Test Bank
for
ST
Research Design in
UV
Clinical Psychology
IA
Fourth Edition
_A
Alan E. Kazdin
PP
Yale University
RO
VE
D?
Boston New York San Francisco
Mexico City Montreal Toronto London Madrid Munich Paris
Hong Kong Singapore Tokyo Cape Town Sydney
, Table of Contents
ST
(Please note that the transcription to PDF can result in unintended reformatting. Page numbers
in the table of contents may not correspond to the book's interior. The publisher regrets any
inconvenience caused by this error.)
Page
UV
Chapter
Preface Comments to the Instructor
1 Introduction 1
IA
2 Drawing Valid Inferences I: Internal and External Validity 1
3 Drawing Valid Inferences II: Construct and Statistical Conclusion 6
_A
Validity
4 Sources of Artifact and Bias 11
5 Selection of the Research Problem and Design 16
PP
6 Experimental Research: Group Designs 21
7 Control and Comparison Groups 26
8 Assessing the Impact of the Experimental Manipulation 31
RO
9 Observational Research: Case-Control and Cohort Designs 36
10 The Case Study and Single-Case Research Designs 41
11 Evaluation of the Single Case in Clinical Work 46
12 Qualitative Research Methods: An Overview 51
VE
13 Assessment Methods and Strategies 56
14 Assessment and Evaluation of Interventions 61
15 Statistical Methods of Data Evaluation 66
D?
16 Interpretation of the Data 71
17 Ethical Issues and Guidelines for Research 76
18 Publication and Communication of Research Findings 81
, 19 Closing Comments: Methodology in Perspective 84
20 Extra Credit Advanced Questions and Self-Esteem Boosters 85
ST
UV
IA
_A
PP
RO
VE
D?
, Research Design in Clinical Psychology Preface
Preface and Comments to the Instructor
ST
This pamphlet provides test items for each of the chapters in Research Design in Clinical
Psychology (4th edition). The items emphasize central concepts and their application. The goal is to
assist students in applying the contents to research, particularly their own investigations. Three types of
UV
items or questions are provided: the multiple-choice, definitions, and essay questions. I omitted what
students occasionally refer to as “trick” questions, i.e., efforts to evoke a mistaken answer by emphasizing
subtle or paradoxical facets of the question or answer. Our task as instructors is to facilitate mastery of
key concepts and the ability to apply them in evaluating and designing research. Eschewing “trick”
questions does not mean that all of the questions are easy. It is important to encourage and test for
different levels of mastery and the student’s ability to connect, distinguish, and apply concepts. For
IA
example, it is essential for the student to learn such concepts as statistical significance and effect size.
Both concepts rely heavily on issues related to how an investigation is designed (e.g., sampling, procedures
and their execution, selection of levels of the independent variable or groups). Understanding key
concepts is one level; knowing how the concepts are related to each other and, in research design, are
_A
influenced by methods under the control of the investigator are yet other levels of mastery. The questions
afford the instructor opportunities to select from these different levels of mastery. The different test-item
formats themselves, including multiple choice, definitions, and essays, contribute to a continuum of
difficulty among the items provided.
PP
For multiple-choice questions the correct answer, page number where the answer can be found,
and level of difficulty are noted. The definition questions include the page number in the text in which
the term is defined and level of difficulty. In addition to pages listed after the answers, almost all of the
terms can also be found in the Glossary of the textbook. Level of difficulty includes three levels: Easy (E),
Medium (M), and Challenging (C). Of course, the judgments in making these designations are subjective
RO
and can be challenged. Yet, the designations were based on several considerations such as whether the
answer is merely a straightforward repetition of some term and definition in the text, whether the concept
is likely to be more difficult to the student because of unfamiliarity prior to the course (e.g., loose protocol
effect rather than random assignment), the difficulty of the response alternatives in the case of multiple-
choice answers, whether competing or closely related concepts are likely to make the item difficult, and
whether multiple concepts from the text were required to answer the question. Based on these
VE
considerations, level of difficulty (E, M, or C) was assigned and serves as an approximate guideline for the
instructor.
The essay questions are integrative and usually draw from multiple pages within the chapter. The
skills focus on understanding the concepts, discussing the relations among concepts, and applying the key
D?
points to evaluate or design hypothetical studies. I believe all of the questions are fairly challenging.
Because of these features, page numbers, skill required, and level of the question are not listed after each
essay question. Outlines at the beginning of each chapter, chapter headings and subheadings, and the
subject index of the book indicate where the answers can be found.
