A) behavior after the intervention is different from the baseline in both the first and the second AB stages.
B) behavior after the intervention is different from the baseline in the first AB stage,but not in the second AB stage.
C) behavior after the intervention is different from the baseline in the second AB stage,but not in the first AB stage.
D) behavior after the intervention is at the same level as the baseline in both the first and second AB stages.
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A) very similar to experimental approaches.
B) antagonistic to more controlled methods.
C) most related to methods used to conduct confirmatory studies.
D) interrelated with and complementary to other methods.
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A) personality characteristics of the participant.
B) the effectiveness of the treatment in the experiment.
C) what behavior would be like if the treatment were not provided.
D) the likelihood that the participant will be receptive to the treatment.
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A) develop predictions of behavior.
B) consider alternative theoretical explanations of behavior.
C) draw cause-and-effect conclusions about behavior.
D) develop descriptions of behavior.
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A) an increasing trend in the number of temper tantrums.
B) a decreasing trend in the number of temper tantrums.
C) a stable pattern of temper tantrums.
D) a greater number of temper tantrums in the baseline period compared to the treatment perioD.
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A) individual case studies
B) replications built into the design
C) redundant sources of evidence
D) inevitable sources of confounding
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A) successive treatment design
B) multiple baseline design
C) case study
D) ABAB design
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A) Single-subject designs allow for successive administrations of the same intervention to the same person.
B) Multiple-baseline designs across subjects can demonstrate the effectiveness of an intervention for several individuals.
C) Single-subject designs can be done with small groups of individuals rather than with a single individual.
D) Interventions in single-subject designs are often ones that produce dramatic and sizable changes in behavior.
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A) Case studies are a source of definitive evidence in support of theoretical assumptions.
B) Case studies are a source of ideas and hypotheses about behavior.
C) Case studies provide little opportunity for clinical innovation.
D) Case studies complement the idiographic study of behavior.
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A) Single-subject designs are especially useful when research is directed toward changing the behavior of large groups of individuals.
B) Ethical problems arising from withholding a potentially beneficial treatment are less likely to arise in single-subject designs than in multiple-group designs.
C) Multiple-group designs are more effective when an investigator in clinical research can gain access to only a small number of clients with a particular disorder.
D) Single-subject designs are effective in identifying what treatments "in general" should be applied to modify behavior,but it is not possible to specify what effect the treatment will have on any specific individual.
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A) behaviorism and the experimental analysis of behavior.
B) neuropsychology and the examination of individuals with rare brain disorders.
C) the study of children who have been severely neglected.
D) psychoanalytic theory and intensive psychoanalysis of individuals.
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A) ABAB design.
B) multiple-baseline design.
C) case study.
D) successive independent samples design.
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A) different behaviors for the same individual.
B) the same behavior for different individuals.
C) different situations for the same individual.
D) one behavior for the same individual.
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A) nomothetic research.
B) spiritual research.
C) idiographic research.
D) psychoanalytic research.
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A) studies of many individuals and use their average behavior to describe how people behave in general.
B) intensive studies of an individual to describe the unique aspects of individuals.
C) studies of many individuals and use their average behavior to describe the unique aspects of individuals.
D) intensive studies of an individual to describe the way people behave in general.
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A) changes in performance appear in the treatment stage simultaneously with an experimental intervention.
B) changes in performance appear in the treatment stage after an experimental intervention.
C) changes in performance appear in one of the baselines after an experimental intervention.
D) changes in performance appear in one of the baselines before an experimental intervention.
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A) many times to each individual.
B) successively to one individual at a time.
C) during the common baseline period for all individuals.
D) to all individuals in the study at the same time.
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