Ch13 + Experimental Research Quasi and | Test Bank Docx - Educational Research 6e Answer Key + Test Bank by Robert Burke Johnson. DOCX document preview.
Chapter 13: Experimental Research: Quasi and Single-Case Designs
Learning Objectives
- Explain the difference between strong experimental research designs and quasi-experimental research designs.
- Explain the limitations of quasi-experimental designs in making causal inferences compared to strong designs.
- Explain the characteristics of the nonequivalent comparison-group quasi-experimental design and how to search for rival hypotheses that might explain the obtained results.
- Explain the characteristics of the interrupted time-series designs.
- Explain how the regression discontinuity design assesses the effect of a treatment.
- Explain how time-series and single-case research designs attempt to rule out confounding variables.
- Explain how a treatment effect is demonstrated in single-case research designs.
- Explain the limitations of each of the single-case research designs.
- Recognize and understand the methodological issues in single-case research designs.
Multiple Choice Questions
1. A key characteristic that differentiates quasi-experiments from strong experiments is:
a. The lack of a control group
b. The lack of a pretest
c. The lack of random assignment
d. The lack of a posttest
Learning Objective: 1
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Easy
2. A statistical technique used to equate nonequivalent groups on their pretest scores in a nonequivalent comparison-groups design is:
a. ANCOVA
b. t-test
c. Reversal technique
d. Time-series analysis
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Medium
3. A selection-maturation effect occurs when:
a. Participants are randomly assigned to groups
b. Participants in nonequivalent groups mature at different rates
c. Participants in nonequivalent groups get exposed to different historical events
d. Participants in nonequivalent groups are given multiple pretests and posttests
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Medium
4. A researcher does a study examining the effects of a preschool program. He uses a nonequivalent comparison-group design. He finds that the cognitive growth of his experimental group is greater than that of his control. Unfortunately, he later finds that in general children who live in the area where he drew his experimental group tend to grow faster cognitively than children who were from the area where he drew his control group. When he discovered this problem, he discovered what threat to the internal validity of his study?
a. Selection-maturation effect
b. History effect
c. Selection-instrumentation effect
d. Testing effect
Learning Objective: 3
Cognitive Domain: Application
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Medium
5. The design where the pattern of pretest responses is compared with the pattern of posttest responses is called:
a. Posttest-only control-group design
b. A nonequivalent comparison-group design
c. An interrupted time-series design
d. A structural equation model
Learning Objective: 4
Cognitive Domain: Comprehension
Answer Location: Interrupted Time-Series Design
Difficulty Level: Medium
6. A researcher is interested in improving student attention in a classroom. She measures student attention during five preintervention sessions. Her measure is the number of students attending in the class (out of 25 students). She then introduces the program to increase the number of children paying attention. She then measures six more times the number of children attending. Which series would best show that the intervention had an effect?
a. Series 1
b. Series 2
c. Series 3
d. None show a potential effect
Learning Objective: 4
Cognitive Domain: Analysis
Answer Location: Interrupted Time-Series Design
Difficulty Level: Hard
7. Which series shows a potential maturation effect?
a. Series 1
b. Series 2
c. Series 3
d. None show a potential effect
Learning Objective: 4
Cognitive Domain: Analysis
Answer Location: Interrupted Time-Series Design
Difficulty Level: Hard
8. Which series seems indicative of no effect?
a. Series 1
b. Series 2
c. Series 3
d. All lines show an effect
Learning Objective: 4
Cognitive Domain: Analysis
Answer Location: Interrupted Time-Series Design
Difficulty Level: Hard
9. In a quasi-experimental study, when an event occurs during the study that affects the dependent variable scores of one group but not the other, this is called:
a. A selection-history effect
b. A selection-maturation effect
c. A maturation effect
d. A selection-instrumentation effect
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Design
Difficulty Level: Medium
10. A researcher is carrying out a quasi-experimental study. She has experimental groups in one school, and a control group in another. During the intervention phase of her study, the control school has a small fire that forces students to leave the school for one hour. She finds huge differences between the experimental and control groups after the study is completed. While there could be an effect of her intervention, a possible rival hypothesis might be:
a. There was a maturation effect
b. There was an instrumentation effect
c. There was a differential history or selection-history effect
d. There was a selection-maturation effect
Learning Objective: 3
Cognitive Domain: Application
Answer Location: Quasi-Experimental Research Design
Difficulty Level: Difficult
11. In an A-B-A single-case design, participants get which of the following sequences of treatment and baseline:
a. Baseline, Treatment
b. Treatment, Baseline, Treatment
c. Baseline, Treatment, Baseline
d. Baseline, Treatment, Treatment
Learning Objective: 6
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
12. For a treatment to be deemed effective when used in the context of an A-B single-case design, what has to occur?
a. Behavior should change as the treatment is implemented
b. Behavior should return to baseline levels when the treatment is removed
c. When the treatment is removed, behavior should stay at the level that was created by the treatment rather than revert back to the baseline
d. The line representing the A phase should intersect with the line representing the B phase
Learning Objective: 6, 7
Cognitive Domain: Application
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
13. An advantage of the A-B-A-B single-case design over the A-B-A design is that:
a. It ends the study on a more positive behavioral change
b. It ends on the baseline
c. It does not require reversal of the treatment effect
d. It ends on a reversal
Learning Objective: 6
Cognitive Domain: Analysis
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Hard
14. A problem with the A-B-A and the A-B-A-B designs is that:
a. The treatment effect might not reverse upon removal of the treatment
b. They cannot be used in real world settings
c. The treatment effect often gets reversed in the second baseline phase
d. The control group is not randomly assigned
Learning Objective: 6, 7
Cognitive Domain: Analysis
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
15. A single-case experimental design in which the response to the experimental treatment condition is compared to baseline responses taken before and after administering the treatment condition. What design is this?
a. Multiple-baseline design
b. A-B-A design
c. A-B-A-B design
d. Regression-discontinuity design
Learning Objective: 6
Cognitive Domain: Application
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
16. In a multiple-baseline design across people:
a. The treatment is introduced at the same time to all participants
b. The treatment introduction is staggered in time across the participants
c. The first person receiving the treatment has no baseline data
d. Multiple people get an ABA design
Learning Objective: 6, 7
Cognitive Domain: Comprehension
Answer Location: Multiple-Baseline Design
Difficulty Level: Medium
17. A researcher does a multiple-baseline study across individuals looking at the effect of a 15-minute nap on first grade children’s attention to academic work. Four children are included in the study. Below are graphs of the results. The dependent measure is the number of minutes the child is on task. Child 1 gets the treatment after 5 baseline sessions. Child 2 gets the treatment after 10 baseline sessions, Child 3 after 15, and Child 4 after 20. 
Overall, the nap:
a. Was effective in increasing time on task
b. Was ineffective in increasing time on task
c. Was unrelated to time on task
d. Might have had an effect but impossible to tell from the graph
Learning Objective: 6, 7
Cognitive Domain: Analysis
Answer Location: Multiple-Baseline Design
Difficulty Level: Hard
18. What evidence in the graphs rules out history or maturation effects as causing the change in time on task?
a. The treatment leads to change for each child regardless when the session was started