There number of questions varies slightly from chapter to chapter, commensurate with the scope of
the content, new concepts, and critical issues that also vary by chapter. Chapters 1 and 19, the first and
for
ST
Research Design in
UV
Clinical Psychology
IA
Fourth Edition
_A
Alan E. Kazdin
PP
Yale University
RO
VE
D?
Boston New York San Francisco
Mexico City Montreal Toronto London Madrid Munich Paris
Hong Kong Singapore Tokyo Cape Town Sydney
, Table of Contents
ST
(Please note that the transcription to PDF can result in unintended reformatting. Page numbers
in the table of contents may not correspond to the book's interior. The publisher regrets any
inconvenience caused by this error.)
Page
UV
Chapter
Preface Comments to the Instructor
1 Introduction 1
IA
2 Drawing Valid Inferences I: Internal and External Validity 1
3 Drawing Valid Inferences II: Construct and Statistical Conclusion 6
_A
Validity
4 Sources of Artifact and Bias 11
5 Selection of the Research Problem and Design 16
PP
6 Experimental Research: Group Designs 21
7 Control and Comparison Groups 26
8 Assessing the Impact of the Experimental Manipulation 31
RO
9 Observational Research: Case-Control and Cohort Designs 36
10 The Case Study and Single-Case Research Designs 41
11 Evaluation of the Single Case in Clinical Work 46
12 Qualitative Research Methods: An Overview 51
VE
13 Assessment Methods and Strategies 56
14 Assessment and Evaluation of Interventions 61
15 Statistical Methods of Data Evaluation 66
D?
16 Interpretation of the Data 71
17 Ethical Issues and Guidelines for Research 76
18 Publication and Communication of Research Findings 81
, 19 Closing Comments: Methodology in Perspective 84
20 Extra Credit Advanced Questions and Self-Esteem Boosters 85
ST
UV
IA
_A
PP
RO
VE
D?
, Research Design in Clinical Psychology Preface
Preface and Comments to the Instructor
ST
This pamphlet provides test items for each of the chapters in Research Design in Clinical
Psychology (4th edition). The items emphasize central concepts and their application. The goal is to
assist students in applying the contents to research, particularly their own investigations. Three types of
UV
items or questions are provided: the multiple-choice, definitions, and essay questions. I omitted what
students occasionally refer to as “trick” questions, i.e., efforts to evoke a mistaken answer by emphasizing
subtle or paradoxical facets of the question or answer. Our task as instructors is to facilitate mastery of
key concepts and the ability to apply them in evaluating and designing research. Eschewing “trick”
questions does not mean that all of the questions are easy. It is important to encourage and test for
different levels of mastery and the student’s ability to connect, distinguish, and apply concepts. For
IA
example, it is essential for the student to learn such concepts as statistical significance and effect size.
Both concepts rely heavily on issues related to how an investigation is designed (e.g., sampling, procedures
and their execution, selection of levels of the independent variable or groups). Understanding key
concepts is one level; knowing how the concepts are related to each other and, in research design, are
_A
influenced by methods under the control of the investigator are yet other levels of mastery. The questions
afford the instructor opportunities to select from these different levels of mastery. The different test-item
formats themselves, including multiple choice, definitions, and essays, contribute to a continuum of
difficulty among the items provided.
PP
For multiple-choice questions the correct answer, page number where the answer can be found,
and level of difficulty are noted. The definition questions include the page number in the text in which
the term is defined and level of difficulty. In addition to pages listed after the answers, almost all of the
terms can also be found in the Glossary of the textbook. Level of difficulty includes three levels: Easy (E),
Medium (M), and Challenging (C). Of course, the judgments in making these designations are subjective
RO
and can be challenged. Yet, the designations were based on several considerations such as whether the
answer is merely a straightforward repetition of some term and definition in the text, whether the concept
is likely to be more difficult to the student because of unfamiliarity prior to the course (e.g., loose protocol
effect rather than random assignment), the difficulty of the response alternatives in the case of multiple-
choice answers, whether competing or closely related concepts are likely to make the item difficult, and
whether multiple concepts from the text were required to answer the question. Based on these
VE
considerations, level of difficulty (E, M, or C) was assigned and serves as an approximate guideline for the
instructor.
The essay questions are integrative and usually draw from multiple pages within the chapter. The
skills focus on understanding the concepts, discussing the relations among concepts, and applying the key
D?
points to evaluate or design hypothetical studies. I believe all of the questions are fairly challenging.
Because of these features, page numbers, skill required, and level of the question are not listed after each
essay question. Outlines at the beginning of each chapter, chapter headings and subheadings, and the
subject index of the book indicate where the answers can be found.
There number of questions varies slightly from chapter to chapter, commensurate with the scope of
the content, new concepts, and critical issues that also vary by chapter. Chapters 1 and 19, the first and
