Ch13 Experimental Research Quasi Test Questions & Answers - Educational Research Quantitative Approaches 7e Bank by R. Burke Johnson. DOCX document preview.
Chapter 13: Experimental Research: Quasi and Single-Case Designs
Test Bank
Multiple Choice
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: 13-1: Explain the difference between strong experimental research designs and quasi-experimental research designs.
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Medium
2. A key difference between quasi-experiments and experiments in terms of showing causality is what?
A. Quasi-experiments can never show causality.
B. Quasi-experiments depend on random assignment to rule out alternative causes.
C. Experiments are often confounded by selection effects and other extraneous variables.
D. Quasi-experiments depend on control techniques other than random assignment to rule out confounding variables.
Learning Objective: 13-1: Explain the difference between strong experimental research designs and quasi-experimental research designs.
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Medium
3. 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: 13-3: Explain the characteristics of the nonequivalent comparison-group quasi-experimental design and how to search for rival hypotheses that might explain the obtained results.
Cognitive Domain: Comprehension
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Medium
4. 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: 13-3: Explain the characteristics of the nonequivalent comparison-group quasi-experimental design and how to search for rival hypotheses that might explain the obtained results.
Cognitive Domain: Comprehension
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Medium
5. 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: 13-3: Explain the characteristics of the nonequivalent comparison-group quasi-experimental design and how to search for rival hypotheses that might explain the obtained results.
Cognitive Domain: Application
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Hard
6. 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: 13-4: Explain the characteristics of the interrupted time-series designs.
Cognitive Domain: Comprehension
Answer Location: Interrupted Time-Series Design
Difficulty Level: Medium
7. 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: 13-4: Explain the characteristics of the interrupted time-series designs.
Cognitive Domain: Analysis
Answer Location: Interrupted Time-Series Design
Difficulty Level: Medium
8. Which series shows a potential maturation effect?
A. series 1
B. series 2
C. series 3
D. none show a potential effect
Learning Objective: 13-4: Explain the characteristics of the interrupted time-series designs.
Cognitive Domain: Analysis
Answer Location: Interrupted Time-Series Design
Difficulty Level: Medium
9. Which series seems indicative of no effect?
A. series 1
B. series 2
C. series 3
D. all lines show an effect
Learning Objective: 13-4: Explain the characteristics of the interrupted time-series designs.
Cognitive Domain: Analysis
Answer Location: Interrupted Time-Series Design
Difficulty Level: Medium
10. 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: 13-3: Explain the characteristics of the nonequivalent comparison-group quasi-experimental design and how to search for rival hypotheses that might explain the obtained results.
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Design
Difficulty Level: Medium
11. 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 1 hr. 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: 13-3: Explain the characteristics of the nonequivalent comparison-group quasi-experimental design and how to search for rival hypotheses that might explain the obtained results.
Cognitive Domain: Application
Answer Location: Quasi-Experimental Research Design
Difficulty Level: Hard
12. 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: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
13. For a treatment to be deemed effective when used in the context of an A-B-A single-case design, what has to occur?
A. Behavior should change as the treatment is implemented and return to baseline levels when the treatment is removed.
B. When the treatment is removed, behavior should stay at the level that was created by the treatment rather than revert back to the baseline.
C. The “A-phase” should always indicate higher levels of performance than the “B-phase.”
D. The line representing the A phase should intersect with the line representing the B phase.
Learning Objective: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Application
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Hard
14. 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: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Analysis
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
15. 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: 13-8: Explain the limitations of each of the single-case research designs.
Cognitive Domain: Analysis
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
16. 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: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Application
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Hard
17. 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 A-B-A design
Learning Objective: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Comprehension
Answer Location: Multiple-Baseline Design
Difficulty Level: Medium
18. A researcher does a multiple-baseline study across individuals looking at the effect of a 15-min 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: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Analysis
Answer Location: Multiple-Baseline Design
Difficulty Level: Medium
19. 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 of 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: 13-6: Explain how time-series and single-case research designs attempt to rule out confounding variables.
Cognitive Domain: Analysis
Answer Location: Multiple-Baseline Design
Difficulty Level: Medium
20. 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: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Comprehension
Answer Location: Changing-Criterion Design
Difficulty Level: Medium
21. 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: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Comprehension
Answer Location: Changing-Criterion Design
Difficulty Level: Medium
22. 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: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
23. 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: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Comprehension
Answer Location: Multiple-Baseline Design
Difficulty Level: Medium
24. 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: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Application
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
25. 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: 13-9: Recognize and understand the methodological issues in single-case research designs.