b. All of the baselines are of the same length
c. All the participants were at the same mean level of attention during baseline
d. All of the participants started the treatment during the same session
Learning Objective: 6, 7
Cognitive Domain: Analysis
Answer Location: Multiple-Baseline Designs
Difficulty Level: Hard
19. The changing-criterion design shows the effectiveness of a treatment when:
a. The change in behavior is a reversal of earlier behavior
b. The change in behavior always in an upward direction
c. The change in behavior moves with the change in the criterion
d. Behavior changes occur regardless of changing criterion
Learning Objective: 6, 7
Cognitive Domain: Comprehension
Answer Location: Changing-Criterion Design
Difficulty Level: Medium
20. In a changing-criterion design, changes in criterion are best done:
a. As soon as the prior criterion is met
b. When the previous criterion is met and the behavior has stabilized
c. Regardless of the previous criteria
d. After a fixed number of trials
Learning Objective: 6
Cognitive Domain: Comprehension
Answer Location: Changing-Criterion Design
Difficulty Level: Medium
21. The baseline in a single-case study:
a. Represents the dependent variable before the treatment
b. Represents the dependent variable during the treatment
c. Can only represent one person at a time
d. Is represented by the letter B in A-B or A-B-A-B designs
Learning Objective: 6
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-Designs
Difficulty Level: Medium
22. In order to draw a causal conclusion from a multiple-baseline design, what must occur?
a. The treatment needs to change the behavior when it is implemented for the different people, behaviors, or settings
b. The treatment effect has to reverse upon return to baseline
c. The behaviors, settings, or people must be highly related or interdependent
d. Multiple groups need to participate in the study
Learning Objective: 7
Cognitive Domain: Comprehension
Answer Location: Multiple-Baseline Design
Difficulty Level: Medium
23. When is the baseline trend opposite of the trend during treatment?
a. The effect is powerfully demonstrated
b. The trend obscures causal conclusions
c. Maturation effects threaten internal validity
d. It is impossible to find a treatment effect
Learning Objective: 7
Cognitive Domain: Application
Answer Location: A-B-A and A-B-A-Designs
Difficulty Level: Medium
24. David is conducting a single-case study with one of his students. He has noticed that there is a great deal of variability in the data. To be prudent, he should
a. Increase the length of the study
b. Use only visual inspection to interpret the data
c. Do a statistical analysis of the data
d. Decrease the length of the study
Learning Objective: 9
Cognitive Domain: Application
Answer Location: Methodological Considerations in Using Single-Case Designs
Difficulty Level: Medium
25. In a regression-discontinuity design the most likely validity threat is the:
a. random assignment
b. history effect
c. differential history effect
d. differential attrition
Learning Objective: 5
Cognitive Domain: Comprehension
Answer Location: Regression-continuity Design
Difficulty Level: Medium
26. A hypothesis that does not receive support in one single-case study:
a. Should be discarded
b. Should be tested on other individuals before it is discarded
c. Should be tested in a group design only
d. Is theoretically useless
Learning Objective: 7
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-Designs
Difficulty Level: Medium
27. A researcher is interested in the effect of a late afternoon snack on attention to school work. She designs a single-case design to test the hypothesis that the snack will increase the number of minutes of attention. She uses one child and starts out by measuring his attention to school work during 10 baseline sessions. She then introduces the snack for 10 sessions. After those 10 sessions, she withdraws the snack and examines 10 sessions of baseline again. Finally, she then reintroduces the snack for 10 more sessions. What kind of design is this?
a. Multiple-baseline design across settings
b. ABAB design
c. Changing-Criterion Design
d. Multiple-baseline design across people
Learning Objective: 7
Cognitive Domain: Analysis
Answer Location: A-B-A and A-B-A-Designs
Difficulty Level: Medium
28. The most common reason for using a quasi-experimental research design is that:
a. The participants are maturing too fast
b. The dependent variable cannot be measured reliably
c. It is unethical to manipulate the independent variable
d. Participants cannot be randomly assigned to groups
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Medium
29. The nonequivalent comparison-group design is a quasi-experimental design in which, for reasons of practicality, we cannot insure that the control and experimental groups are equivalent to each other when the experiment begins. The major interpretational difficulty imposed by this design is:
a. Measuring whether the two groups are different from each other on the posttest
b. Deciding how much each group has gained
c. Determining when enough data points are collected
d. Being sure that any differences between groups at the end of the experiment are due to the independent variable’s influence and not due to preexisting group differences
Learning Objective: 2
Cognitive Domain: Application
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Medium
30. The primary way of determining whether a threat to the internal validity of the nonequivalent comparison-group design is plausible is to:
a. Look at the pattern produced by the results of the experiment and decide if the threat is plausible
b. Conduct an analysis of variance of the data
c. Determine if the experimental design included a control group
d. Consult with other researchers in the field
Learning Objective: 2, 3
Cognitive Domain: Comprehension
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Medium
31. Compared to the results that would be obtained from a randomized or strong experimental design, the nonequivalent comparison-group design:
a. Produces biased results in almost all cases
b. Can give the same results if equally well designed and executed
c. Will usually give better and more valid results
d. Will always give inaccurate results
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Medium
32. Dr. English wants to test an incentive program to increase attendance in her classes. For the first eight weeks of the semester, she does not use the program and records attendance rates each week. Then she initiates the incentive program for the last eight weeks and continues to record attendance rate each week. She detects an increase in attendance over the last eight weeks. What design did Dr. English use?
a. Nonequivalent comparison-group design
b. Posttest-only design
c. Interrupted time-series design
d. One group pretest-posttest design
Learning Objective: 4
Cognitive Domain: Analysis
Answer Location: Interrupted Time-Series Design
Difficulty Level: Hard
33. The most likely source of confounding in the interrupted time-series design is:
a. Attrition
b. Regression artifact
c. Differential selection
d. History
Learning Objective: 4
Cognitive Domain: Comprehension
Answer Location: Interrupted Time-Series Design
Difficulty Level: Medium
34. Visual inspection of the data in an interrupted time-series design is not always sufficient. It is sometimes important to determine if the change in response pattern is statistically significant by analyzing the data using which of the following procedures?
