PSY7711 Week 9 PPT No Code

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Capella University *

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7711

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Psychology

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Dec 6, 2023

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62

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© 2013 CAPELLA EDUCATION COMPANY PSY 7711 – MEASUREMENT AND RESEARCH IN APPLIED BEHAVIOR ANALYSIS ICS 9 Only one more week!
© 2013 CAPELLA EDUCATION COMPANY 2 WEEK 9 This week, you will complete instructional activities through your participation in ICS, a quiz, and formative multimedia activities. The BCBA/BCaBA Task List (5th ed.) elements that will be covered during these activities include: D-02: Distinguish between internal and external validity. D-06: Describe rationales for conducting comparative, component, and parametric analyses.
© 2013 CAPELLA EDUCATION COMPANY 3 WEEK 9 STUDIES - READINGS In your Applied Behavior Analysis text, review: Chapter 5, "Improving and Assessing the Quality of Behavioral Measurement,” pages 101–121. Use the Capella University Library to complete the following. Nicolson, A. C., Lazo-Pearson, J. F., & Shandy, J. (2020). ABA finding its heart during a pandemic: An exploration in social validity. Behavior Analysis in Practice, 13(4), 757–766. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7567 003/
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© 2013 CAPELLA EDUCATION COMPANY 4 WEEK 9 REQUIRED MEDIA u09v1 - Single-Subject Research Methods In this activity, you will practice identifying the different types of designs reviewed in this course. u09v2 - ABA Terminology Flashcards – Week 9 Each week, you are provided with resources to help you study and practice behavior analysis terminology. Mastering the terminology during your program provides you with a solid foundation for developing examples of these terms and ultimately for practical application in the field. Note : This media piece is included in your required instructional activities. Although you will not receive a grade for this activity, you must complete it to pass the course. You are required to answer each question correctly to receive credit for completing this activity.
© 2013 CAPELLA EDUCATION COMPANY 5 WEEK 9 REQUIRED MEDIA u09q1 - Quiz 1 This quiz assesses elements from the BCBA/BCaBA Task List (5th ed.) covered this week. This quiz will help you and your instructor to assess your learning gains and mastery of the relevant learning objectives and the following course competencies: Competency 2 : Discriminate features of single-subject experimental designs based on current research in the field. Competency 3 : Evaluate effectiveness of behavior change procedures by visually analyzing and interpreting single-subject experimental designs included in current research. Please carefully read the following instructions before beginning the quiz: You must complete and submit the quiz by Sunday at 11:59 p.m. Central time. Do not start the quiz until you are fully prepared to complete it (that is, all weekly study activities must be completed). The quiz must be completed without referring to reading materials, study aids (for example, flash cards), or notes. A dictionary is permitted to check spelling; however, a glossary is not permitted. Contact with other learners or any informant is expressly prohibited during a quiz. There is no time limit for this or any other courseroom quizzes. You may retake this quiz up to a maximum of three attempts. If you have any incorrect answers, this allows you to study related content before the next quiz attempt. The average of your scores will be recorded as your grade.
© 2013 CAPELLA EDUCATION COMPANY 6 WEEK 9 DISCUSSION u09d1 – Research Validity This week, share your thoughts on internal, external, and social validity. All three are extremely important to research and ensuring a sound study. Choose one of the following choices to respond to. You do not need to respond to both of them. 1. Discuss the importance of internal, external, and social validity in behavioral research. Be sure to address each type of validity and provide examples. 2. Select an article relating to your topic and evaluate the study's external, internal, and social validity. For each type of validity, discuss what they did well and what could be improved.
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© 2013 CAPELLA EDUCATION COMPANY 7 WEEK 9 ASSIGNMENT u09a1 – Validity and Conclusions Overview This is the final submission for the course project. For this assignment, you will complete the Validity and Conclusion sections of your study. You are required to include all of the sections of your hypothetical behavior analytic study in your submission. Be sure to integrate any feedback you received to revise and improve your study. Instructions Complete the final sections of the hypothetical behavior analytic study.
© 2013 CAPELLA EDUCATION COMPANY 8 U08A1 - HYPOTHETICAL CASE STUDY Validity Describe and give examples of how your study plans for and demonstrates internal, external, and social validity. Provide at least two examples for each type of validity. Conclusions Discuss the overall conclusions and findings of the study. Describe at least two strengths and two limitations. Discuss directions and areas for future research.