Cognitive Domain: Application
Answer Location: Methodological Considerations in Using Single-Case Designs
Difficulty Level: Medium
26. 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: 13-5: Explain how the regression-discontinuity design assesses the effect of a treatment.
Cognitive Domain: Comprehension
Answer Location: Regression-Discontinuity Design
Difficulty Level: Medium
27. 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: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
28. A researcher is interested in the effect of a late afternoon snack on attention to schoolwork. 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 schoolwork 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. A-B-A-B design
C. changing-criterion design
D. multiple-baseline design across people
Learning Objective: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Analysis
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
29. 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: 13-3: Explain the characteristics of the nonequivalent comparison-group quasi-experimental design and how to search for rival hypotheses that might explain the obtained results.
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Medium
30. The nonequivalent comparison-group design is a quasi-experimental design in which, for reasons of practicality, we cannot ensure 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: 13-2: Explain the limitations of quasiexperimental designs in making causal inferences compared to strong designs.
Cognitive Domain: Application
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Hard
31. 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: 13-3: Explain the characteristics of the nonequivalent comparison-group quasi-experimental design and how to search for rival hypotheses that might explain the obtained results.
Cognitive Domain: Comprehension
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Medium
32. 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: 13-3: Explain the characteristics of the nonequivalent comparison-group quasi-experimental design and how to search for rival hypotheses that might explain the obtained results.
Cognitive Domain: Comprehension
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Medium
33. Dr. English wants to test an incentive program to increase attendance in her classes. For the first 8 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 8 weeks and continues to record attendance rate each week. She detects an increase in attendance over the last 8 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: 13-4: Explain the characteristics of the interrupted time-series designs.
Cognitive Domain: Analysis
Answer Location: Interrupted Time-Series Design
Difficulty Level: Medium
34. 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: 13-4: Explain the characteristics of the interrupted time-series designs.
Cognitive Domain: Comprehension
Answer Location: Interrupted Time-Series Design
Difficulty Level: Medium
35. 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: 13-4: Explain the characteristics of the interrupted time-series designs.
Cognitive Domain: Comprehension
Answer Location: Interrupted Time-Series Design
Difficulty Level: Medium
36. 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: 13-6: Explain how time-series and single-case research designs attempt to rule out confounding variables.
Cognitive Domain: Comprehension
Answer Location: Single-Case Experimental Designs
Difficulty Level: Medium
37. 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: 13-5: Explain how the regression-discontinuity design assesses the effect of a treatment.
Cognitive Domain: Knowledge
Answer Location: Single-Case Experimental Designs
Difficulty Level: Easy
38. 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: 13-5: Explain how the regression-discontinuity design assesses the effect of a treatment.
Cognitive Domain: Comprehension
Answer Location: Regression-Discontinuity Design
Difficulty Level: Medium
39. 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: 13-6: Explain how time-series and single-case research designs attempt to rule out confounding variables.
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
40. The “B” in the A-B-A design represents the ______ condition:
A. baseline
B. behavioral
C. treatment
D. withdrawal
Learning Objective: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Knowledge
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Easy
41. 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: 13-6: Explain how time-series and single-case research designs attempt to rule out confounding variables.
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
42. 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: 13-9: Recognize and understand the methodological issues in single-case research designs.
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
43. 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: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Comprehension
Answer Location: Multiple-Baseline Design
Difficulty Level: Medium
44. 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: 13-8: Explain the limitations of each of the single-case research designs.
Cognitive Domain: Knowledge
Answer Location: Multiple-Baseline Design
Difficulty Level: Easy
45. 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 2 weeks of the end of the treatment
D. demonstrate a return to baseline following each change in the criterion
Learning Objective: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Application
Answer Location: Changing-Criterion Design
Difficulty Level: Hard
46. 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: 13-9: Recognize and understand the methodological issues in single-case research designs.
Cognitive Domain: Analysis
Answer Location: Changing-Criterion Design
Difficulty Level: Medium
47. Justin is going through his own personal program of endurance training. In the first 2 weeks, he rewards himself with a quarter every day if he runs a complete mile. In the next 2 weeks, he gives himself a quarter for every two consecutive miles run. Next, he gives himself a quarter for every three consecutive miles 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: 13-9: Recognize and understand the methodological issues in single-case research designs.
Cognitive Domain: Application
Answer Location: Changing-Criterion Design
Difficulty Level: Hard
48. 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 5 years leading up to the gas tax (to provide a baseline) and for the 5 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: 13-4: Explain the characteristics of the interrupted time-series designs.