a. A correlated t test
b. Analysis of covariance
c. An autoregressive moving average model
d. Correlational analysis
Learning Objective: 4
Cognitive Domain: Comprehension
Answer Location: Interrupted Time-Series Design
Difficulty Level: Medium
35. All single-case designs are some form of:
a. A factorial design
b. A time-series design
c. A single-group pretest-posttest design
d. A repeated-measures design
Learning Objective: 7
Cognitive Domain: Comprehension
Answer Location: Analysis
Difficulty Level: Medium
36. A treatment effect is demonstrated in the regression-discontinuity design by:
a. A discontinuity in the regression line
b. A significant difference in the pretest and posttest scores
c. Multivariate analysis of covariance
d. The demonstration of an interaction
Learning Objective: 6
Cognitive Domain: Knowledge
Answer Location: Single-case Experimental Data
Difficulty Level: Easy
37. The regression-discontinuity design:
a. Is a relatively weak design for demonstrating a treatment effect
b. Is subject to many potential threats to internal validity
c. Is a type of pretest-posttest design
d. Is a very good design to use especially when certain criteria are met
Learning Objective: 5
Cognitive Domain: Comprehension
Answer Location: Regression-Discontinuity Design
Difficulty Level: Medium
38. What aspect of the A-B-A design helps us determine whether the treatment, as opposed to some other variable, was responsible for the observed change in behavior?
a. Seeing the target behavior return to baseline when the treatment is removed
b. Observing both a treated and a yoked control participant
c. Recording the baseline behavior only once prior to adding the treatment
d. Taking multiple measures of behavior during the treatment
Learning Objective: 7, 9
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
39. The “B” in the A-B-A design represents the ________ condition:
a. Baseline
b. Behavioral
c. Treatment
d. Withdrawal
Learning Objective: 6, 9
Cognitive Domain: Knowledge
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Easy
40. What important assumption has to exist to rule out rival hypotheses in the A-B-A design?
a. Single participants will cooperate with long-term observations
b. The participant actually believes that the treatment has an effect
c. The observation of the behavior is fun
d. The effects of the treatment are reversible upon withdrawal
Learning Objective: 6, 7, 8
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
41. If you know that the targeted behavior will not reverse following administration of the treatment condition, which of the following would be a good choice for a single-case design?
a. The A-B-A design
b. The multiple baseline design
c. The A-B-A-B design
d. The A-B-A-B-A design
Learning Objective: 8, 9
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
42. For the multiple-baseline design to demonstrate a treatment effect:
a. All behaviors should change, but only after the treatment is imposed
b. All behaviors should change in all individuals when the treatment is imposed on the first person
c. Some behaviors should increase and some should decrease in frequency
d. The treated behaviors should change from baseline immediately while the untreated behaviors should change more quickly
Learning Objective: 7, 9
Cognitive Domain: Comprehension
Answer Location: Multiple-Baseline Designs
Difficulty Level: Medium
43. When using the multiple-baseline design, the behaviors that are measured must be:
a. Really problematic behaviors
b. Unique or rarely reported in the literature
c. Independent of each other
d. The independent variable
Learning Objective: 6
Cognitive Domain: Knowledge
Answer Location: Multiple-Baseline Designs.
Difficulty Level: Easy
44. Luke is conducting a changing-criterion design. In order for him to conclude that the treatment effected the target behavior, his data must:
a. Attain statistical significance
b. Show successive changes with changing criterion
c. Return to baseline within two weeks of the end of the treatment
d. Demonstrate a return to baseline following each change in the criterion
Learning Objective: 7, 9
Cognitive Domain: Application
Answer Location: Changing-Criterion Design
Difficulty Level: Hard
45. Major considerations for the changing-criterion design include all the following EXCEPT:
a. The length of the baseline and treatment phases
b. The magnitude of the criterion changes
c. The number of treatment phases
d. Group pretest scores.