© 2013 CAPELLA EDUCATION COMPANY 9 UNIT 8 ASSIGNMENT Additional Requirements Written communication : Should be free of errors that detract from the overall message. APA formatting: Use current APA style and formatting, paying particular attention to citations and references. Refer to Evidence and APA for citing and referencing tips. Length : 8–10 double-spaced pages, not including the title page or reference page. References: A minimum of four scholarly or professional resources. Font and font size: Times New Roman, 12 point. Refer to the Scoring Guide to ensure you understand the grading criteria for this assignment
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© 2013 CAPELLA EDUCATION COMPANY 10 WEEK 9 ASSIGNMENT
© 2013 CAPELLA EDUCATION COMPANY Media Reminders: • ICS Requirement: Minimum attendance – 7 out of 10 • Media completion – 100 completed!
© 2013 CAPELLA EDUCATION COMPANY 12 OVERVIEW So far in this class, we have discussed the following: Selecting and defining target behaviors Assessment methods Measuring behavior Procedures for measuring behavior Quality measurement IOA Graphing and interpreting Line Graphs Differences between Group Design and Single Subject Design Research Reversal/Withdrawal Designs Multiple Baseline Designs Changing Criterion Designs Alternating Treatment Designs
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© 2013 CAPELLA EDUCATION COMPANY Single-Subject Designs We will discuss in class Reversal or Withdrawal Designs Multiple- Baseline Designs Changing- Criterion Designs Alternating Treatment or Multi-Element Designs ABA ABAB Multiple- Treatment NCR/DRO/DRI /DRA Reversals Across Behaviors Across Settings Across Participants Single- Phase 2 phase: Baseline and ATD Phase 3 phase: Baseline, ATD, and Best Treatment BAB
© 2013 CAPELLA EDUCATION COMPANY 14 ACTIVE STUDENT RESPONDING What is the overall direction of the data path? A. Trend B. Level C. Variability D. Stability
© 2013 CAPELLA EDUCATION COMPANY 15 ACTIVE STUDENT RESPONDING What is the overall direction of the data path? A. Trend B. Level C. Variability D. Stability
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© 2013 CAPELLA EDUCATION COMPANY 16 ACTIVE STUDENT RESPONDING In the visual analysis of behavioral data, ___ is examined within a condition in terms of its absolute value (mean, median, and/or range) on the y -axis scale and the degree of stability or variability. A. Trend B. Level C. Variability D. Stability
© 2013 CAPELLA EDUCATION COMPANY 17 ACTIVE STUDENT RESPONDING In the visual analysis of behavioral data, ___ is examined within a condition in terms of its absolute value (mean, median, and/or range) on the y -axis scale and the degree of stability or variability. A. Trend B. Level C. Variability D. Stability
© 2013 CAPELLA EDUCATION COMPANY 18 ACTIVE STUDENT RESPONDING What is the red line showing in this graph? A. Variability B. Upward trend in data C. Level D. Data should be removed
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© 2013 CAPELLA EDUCATION COMPANY 19 ACTIVE STUDENT RESPONDING What is the red line showing in this graph? A. Variability B. Upward trend in data C. Level D. Data should be removed
© 2013 CAPELLA EDUCATION COMPANY 20 MEASUREMENT Validity Measuring directly a socially significant target behavior Measuring a dimension of the target behavior relevant to the question or concern about the behavior Ensuring that the data are representative of the behavior under conditions and during times most relevant to the reasons for measuring it Accuracy When observed values, the data produced by measuring an event, match the true state, or true values, of the event Reliable Measurement is reliable when it yields the same values across repeated measurement of the same event
© 2013 CAPELLA EDUCATION COMPANY 21
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© 2013 CAPELLA EDUCATION COMPANY 22 RELIABLE VS. ACCURATE Stepping on the same scale every day will reliably tell you every day your weight. Stepping on the scale at the doctor, your weight may be different than at home, but it is arguably more accurate of a scale. RELIABLE ACCURATE
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© 2013 CAPELLA EDUCATION COMPANY 23 INTERNAL VALIDITY The extent to which an experiment shows convincingly that changes in behavior are a function of the independent variable and not the result of uncontrolled or unknown variables Confounding Variables – Uncontrolled factors that may exert control on dependent variable Subject Confounds – • Maturation – changes that take place in a subject over course of an experiment Setting Confounds Measurement Confounds • Observer bias or drift Independent Variable Confounds Treatment Integrity Extent to which the independent variable is implement or carried out as planned Treatment Drift • Occurs when the application of the independent variable during later phases of an experiment differs from the way it was originally applied
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© 2013 CAPELLA EDUCATION COMPANY 24 EXTERNAL VALIDITY The degree to which a study’s findings have generality to other subjects, settings, and/or behaviors Done through replication of experiments Replication: repeating a previous experiment Direct Replication Duplicate exact conditions Systematic Replication Purposefully varies 1 or more aspects of an earlier experiment
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© 2013 CAPELLA EDUCATION COMPANY 25 SOCIAL VALIDITY How to assess: Consumer feedback (Nicolson et al., 2020) • “The recipients of ABA services ultimately decide the utility and importance of treatment” (Nicolson et al., 2020, p. 758). Social significance of target behavior Appropriateness and acceptability of procedures and outcomes Social importance of the results How difficult was it to carry out the treatment plan? Consider this with how effective the results were.