Cognitive Domain: Application
Answer Location: Interrupted Time-Series Design
Difficulty Level: Hard
49. 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: 13-3: Explain the characteristics of the nonequivalent comparison-group quasi-experimental design and how to search for rival hypotheses that might explain the obtained results.
Cognitive Domain: Application
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Hard
50. A researcher compares the regression lines of an experimental (students scoring below 100 on a reading test) and control group (those scoring 100 or higher). 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: 13-5: Explain how the regression-discontinuity design assesses the effect of a treatment.
Cognitive Domain: Comprehension
Answer Location: Regression-Discontinuity Design
Difficulty Level: Medium
51. The design in which people are assigned to the experimental and control group based upon a cutoff score is the ______.
A. nonequivalent comparison-group
B. interrupted time-series
C. regression-discontinuity
D. single-case
Learning Objective: 13-5: Explain how the regression-discontinuity design assesses the effect of a treatment.
Cognitive Domain: Comprehension
Answer Location: Regression-Discontinuity Design
Difficulty Level: Medium
52. 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: 13-9: Recognize and understand the methodological issues in single-case research designs.
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
53. 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(n) ______ design.
A. multiple baseline across settings
B. multiple baseline across participants
C. interrupted time-series
D. regression-discontinuity
Learning Objective: 13-9: Recognize and understand the methodological issues in single-case research designs.
Cognitive Domain: Application
Answer Location: Multiple-Baseline Design
Difficulty Level: Hard
54. 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: 13-2: Explain the limitations of quasiexperimental designs in making causal inferences compared to strong designs.
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Medium
55. 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 to 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: 13-1: Explain the difference between strong experimental research designs and quasi-experimental research designs.
Cognitive Domain: Application
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Hard
56. 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: 13-1: Explain the difference between strong experimental research designs and quasi-experimental research designs.
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Medium
57. 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: 13-1: Explain the difference between strong experimental research designs and quasi-experimental research designs.
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Medium
58. 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: 13-1: Explain the difference between strong experimental research designs and quasi-experimental research designs.
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Medium
59. 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: 13-2: Explain the limitations of quasiexperimental designs in making causal inferences compared to strong designs.
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs.
Difficulty Level: Medium
60. 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: 13-2: Explain the limitations of quasiexperimental designs in making causal inferences compared to strong designs.
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Medium
61. 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: 13-8: Explain the limitations of each of the single-case research designs.
Cognitive Domain: Analysis
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
62. 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: 13-8: Explain the limitations of each of the single-case research designs.
Cognitive Domain: Analysis
Answer Location: Multiple-Baseline Design
Difficulty Level: Medium
63. 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 two to four times.
Learning Objective: 13-8: Explain the limitations of each of the single-case research designs.
Cognitive Domain: Analysis
Answer Location: Changing-Criterion Design
Difficulty Level: Medium
64. Which of the following is common to both time-series and single-case designs?
A. analysis of single pre- and posttreatment measurements of the dependent variable
B. use of random assignment to groups
C. multiple baseline and posttreatment observations
D. both are analyzed using factorial designs
Learning Objective: Explain how time-series and single-case research designs attempt to rule out confounding variables
Cognitive Domain: Analysis
Answer Location: Single-Case Experimental Designs
Difficulty Level: Medium
65. Why do researchers often prefer an A-B-A-B design to an A-B-A design?
A. It takes less work than an A-B-A design.
B. The A-B-A-B does not have a reversal of treatment implementation to confuse matters.
C. The A-B-A-B design ends with the desired outcome rather than the baseline problem behavior.
D. Researchers have no preference for one or the other.
Learning Objective: 13-8: Explain the limitations of each of the single-case research designs.
Cognitive Domain: Comprehension
Answer Location: A-B-A and A-B-A-B Designs
Difficulty Level: Medium
66. Sandra wants to do a multiple baseline study across individuals. She plans on doing an intervention in a classroom where the five individuals who will be participating are all members. Her advisor suggests that this is not a good idea. Why?
A. Five is too few participants to do a multiple-baseline study.
B. She will not be able to get a stable baseline for all five individuals.
C. She cannot collect data on five students at once.
D. The shared classroom means that the interventions are not independently implemented.
Learning Objective: Explain the limitations of each of the single-case research designs
Cognitive Domain: Application
Answer Location: Multiple-Baseline Design
Difficulty Level: Hard
True/False
1. A potential threat to the nonequivalent comparison-group design is the presence of a differential attrition effect.
Learning Objective: 13-2: Explain the limitations of quasiexperimental designs in making causal inferences compared to strong designs.