Learning Objective: 9
Cognitive Domain: Analysis
Answer Location: Changing-Criterion Design
Difficulty Level: Medium
46. Justin is going through his own personal program of endurance training. In the first two weeks, he rewards himself with a quarter every day if he runs a complete mile. In the next two weeks, he gives himself a quarter for every two consecutive miles run. Next, he gives himself a quarter for every three consecutive mile run and so on until he can run eight consecutive miles a day. This program is very much like which single-case research design?
a. A-B-A
b. Multiple-baseline
c. Changing-criterion
d. Interaction
Learning Objective: 9
Cognitive Domain: Application
Answer Location: Changing-Criterion Design
Difficulty Level: Medium
47. In an attempt to reduce the use of gasoline, a city imposed a $2.50 per gallon tax on gasoline in 2010. A researcher working for the city located data on annual gallons used for the five years leading up to the gas tax (to provide a baseline) and located data for the five years after the start of the gasoline tax (to show the consumption pattern after the tax). Which of the following best describes this study design?
a. A-B-A-B design
b. Changing-criterion design
c. Interrupted time-series design
d. Regression-discontinuity design
Learning Objective: 4
Cognitive Domain: Application
Answer Location: Interrupted Time-Series Design
Difficulty Level: Medium
48. Dr. Hand conducted a study with experimental and control groups who were given pretest and posttest measures. Before analyzing his data, Dr. Hand adjusted the participant’s posttest scores based on their performance on the pretest. The procedure he used to adjust the scores is known as:
a. Analysis of variance
b. Analysis of covariance
c. Analysis of regression
d. Analysis of discontinuity
Learning Objective: 3
Cognitive Domain: Application
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Medium
49. A researcher compares the regression lines of an experimental and control group. This is an example of which type of nonexperimental design?
a. Nonequivalent comparison-group
b. Interrupted time-series
c. Regression-discontinuity
d. Single-case
Learning Objective: 5
Cognitive Domain: Comprehension
Answer Location: Regression-Discontinuity Design
Difficulty Level: Easy
50. The design in which people are assigned to the experimental and control group based upon a cut-off score is the:
a. Nonequivalent comparison-group
b. Interrupted time-series
c. Regression-discontinuity
d. Single-case
Learning Objective: 5
Cognitive Domain: Comprehension
Answer Location: Regression-Discontinuity Design
Difficulty Level: Easy
51. Single-case designs are used:
a. When you have nonequivalent groups
b. Only with single individuals
c. With intact groups that cannot be divided
d. In multiple settings every time
Learning Objective: 9
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
52. A student’s behavior is observed throughout the school day. Then a behavior change intervention is implemented in her main classroom. After the intervention, her behavior is observed in art, music, and PE in addition to her main classroom. This is an example of a __________ design.
a. Multiple baseline across settings
b. Multiple baseline across participants
c. Interrupted time-series
d. Regression-discontinuity
Learning Objective: 9
Cognitive Domain: Application
Answer Location: Multiple-Baseline Design
Difficulty Level: Medium
53. Researchers can use quasi-experimental research designs to make inferences about causation by:
a. Ruling out threats to internal validity
b. Excluding participants who do not conform
c. Using statistical analyses
d. Using random assignment
Learning Objective: 2
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs.
Difficulty Level: Medium
54. Carl is conducting a research study comparing the effectiveness of two tutoring programs. He has four schools willing to work with him on this project. However the schools are already using tutoring programs and will not allow Carl randomly assign students to the two programs. Which type of research design would be best for Carl to use?
a. A strong experimental design
b. A weak experimental design
c. A quasi-experimental design
d. A multiple-baseline design
Learning Objective: 1
Cognitive Domain: Application
Answer Location: Quasi-Experimental Research Designs.
Difficulty Level: Hard
55. Strong experimental research designs differ from quasi-experimental research designs in that in quasi-experimental research designs:
a. There are more participants involved in the study.
b. Ruling out rival hypotheses is more difficult
c. Participants experience many more manipulations of the independent variable
d. Random assignment is always used
Learning Objective: 1
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs.
Difficulty Level: Medium
56. Unlike studies with strong research designs, studies with quasi-experimental research designs:
a. Cannot make inferences about causality
b. Rely on random assignment to control extraneous variables
c. Cannot demonstrate that causes precede effects
d. Must collect data that rule out alternative hypotheses for results
Learning Objective: 1
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs.