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© 2013 CAPELLA EDUCATION COMPANY 26 SOCIAL VALIDITY – STRUCTURED INTERVIEW (NICOLSON ET AL., 2020)
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© 2013 CAPELLA EDUCATION COMPANY 27
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© 2013 CAPELLA EDUCATION COMPANY 28 ACTIVE STUDENT RESPONDING When a study has a lot of confounding variables, which type of validity is impacted? A. Internal Validity B. External Validity C. Social Validity
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© 2013 CAPELLA EDUCATION COMPANY 29 ACTIVE STUDENT RESPONDING When a study has a lot of confounding variables, which type of validity is impacted? A. Internal Validity B. External Validity C. Social Validity
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© 2013 CAPELLA EDUCATION COMPANY 30 ACTIVE STUDENT RESPONDING An intervention in a research study is extremely intricate and difficult to follow. The teachers are frustrated with the level of difficulty. Which type of validity is impacted? A. Internal Validity B. External Validity C. Social Validity
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© 2013 CAPELLA EDUCATION COMPANY 31 ACTIVE STUDENT RESPONDING An intervention in a research study is extremely intricate and difficult to follow. The teachers are frustrated with the level of difficulty. Which type of validity is impacted? A. Internal Validity B. External Validity C. Social Validity
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© 2013 CAPELLA EDUCATION COMPANY 32 ACTIVE STUDENT RESPONDING A behavior analyst is systematically replicating a research study done on vocal stereotypy with a current client struggling with this behavior. Which type of validity does this demonstrate? A. Internal Validity B. External Validity C. Social Validity
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© 2013 CAPELLA EDUCATION COMPANY 33 ACTIVE STUDENT RESPONDING A behavior analyst is systematically replicating a research study done on vocal stereotypy with a current client struggling with this behavior. Which type of validity does this demonstrate? A. Internal Validity B. External Validity C. Social Validity
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© 2013 CAPELLA EDUCATION COMPANY 34 BREAKOUT GROUP Article Review Time Review article in your breakout room as a group Active participation from all members is required This activity will prepare you for your Unit 10 assignment
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© 2013 CAPELLA EDUCATION COMPANY 35 BREAKOUT GROUP ACTIVITY When in your group, discuss the following about the article in room: What sort of study was this? What was your experience over the past few years?
