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a. What was the purpose of the investigation? b. Who were the participants? Where was the set‑ting? c. What were the dependent and independent vari‑ables, and how was the dependent variable mea‑ sured? d. How was interobserver agreement calculated? Was it adequate? e. What type of design was used? What occurred during each of the […]

a. How could you use the three types of multiple-baseline designs (i.e., across behaviors, participants, and settings) to examine the effectiveness of using study guides? Explain. b. For each of the multiple-baseline designs in Question 1, draw a graph with fictitious data showing that study guides are effective. c. Why would you use a multiple-baseline

a. Researchers interviewed students to gather data on consumer satisfaction. What additional social validity data might have been important to collect? b. In the single-student responding (SSR) condi‑tion, the teachers recorded which target students raised their hand for a particular question and which, if any, were called on to make a response. Could this procedure

a. What alternative is available to being exposed to the same measurement several times during baseline? Explain how this alternative allows exposure to the same measurement. b. How could you increase the interval validity of multiple-baseline designs to make the level of control the same as withdrawal designs? What are some problems with doing this?

a. Using the performance figures of the six par‑ticipants (but without referring to the results), how would you describe the performance of participants in terms of number of story ele‑ments? In terms of retelling? b. Using the table showing performance of the six participants (but without referring to the results), how would you describe the

a. What was the purpose of the study? b. Who were the participants (students and peer tutors)? What were the settings? c. How were the data collected, what were the dependent variables, and how were the depen‑dent variables measured? d. Describe how the independent variable was pre‑sented. e. What were the conditions and what type

a. What type of design can be used for a student who frequently interrupts instruction by blurting out answers to questions and making comments? (In your answer, assume you want to reduce the interruptions gradually.) Explain how you would implement the design. b. For each of the designs in Question 1, what would a graph

a. Authors note that maintenance data (see the figures) were above baseline levels for all par‑ticipants. However, performance was variable across participants and across maintenance probes. How would you account for the variabil‑ity? b. What recommendations would you make for strengthening this research investigation to dem‑onstrate more convincingly a functional relation‑ ship between variables and

a. How would you use a combination design to increase the experimental control of a multiple-baseline design across only two subjects? Explain how this would be done. b. How can a multiple-probe design and a multiple-baseline design across behaviors be combined to assess generalization? Explain.

What are the internal validity concerns with the following? a. changing-criterion design b. multitreatment design c. alternating treatments design d. How can two single-case designs be combined to form a new design in order to answer the following research question: What is the most effective instructional procedure to use when teaching basic math facts to