Difficulty Level: Medium
57. When compared to strong experimental research designs, quasi-experimental research designs:
a. Are more likely to be impacted by confounding variables
b. Are less likely to be impacted by confounding variables
c. Have an easier time meeting the conditions needed to infer causality
d. Are less optimal designs than weak experimental research designs
Learning Objective: 1
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs.
Difficulty Level: Medium
58. When using a quasi-experimental research design, inferring causation is often hampered by the design’s ability to demonstrate that:
a. A cause covaried with an effect
b. A cause came before the effect
c. Rival hypotheses are not likely explanations
d. Manipulation of the independent variable preceded measurement of the dependent variable
Learning Objective: 2
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs.
Difficulty Level: Medium
59. Strong research designs infer causality _______________ quasi-experimental research designs.
a. Better than
b. About as well as
c. More poorly than
d. Half as well as
Learning Objective: 2
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs.
Difficulty Level: Medium
60. A limitation of the A-B-A and A-B-A-B single-case designs is that:
a. All participants experience the treatment phase
b. Some variables do not return to baseline levels when treatment is withdrawn
c. Demonstrating causality is difficult
d. Baseline phases must be longer than treatment phases
Learning Objective: 8
Cognitive Domain: Analysis
Answer Location: A-B-A and A-B-A-B Single-Case Designs
Difficulty Level: Medium
61. When using a multiple-baseline design, a limitation is that:
a. History effects are often involved
b. Only two settings can be investigated
c. Behaviors and participants involved must be independent
d. Lack of reversal effects indicate treatment failure
Learning Objective: 8
Cognitive Domain: Analysis
Answer Location: Multiple-Baseline Design
Difficulty Level: Medium
62. Ms. Smith has decided to implement a changing-criterion design to improve students’ behavior. Which of the following is an issue she should attend to in order to be successful?
a. Behavioral stability is not required in order to change the criterion
b. Treatment phases should all be of the same length
c. Treatment phases should always be longer than baseline phases
d. The criterion should only be changed 2–4 times
Learning Objective: 8
Cognitive Domain: Analysis
Answer Location: Changing-Criterion Design
Difficulty Level: Medium
True-False
1. A potential threat to the nonequivalent comparison-group design is the presence of a differential attrition effect.
a. True
b. False
Learning Objective: 2
Cognitive Domain: Comprehension
Answer Location: Table 13.1,
Difficulty Level: Easy
2. A potential threat to the nonequivalent comparison-group design is the presence of a selection-history effect.
a. True
b. False
Learning Objective: 2
Cognitive Domain: Comprehension
Answer Location: Table 13.1
Difficulty Level: Hard
3. In quasi-experimental designs there are different criteria for inferring causality than in strong research designs.
a. True
b. False
Learning Objective: 2
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Designs
Difficulty Level: Medium
4. Dr. Thomas wanted to determine if the enrichment program that was implemented enhanced the achievement test scores of students. All students with an IQ of 120 or higher were placed in this program. He could use the regression-discontinuity design to test the effectiveness of this program.
a. True
b. False
Learning Objective: 5
Cognitive Domain: Application
Answer Location: Regression-Discontinuity Design
Difficulty Level: Medium
5. A stable baseline consists of a lack of trend and little variability.
a. True
b. False
Learning Objective: Knowledge
Cognitive Domain: 7, 9
Answer Location: Table 13.4
Difficulty Level: Easy
6. In an interrupted time-series designs pretest and posttest scores are compared.
a. True
b. False
Learning Objective: 4
Cognitive Domain: Comprehension
Answer Location: Interrupted Time-Series Design
Difficulty Level: Medium
7. In a regression-discontinuity design, both groups are exposed to the treatment to see if it equally impacts people who score above and below the cut-off score.
a. True
b. False
Learning Objective: 5
Cognitive Domain: Application
Answer Location: Regression-Discontinuity Design
Difficulty Level: Medium
8. A limitation of the A-B-A design is that the researcher discontinues the study in the baseline rather than intervention phase.
a. True
b. False
Learning Objective: 8
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
9. If a researcher must conduct a research study using intact classrooms rather than randomly assigning participants to the classrooms, a quasi-experimental design will appropriate.
a. True
b. False
Learning Objective: 1
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Designs
Difficulty Level: Medium
10. Random assignment occurs in interrupted time-series designs.
a. True
b. False
Learning Objective: 4
Cognitive Domain: Comprehension
Answer Location: Interrupted Time-Series Design
Difficulty Level: Medium
11. Although there is a likelihood of selection bias in the nonequivalent comparison-group design, the use of a pretest can help identify and alleviate some of the danger of this bias.
