Deck 7: Single-Subject Designs

Question 1

A minimum of three levels in required in a multiple baseline design.

Answer 1

False

Question 2

A design that can be used when it is important to demonstrate that an intervention works across subjects, settings, or interventions:

A) The changing criterion design.
B) The alternative treatments design.
C) The A-B-A design.
D) The multiple baseline design.

Answer 2

D

Question 3

A comparison across "conditions" is what allows caregivers to determine the most effective intervention.

Answer 3

True

Question 4

As single subject research designs become more complicated moving from A-B to A-B-A to A-B-A-B designs, they:

A) Allow for the study of several interventions at once.
B) Allow for the gradual increase or decrease of a behavior by gradually changing the criterion.
C) Allow for the complete and permanent elimination of all inappropriate behaviors.
D) Allow the teacher to feel more confident that the change in student behavior is related to the intervention.

Question 5

In single subject research there are two basic conditions-these are:

A) Baseline and effect condition.
B) Baseline and intervention condition.
C) Effect and intervention condition.
D) Baseline and contract conditions.

Question 6

Part of the purpose of single subject design is to demonstrate experimental control and intervention effects.

Question 7

Group research designs in which an average group performance is measured, communicate important individual performances.

Question 8

A single subject design that can be used to gradually increase or decrease a behavior using an increasingly or decreasingly stringent level of acceptable behavior is:

A) The A-B-A-B design.
B) The alternating treatments design. a
C) The changing criterion design. b
D) The multiple baseline design.

Question 9

The purpose of the design is to assess the relative effectiveness of two (or more) treatment conditions.

A) The multiple baseline design
B) The alternating treatments design
C) The changing criterion design
D) The A-B-A

Question 10

A variation of the alternating treatments design that establishes a cause and effect relationship is:

A) Repeated or rotating design.
B) Multiple schedule design.
C) Multi-element baseline design.
D) Repeated baseline alternating research design.

Question 11

Research studies that involve large samples of "subjects" in an experimental and control group are referred to as:

A) A-B Designs.
B) Single Subject Designs.
C) Group Designs.
D) Quasi-experimental Designs.

Question 12

Which of the following allow a researcher to attribute a cause and effect relationship between an intervention and a behavior?

A) The A-B design
B) The A-B-A-B design
C) The alternating treatments design
D) B and C

Question 13

A design in which a teacher removes one intervention and replaces it with its opposite is:

A) A reversal design.
B) A withdrawal design.
C) An A-B-A design.
D) An alternating treatments design.

Question 14

In group research designs, intervention or treatment effects are attributions of differences found between the performance of the experimental and control groups.

Question 15

An advantage of the A-B-A-B design over the A-B-A design is:

A) The design ends during an intervention condition.
B) The design provides three comparisons to demonstrate an effect on student behavior.
C) A and B.
True/False

Question 16

A research design characterized by one baseline and intervention condition is:

A) The changing criterion design.
B) The A-B design.
C) A group research design.
D) The A-B-A design.

Question 17

Which is NOT one of the advantages of single subject designs presented in this chapter?

A) They allow caregivers to decide when to initiate or modify programs
B) Results are easy to interpret
C) They allow for the study of the effectiveness of an intervention
D) They allow the use of statistical methods

Question 18

In this design, Jon's middle school teacher will test to see if her new behavior program works in all five classrooms that he moves to each school day:

A) Multiple baseline design across students.
B) Multiple baseline design across behaviors.
C) Multiple baseline design across settings.
D) Multiple baseline design across time.

Question 19

In a multiple baseline design in which a teacher is gathering data on the same behavior for three different students in the same class is called a:

A) Multiple baseline design across students.
B) Multiple baseline design across behaviors.
C) Multiple baseline design across settings.
D) Multiple baseline design across time.

Question 20

Most teachers and parents use single subject designs in order to demonstrate the effectiveness of their behavior change programs.

Question 21

Describe three distinctly different single subject designs. Include in your answer their relative strengths and weaknesses, and describe why one design might be an improvement over another design.

Question 22

The purpose of the alternating treatments design is to assess the relative effectiveness of two (or more) treatment conditions.

Question 23

The first step in a changing criterion design is to assess the child's current performance of the target behavior to determine a starting point.
Short Answer

Question 24

In analyzing graph data "visual analysis" is adequate for classroom teachers to determine intervention effects.

Question 25

Build a case for the use of single subject research in your field of study or occupation. Provide a rationale, the strengths and two specific case examples when it might be used. Include the type of designs in your case examples.

Question 26

The duration of the different phases in single subject research designs is equal.

Question 27

Compare and contrast group research designs with single subject designs. Provide strengths and weaknesses of each and give a practical example of when each could be used.