d-05 part 3

with an alternating treatments/multielement design, treatment effects can occur quickly are temporary cannot be proven cannot be replicated

can occur quickly

an alternating treatments design requires an initial baseline condition could exacerbate sequence effects could be used with data that are not stable requires stable data prior to changing conditions

could be used with data that are not stable

implementing an independent variable until the response is stable, removing it, introducing another independent variable until the response is stable and removing it is characteristic of a/an multiple treatments design multielement design alternating treatments design reversal design

multiple treatments design

with a multielement/alternating treatments design graph, experimental control is demonstrated when one data path is consistently higher than the other data path abrupt changes in level or trend occur at the onset of the other condition one data path is consistently stable relative to the other data path the two data paths increase or decrease at the same times and levels

one data path is consistently higher than the other data path

multielement design data show reduced aggression. at the end of the study you eliminate the ineffective condition you might see a change in attributable to baseline logic multiple treatment interference reduces the probability of a change in behavior you will demonstrate experimental control if an abrupt change in level or trend occurs. you might see a change due to multiple treatment interference in the previous condition.

you might see a change due to multiple treatment interference in the previous condition.

which sequence of sessions would characterize an alternating treatment design? (for example, "4 baseline, 3 praise" means 4 baseline sessions followed by 3 sessions in which praise is the intervention.) 4 baseline, 7 braise, 6 extinction, 6 praise 5 baseline, extinction and praise conducted at teh same time 7 praise, 6 extinction, 8 praise 4 baseline, 1 praise, 1 extinction,2 praise, 2 extiction, 1 praise

4 baseline, 1 praise, 1 extinction,2 praise, 2 extiction, 1 praise

with which design will you change the condition every sesion or nearly every session reversal design alternating treatments design changing criterion desing multiple treatment design

alternating treatments design

the alternating treatments design is characterized by two or more concurrently running contingencies alternation of conditions based on stability of the data alternation of conditions based on time alternation of conditions each day, each session or within a session

alternation of conditions each day, each session or within a session

with an alternating tretments/multielement design, treatment effects may be reversed at the discretion of the lead investigator do not have to be reversed should be reversed at least twice should be reversed early

do not have to be reversed

alternating treatments design data indicating behavior at a particular level also reflect behavior at that level in the absence of the other condition reflect a true effect if the other condition is a baseline condition do not necessarily reflect behavior at that level in the absence of the other condition do not necessarily reflect behavior at that level in the presence of the other condition

do not necessarily reflect behavior at that level in the absence of the other condition

With an alternating treatments/ multielement design, early termination of the study is often not fatal loss of a subject (Attrition) is always fatal an initial baseline condition is required unstable data is always fatal

early termination of the study is often not fatal

the alternating treatments design controls for stability poor implementation of procedures multiple treatment interference instability

instability

using a multi-element design, you want to compare peer mediated reinforcement to teacher mediated reinforceemnt. which might you do? make sure the student can see who delivers each reinforcer associate one type of reinforcer with peers and another type with teachers keep reinforcers out of sign until the target behavior occurs have teachers and peers deliver reinforcers in a different manner.

make sure the student can see who delivers each reinforcer

with the alternating treatments design, multiple treatment interference is addressed by making the condiitons highly generalizable making the conditions highly discriminable continuing the baseline conducting a component analysis

making the conditions highly discriminable

the alternating treatment design control for maturation stability generalization effects multiple treatment interference

maturation

the alternating treatments designs controls for reversible treatment effects longetivity maturation physiological interference

maturation

with the alternating treatments design, discrimination between conditions is important to minimize multiple treatment interference make up for the lack of baseline maximize sequence effects minimize frustration of students

minimize multiple treatment interference

the alternating treatments design controls for implementation issues efficiency effects generalization effects sequence effects

sequence effects

the alternating treatments design controls for sequence effects stable data pattern effects countercontrol

sequence effects

which circumstance would be fatal to the internal validity of your alternating treatments design experiment? a baseline is run on only half of the participants and for the other half, baseline is in effect for only 3 sessions a couple of subjects drop out the experiement ends prematurely some subjects consistently receive intervention x while others consistently receieve intervetion y

some subjects consistently receive intervention x while others consistently receieve intervetion y