a. True
b. False
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Medium
12. Control techniques such as matching and statistical control can be used with the nonequivalent comparison-group design to help reduce the problem of differential selection.
a. True
b. False
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Medium
13. In single-case studies, visual inspection of data leads to the identification of treatment effects unless the baseline and treatment data overlap or there is a great deal of variability in the data.
a. True
b. False
Learning Objective: 9
Cognitive Domain: Comprehension
Answer Location: Table 13.4
Difficulty Level: Hard
14. Strong experimental designs and quasi-experimental designs differ in that quasi-experimental designs do not include control groups.
a. True
b. False
Learning Objective: 1
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Medium
15. In single-case research designs, the effectiveness of the treatment is demonstrated by changes in the dependent variable from baseline to the treatment conditions.
a. True
b. False
Learning Objective: 7
Cognitive Domain: Comprehension
Answer Location: Single-Case Experimental Designs
Difficulty Level: Medium
16. Time-series and single-case research designs control for confounding extraneous variables by using the same participants in all phases of the study.
a. True
b. False
Learning Objective: 6
Cognitive Domain: Comprehension
Answer Location: Interrupted Time-Series Design, Single-Case Experimental Designs
Difficulty Level: Medium
17. When using an A-B-A or an A-B-A-B design it is necessary that reversal occurs if one hopes to make a justified claim of cause and effect.
a. True
b. False
Learning Objective: 7
Cognitive Domain: Comprehension
Answer Location: Single-Case Experimental Designs
Difficulty Level: Medium
18. When using a single-case design you should change one variable at a time.
a. True
b. False
Learning Objective: 6, 7, Table 13.4
Cognitive Domain: Comprehension
Answer Location: Single-Case Experimental Designs
Difficulty Level: Medium
19. In single-subject research designs, the baseline phase is a benchmark against which the treatment condition’s results are compared.
a. True
b. False
Learning Objective: 7
Cognitive Domain: Comprehension
Answer Location: Methodological Consideration in Using Single-Case Designs, Table 13.4
Difficulty Level: Medium
20. Multiple-baseline designs control for history effects in a way that A-B-A and A-B-A-B designs cannot.
a. True
b. False
Learning Objective: 2
Cognitive Domain: Comprehension
Answer Location: Multiple-Baseline Designs
Difficulty Level: Medium
21. When using single-case designs, there is agreement that each phase should be of equal length.
a. True
b. False
Learning Objective: 9
Cognitive Domain: Comprehension
Answer Location: Methodological Considerations in Using Single-Case Designs
Difficulty Level: Medium
Essay
1. Compare and contrast strong experimental research designs and quasi-experimental research designs.
Learning Objective: 1
Cognitive Domain: Comprehension
Answer Location: Quasi-experimental research designs
Difficulty Level: Medium
2. What are the characteristics of nonequivalent comparison-group quasi-experimental design and how are rival hypotheses that might explain the results?
Learning Objective: 3
Cognitive Domain: Analysis
Answer Location: Nonequivalent Comparison-Group Quasi-Experimental Design.
Difficulty Level: Medium
3. In single-case and time-series research designs, how are confounding variables ruled out?
Learning Objective: 6
Cognitive Domain: Comprehension
Answer Location: Interrupted Time-Series Design, Single-Case Experimental Designs
Difficulty Level: Easy
4. Describe the Imitations of each of the single-case research designs discussed in Chapter 13.
Learning Objective: 8
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-B Designs, Multiple-Baseline Design, Changing-Criterion Design
Difficulty Level: Medium
5. Compare and contrast how quasi-experimental and strong experimental designs make causal inferences.
Learning Objective: 2
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Medium
Document Information
Connected Book
Educational Research 6e Answer Key + Test Bank
By Robert Burke Johnson
Explore recommendations drawn directly from what you're reading
Chapter 11 Research Validity – All Methods
DOCX Ch. 11
Chapter 12 Experimental Research Weak and Strong Designs
DOCX Ch. 12
Chapter 13 Experimental Research Quasi and Single-Case Designs
DOCX Ch. 13 Current
Chapter 14 Nonexperimental Quantitative Research
DOCX Ch. 14
Chapter 15 Narrative Inquiry and Case Study Research
DOCX Ch. 15