersdata collection begins at the same time for all 3+ tiers.
|||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
functionally independent - correct answersthe introduction of the independent variable to one
|||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
tier (behavior, context, or participant) will not bring about a change in other untreated tiers of
|||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
the design.
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functionally similar - correct answersthe independent variable is likely to have the same or
|||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
similar effect on each tier |||\\\ |||\\\ |||\\\ |||\\\
behavioral covariation - correct answerswhen behaviors are not functionally independent
|||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
inconsistent intervention effects - correct answersthere may be therapeutic effects in one or
|||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
more tiers, but no effects in others. This leaves us with an unconvincing demonstration of
|||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
experimental control, with the intervention appearing to work in one or a few instances, but |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\ |||\\\
not in others.
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