Homework answers / question archive / 1) A) Were ethical issues considered in the choice of the design? Would ethical concerns preclude the use of a reversal design? B) Was randomization used as a part of the design? Would response-guided experimentation preclude the use of randomization in the design? C) Were the data visually or statistically analyzed or both? What was done in visual analysis to reduce the effect of subjectivity and bias? Were the appropriate statistics used? 2) A) Were the people doing the behavioral observations trained? What was the level of reliability for the various behaviors? Was the level of reliability tested within all the phases of the experiment? B) Was a baseline for behaviors established prior to intervention? Was the baseline period sufficient to indicate as level of responding? C) If a reversal design was used, was the intervention discontinued for a sufficient period of time? Was the intervention then reinstated with the same desired results? 3) Was social validation established for the quality of the research from the perspective of its social importance, the social significance of the goals, and the appropriateness of the procedures? Who was involved in rating the social validity? Were the people with the least power involved in the rating? Were all the same people involved in rating all aspects of the social validity? Were the raters trained? Were reliability and validity established for social validation instruments? 4) A) Were targeted and nontargeted responses measured in the study? Could discriminant validity be established in that the treatment was successful in appropriate situations but not in others? Was transfer-appropriate processing evidenced? B) If the treatment consisted of more than one component, did the researcher attempt to dismantle the joint effects? How would dismantling the joint effects affect the integrity of the intervention? 5) A) Were treatment procedures standardized, formalized in written form, and monitored to ensure that they were implemented according to plan? Could an argument be made that the experimental procedures needed to be modified to meet the needs of the individuals in the study (response-guided experimentation)? B) What dependent measures were used? Were multiple dependent measures or a single dependent measure used? 6) A) Were immediate and large effects of the interventions visible in the data following intervention? If not, was the behavior one that might justify small, delayed results B) Was a multiple-baseline design used, in that the treatment was applied to several behaviors, people, and settings? How diverse was the population to which the treatments were applied? Could the effect be attributable to the uniqueness of the individual in the study?

1) A) Were ethical issues considered in the choice of the design? Would ethical concerns preclude the use of a reversal design? B) Was randomization used as a part of the design? Would response-guided experimentation preclude the use of randomization in the design? C) Were the data visually or statistically analyzed or both? What was done in visual analysis to reduce the effect of subjectivity and bias? Were the appropriate statistics used? 2) A) Were the people doing the behavioral observations trained? What was the level of reliability for the various behaviors? Was the level of reliability tested within all the phases of the experiment? B) Was a baseline for behaviors established prior to intervention? Was the baseline period sufficient to indicate as level of responding? C) If a reversal design was used, was the intervention discontinued for a sufficient period of time? Was the intervention then reinstated with the same desired results? 3) Was social validation established for the quality of the research from the perspective of its social importance, the social significance of the goals, and the appropriateness of the procedures? Who was involved in rating the social validity? Were the people with the least power involved in the rating? Were all the same people involved in rating all aspects of the social validity? Were the raters trained? Were reliability and validity established for social validation instruments? 4) A) Were targeted and nontargeted responses measured in the study? Could discriminant validity be established in that the treatment was successful in appropriate situations but not in others? Was transfer-appropriate processing evidenced? B) If the treatment consisted of more than one component, did the researcher attempt to dismantle the joint effects? How would dismantling the joint effects affect the integrity of the intervention? 5) A) Were treatment procedures standardized, formalized in written form, and monitored to ensure that they were implemented according to plan? Could an argument be made that the experimental procedures needed to be modified to meet the needs of the individuals in the study (response-guided experimentation)? B) What dependent measures were used? Were multiple dependent measures or a single dependent measure used? 6) A) Were immediate and large effects of the interventions visible in the data following intervention? If not, was the behavior one that might justify small, delayed results B) Was a multiple-baseline design used, in that the treatment was applied to several behaviors, people, and settings? How diverse was the population to which the treatments were applied? Could the effect be attributable to the uniqueness of the individual in the study?

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1) A) Were ethical issues considered in the choice of the design? Would ethical concerns preclude the use of a reversal design? B) Was randomization used as a part of the design? Would response-guided experimentation preclude the use of randomization in the design? C) Were the data visually or statistically analyzed or both? What was done in visual analysis to reduce the effect of subjectivity and bias? Were the appropriate statistics used?

2) A) Were the people doing the behavioral observations trained? What was the level of reliability for the various behaviors? Was the level of reliability tested within all the phases of the experiment? B) Was a baseline for behaviors established prior to intervention? Was the baseline period sufficient to indicate as level of responding? C) If a reversal design was used, was the intervention discontinued for a sufficient period of time? Was the intervention then reinstated with the same desired results?

3) Was social validation established for the quality of the research from the perspective of its social importance, the social significance of the goals, and the appropriateness of the procedures? Who was involved in rating the social validity? Were the people with the least power involved in the rating? Were all the same people involved in rating all aspects of the social validity? Were the raters trained? Were reliability and validity established for social validation instruments?

4) A) Were targeted and nontargeted responses measured in the study? Could discriminant validity be established in that the treatment was successful in appropriate situations but not in others? Was transfer-appropriate processing evidenced? B) If the treatment consisted of more than one component, did the researcher attempt to dismantle the joint effects? How would dismantling the joint effects affect the integrity of the intervention?

5) A) Were treatment procedures standardized, formalized in written form, and monitored to ensure that they were implemented according to plan? Could an argument be made that the experimental procedures needed to be modified to meet the needs of the individuals in the study (response-guided experimentation)? B) What dependent measures were used? Were multiple dependent measures or a single dependent measure used?

6) A) Were immediate and large effects of the interventions visible in the data following intervention? If not, was the behavior one that might justify small, delayed results B) Was a multiple-baseline design used, in that the treatment was applied to several behaviors, people, and settings? How diverse was the population to which the treatments were applied? Could the effect be attributable to the uniqueness of the individual in the study?