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© 2013 CAPELLA EDUCATION COMPANY 36
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© 2013 CAPELLA EDUCATION COMPANY 37 ACTIVE STUDENT RESPONDING Changing Criterion design is considered a Reversal Design A. True B. False
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© 2013 CAPELLA EDUCATION COMPANY 38 ACTIVE STUDENT RESPONDING Changing Criterion design is considered a Reversal Design A. True B. False Changing Criterion is considered a Multiple Baseline Design
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© 2013 CAPELLA EDUCATION COMPANY 39 ACTIVE STUDENT RESPONDING Which of the following is considered to be an essential component of experiments in applied behavior analysis? A. At least one subject B. At least one setting C. At least one independent variable D. All of the above
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© 2013 CAPELLA EDUCATION COMPANY 40 ACTIVE STUDENT RESPONDING Which of the following is considered to be an essential component of experiments in applied behavior analysis? A. At least one subject B. At least one setting C. At least one independent variable D. All of the above
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© 2013 CAPELLA EDUCATION COMPANY 41 ACTIVE STUDENT RESPONDING What can we look to in a study when evaluating internal validity? A. How well it is generalized B. Procedural integrity, visual analysis of data C. How well it is maintained D. If it was a socially significant behavior
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© 2013 CAPELLA EDUCATION COMPANY 42 ACTIVE STUDENT RESPONDING What can we look to in a study when evaluating internal validity? A. How well it is generalized B. Procedural integrity, visual analysis of data C. How well it is maintained D. If it was a socially significant behavior
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© 2013 CAPELLA EDUCATION COMPANY 43 REVERSAL AND WITHDRAWAL DESIGNS REVERSAL Responding is reversed by achieving similar responding to previous condition (does not require complete withdrawal of variable) • Cooper et al. (2020) text defines these as any design in which responding is reversed with the removal, withdrawal, or change of independent variable WITHDRAWAL Leitenberg believes that withdrawal is a better way to describe those designs in which the treatment variable is completely withdrawn in the 3 rd phase Leitenberg (1973, p. 91) states “The major difference between the withdrawal design and the reversal design takes place in Phase 3. As in the reversal design, Phase 1 is devoted to base-line measures, and Phase 2 introduces the therapeutic procedure. Unlike the reversal design, however, in Phase 3 the therapeutic procedure is simply discontinued rather than applied to an alternative, incompatible behavior.”
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© 2013 CAPELLA EDUCATION COMPANY 44 ACTIVE STUDENT RESPONDING What type of design is this? A. Reversal B. ATD C. Multiple-Baseline D. Changing-Criterion
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© 2013 CAPELLA EDUCATION COMPANY 45 ACTIVE STUDENT RESPONDING What type of design is this? A. Reversal B. ATD C. Multiple-Baseline D. Changing-Criterion
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© 2013 CAPELLA EDUCATION COMPANY 46 ACTIVE STUDENT RESPONDING “Any experimental design in which the researcher attempts to verify the effect of the IV by “reversing” responding to a level obtained in a previous condition; encompasses experimental designs in which the IV is withdrawn or reversed in its focus” is the definition of what type of design. A. Multiple-Baseline B. Alternating Treatment Design C. Reversal Design D. Multi-Element Design
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© 2013 CAPELLA EDUCATION COMPANY 47 ACTIVE STUDENT RESPONDING “Any experimental design in which the researcher attempts to verify the effect of the IV by “reversing” responding to a level obtained in a previous condition; encompasses experimental designs in which the IV is withdrawn or reversed in its focus” is the definition of what type of design. A. Multiple-Baseline B. Alternating Treatment Design C. Reversal Design D. Multi-Element Design
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© 2013 CAPELLA EDUCATION COMPANY 48 ACTIVE STUDENT RESPONDING Identify the ATD A. B. C.
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© 2013 CAPELLA EDUCATION COMPANY 49 ACTIVE STUDENT RESPONDING Identify the ATD A. B. C.
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© 2013 CAPELLA EDUCATION COMPANY 50 ACTIVE STUDENT RESPONDING Identify the MBL Design A. B. C.
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© 2013 CAPELLA EDUCATION COMPANY 51 ACTIVE STUDENT RESPONDING Identify the MBL Design A. B. C.
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© 2013 CAPELLA EDUCATION COMPANY 52 ACTIVE STUDENT RESPONDING Identify the Reversal Design A. B. C.
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© 2013 CAPELLA EDUCATION COMPANY 53 ACTIVE STUDENT RESPONDING Identify the Reversal Design A. B . C.
