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Bhimanapalli 1 Name: Hima Bhimanapalli Date: 2/18/2024 Methodology and Philosophy: Research Methods Professor Southwick Foundations of Learning and Behavior Analysis Questions Week 4 Methodology and Philosophy: Research Methods Directions: Answer each question in complete sentences, typed. Page numbers are provided. 1. Identify the three goals of behavior analysis as a science: (47) a…. To understand the world. b… To save the world. c… To build a better world. 2. Define each of the following concepts: (52) a. Behavior skills training: Behavioral skills training is instructions, modeling, practice, and feedback. b. Multiple baseline: An experimental design in which the replications involve baselines of differing durations and interventions of differing starting times. 3. What is the function of a control group? (54) The function of a control group is to compare the experimental group to the control group to see whether the experimental intervention was actually crucial to the results that were obtained. 4. Social Validity (58) a. Define it: The goals, procedures, and results of an intervention are socially acceptable to the client, the behavior analyst, and society. b. Give an example: An example would be that after the procedure, Sid’s students (the participants) rate the training procedure on whether they liked it or not and see if the procedure produced desired results. If the students were happy with their participation in the study, then it would have been good social validity. Sid’s

Bhimanapalli 2 students rated it a mean of 6.4 out of 7. So, the students were considered happy and proved it to been socially valid. 5. Define and give an example of single subject and of group experimental design. (54-55) A single subject experimental design is when individuals serve as their own controls. A group experimental design is when a separate group of individuals serve as the control for the experimental group. Single experimental design example: Sid’s senior students were the subjects in the experimental research (the research was to see if Sid’s training program caused an improvement in his students’ interview skills). Sid measured each of their performances before training (during baseline) and also after training. Basically, he did a complete experiment on each participant, and he replicated the experiment with each of the participants in the research project. Group experimental design example: Sid would have randomly assigned half of his participants to the group that got no training (the control group) and the other half to the group that got training (experimental group). Then he would compare the interview skill of the two groups, and he would have seen if his training has any effect on their interview skills. 6. Reversal design (57) a. Define it: An experimental design in which we reverse the intervention and baseline conditions to assess the effects of those conditions. b. Give an example: Mae’s teacher gave the children toys only when they asked for them using color-noun combinations. Following the intervention, the frequency of using color-noun combos increased from .4 to 14.2 per hour. However, Mae was not sure if the intervention had increased behavior or if a confounding variable had increased the color-noun frequency. To find out Mae asked her teachers to remove the intervention (basically to reserve to the original baseline condition). During the reversal, the children got snacks and materials regardless of using the noun alone or a color-noun combo. Mae kept this reversal to baseline conditions going for 18 days. She noticed that the frequency of using color-noun combos decreased to 7.4 per hour. So, using the reversal design, she found the effects of those conditions of the intervention. 7. What are two advantages of the alternating treatments design? What is a disadvantage? (59) Two advantages of the altering treatments design are that the participant is the same during all treatments and the conditions of the treatment are essentially the same. A

Bhimanapalli 3 disadvantage of the alternating treatments design is that experimental interactions cannot be ruled out. 8. Control condition (61) a. Define it: A condition not containing the presumed crucial value of the independent variable. b. Give an example: You want to find out if your smile is a fantastic reinforcer that you think it is for a preschooler that you are teaching to read. So, say you have been reinforcing sentence reading with warm smiles. During the control condition, stop smiling for a while and see what happens to the frequency of reading. See if it remains unchanged. c. Explain why it is important, using your example: the reason control conditioning is important is because a comparison between the intervention condition and the control condition shows whether the value of the independent variable was crucial to the results or not. With my example, it is important because if during the control condition you stop smiling (smiling is the independent variable) and the preschoolers reading remains unchanged, then you would know that your warm smiles are not reinforcing them to read better. However, if their reading gets worse or slower, then you know that your warm smiles were a reinforcer to the preschooler. So, you see that the IV was crucial to the result of the preschooler reading well. 9. External validity (61) a. Define it: The extent to which the conclusions of an experiment apply to a wide variety of conditions. b. Give an example: Skinner put a small number of regular rats into some Skinner boxes along with some simple behavioral contingencies. He discovered a small number of simple behavioral principles and concepts. Over the next 80+ years, it was discovered that those simple principles and concepts applied to almost all endeavors of the human and nonhuman animal. They also discovered that the applications of the principles of behavior could improve those endeavors no matter what those endeavors were. So, Skinner’s results with the rats in his experimental box generalized to children with intellectual disabilities who are learning to tie their shoes, to parents, etc. 10. What is the difference between internal and external validity? (61)

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Bhimanapalli 4 The difference between internal and external validity is that internal validity is when you discover valid cause-effect or functional relationships. External validity is when there is a generality of results.

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