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© 2013 CAPELLA EDUCATION COMPANY 54 ACTIVE STUDENT RESPONDING Identify the definition of a multiple baseline design. A. “An experimental design in which the replications involve interventions with criteria of differing values” (Malott et al. 1997, p.457) B. “An Experimental design in which the replications involve baselines of differing durations and interventions of differing starting times” (Malott et al. 1997, p.459) C. “Any experimental design in which the researcher attempts to verify the effect of the IV by “reversing” responding to a level obtained in a previous condition; encompasses experimental designs in which the IV is withdrawn or reversed in its focus” (Cooper et al., 2019, p.799) D. “An experimental design in which the replications involve presenting the different values of the IV in an alternating sequence under the same general conditions or in the same experimental phase” (Malott et al., 1997 p. 457)
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© 2013 CAPELLA EDUCATION COMPANY 55 ACTIVE STUDENT RESPONDING Identify the definition of a multiple baseline design. A. “An experimental design in which the replications involve interventions with criteria of differing values” (Malott et al. 1997, p.457) B. “An Experimental design in which the replications involve baselines of differing durations and interventions of differing starting times” (Malott et al. 1997, p.459) C. “Any experimental design in which the researcher attempts to verify the effect of the IV by “reversing” responding to a level obtained in a previous condition; encompasses experimental designs in which the IV is withdrawn or reversed in its focus” (Cooper et al., 2019, p.799) D. “An experimental design in which the replications involve presenting the different values of the IV in an alternating sequence under the same general conditions or in the same experimental phase” (Malott et al., 1997 p. 457)
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© 2013 CAPELLA EDUCATION COMPANY 56 ACTIVE STUDENT RESPONDING Identify the definition of the alternating treatment design. A. “An experimental design in which the replications involve interventions with criteria of differing values” (Malott et al. 1997, p.457) B. “An Experimental design in which the replications involve baselines of differing durations and interventions of differing starting times” (Malott et al. 1997, p.459) C. “Any experimental design in which the researcher attempts to verify the effect of the IV by “reversing” responding to a level obtained in a previous condition; encompasses experimental designs in which the IV is withdrawn or reversed in its focus” (Cooper et al., 2019, p.799) D. “An experimental design in which the replications involve presenting the different values of the IV in an alternating sequence under the same general conditions or in the same experimental phase” (Malott et al., 1997 p. 457)
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© 2013 CAPELLA EDUCATION COMPANY 57 ACTIVE STUDENT RESPONDING Identify the definition of the alternating treatment design. A. “An experimental design in which the replications involve interventions with criteria of differing values” (Malott et al. 1997, p.457) B. “An Experimental design in which the replications involve baselines of differing durations and interventions of differing starting times” (Malott et al. 1997, p.459) C. “Any experimental design in which the researcher attempts to verify the effect of the IV by “reversing” responding to a level obtained in a previous condition; encompasses experimental designs in which the IV is withdrawn or reversed in its focus” (Cooper et al., 2019, p.799) D. “An experimental design in which the replications involve presenting the different values of the IV in an alternating sequence under the same general conditions or in the same experimental phase” (Malott et al., 1997 p. 457)
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© 2013 CAPELLA EDUCATION COMPANY 58 ACTIVE STUDENT RESPONDING Identify the definition of the changing criterion design. A. “An experimental design in which the replications involve interventions with criteria of differing values” (Malott et al. 1997, p.457) B. “An Experimental design in which the replications involve baselines of differing durations and interventions of differing starting times” (Malott et al. 1997, p.459) C. “Any experimental design in which the researcher attempts to verify the effect of the IV by “reversing” responding to a level obtained in a previous condition; encompasses experimental designs in which the IV is withdrawn or reversed in its focus” (Cooper et al., 2019, p.799) D. “An experimental design in which the replications involve presenting the different values of the IV in an alternating sequence under the same general conditions or in the same experimental phase” (Malott et al., 1997 p. 457)
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© 2013 CAPELLA EDUCATION COMPANY 59 ACTIVE STUDENT RESPONDING Identify the definition of the changing criterion design. A. “An experimental design in which the replications involve interventions with criteria of differing values” (Malott et al. 1997, p.457) B. “An Experimental design in which the replications involve baselines of differing durations and interventions of differing starting times” (Malott et al. 1997, p.459) C. “Any experimental design in which the researcher attempts to verify the effect of the IV by “reversing” responding to a level obtained in a previous condition; encompasses experimental designs in which the IV is withdrawn or reversed in its focus” (Cooper et al., 2019, p.799) D. “An experimental design in which the replications involve presenting the different values of the IV in an alternating sequence under the same general conditions or in the same experimental phase” (Malott et al., 1997 p. 457)
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© 2013 CAPELLA EDUCATION COMPANY 60 QUESTIONS???
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© 2013 CAPELLA EDUCATION COMPANY 61 REFERENCES Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Merrill Prentice Hall. Malott, R. W., Whaley, D. L., Malott, M. E. (1997). Elementary principles of behavior (3 rd ed). Prentice Hall. Nicolson, A. C., Lazo-Pearson, J. F., & Shandy, J. (2020). ABA finding its heart during a pandemic: An exploration in social validity. Behavior Analysis in Practice, 13 (4), 757–766. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7567003/
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© 2013 CAPELLA EDUCATION COMPANY 62 Work on your assignment Check Back in if You Have Questions
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