Cognitive Domain: Comprehension
Answer Location: Table 13.1 Summary of Threats to Internal Validity of Quasi-Experimental Designs
Difficulty Level: Medium
2. A potential threat to the nonequivalent comparison-group design is the presence of a selection-history effect.
Learning Objective: 13-2: Explain the limitations of quasiexperimental designs in making causal inferences compared to strong designs.
Cognitive Domain: Comprehension
Answer Location: Table 13.1 Summary of Threats to Internal Validity of Quasi-Experimental Designs
Difficulty Level: Medium
3. In quasi-experimental designs, there are different criteria for inferring causality than in strong research designs.
Learning Objective: 13-1: Explain the difference between strong experimental research designs and quasi-experimental research designs.
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research 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.
Learning Objective: 13-5: Explain how the regression-discontinuity design assesses the effect of a treatment.
Cognitive Domain: Application
Answer Location: Regression-Discontinuity Design
Difficulty Level: Hard
5. A stable baseline consists of a lack of trend and little variability.
Learning Objective: 13-9: Recognize and understand the methodological issues in single-case research designs.
Cognitive Domain: Knowledge
Answer Location: Table 13.4 Methodological Issues in Single-Case Studies
Difficulty Level: Easy
6. In an interrupted time-series design, pretest and posttest scores are compared.
Learning Objective: 13-4: Explain the characteristics of the interrupted time-series designs.
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 cutoff score.
Learning Objective: 13-5: Explain how the regression-discontinuity design assesses the effect of a treatment.
Cognitive Domain: Application
Answer Location: Regression-Discontinuity Design
Difficulty Level: Hard
8. A limitation of the A-B-A design is that the researcher discontinues the study in the baseline rather than intervention phase.
Learning Objective: 13-8: Explain the limitations of each of the single-case research designs.
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 be appropriate.
Learning Objective: 13-1: Explain the difference between strong experimental research designs and quasi-experimental research designs.
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Medium
10. Random assignment occurs in interrupted time-series designs.
Learning Objective: 13-4: Explain the characteristics of the interrupted time-series designs.
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 dangers of this bias.
Learning Objective: 13-3: Explain the characteristics of the nonequivalent comparison-group quasi-experimental design and how to search for rival hypotheses that might explain the obtained results.
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.
Learning Objective: 13-3: Explain the characteristics of the nonequivalent comparison-group quasi-experimental design and how to search for rival hypotheses that might explain the obtained results.
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.
Learning Objective: 13-9: Recognize and understand the methodological issues in single-case research designs.
Cognitive Domain: Comprehension
Answer Location: Table 13.4 Methodological Issues in Single-Case Studies
Difficulty Level: Medium
14. Strong experimental designs and quasi-experimental designs differ in that quasi-experimental designs do not include control groups.
Learning Objective: 13-1: Explain the difference between strong experimental research designs and quasi-experimental research designs.
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.
Learning Objective: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
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.
Learning Objective: 13-6: Explain how time-series and single-case research designs attempt to rule out confounding variables.
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.
Learning Objective: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
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.
Learning Objective: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
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.
Learning Objective: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Comprehension
Answer Location: Methodological Considerations in Using Single-Case Designs | Table 13.4 Methodological Issues in Single-Case Studies
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.
Learning Objective: 13-2: Explain the limitations of quasiexperimental designs in making causal inferences compared to strong designs.
Cognitive Domain: Comprehension
Answer Location: Multiple-Baseline Design
Difficulty Level: Medium
21. When using single-case designs, there is agreement that each phase should be of equal length.
Learning Objective: 13-9: Recognize and understand the methodological issues in single-case research designs.
Cognitive Domain: Comprehension
Answer Location: Methodological Considerations in Using Single-Case Designs
Difficulty Level: Medium
22. Quasi-experiments depend on random assignment to rule out confounding factors.
Learning Objective: 13-1: Explain the difference between strong experimental research designs and quasi-experimental research designs.
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Medium
23. Patterns of results indicative of treatment effects are similar in time-series and single-case designs.
Learning Objective: 13-6: Explain how time-series and single-case research designs attempt to rule out confounding variables.
Cognitive Domain: Analysis
Answer Location: Single-Case Experimental Design
Difficulty Level: Medium
Essay
1. Compare and contrast strong experimental research designs and quasi-experimental research designs.
Learning Objective: 13-1: Explain the difference between strong experimental research designs and quasi-experimental research designs.
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Medium
2. What are the characteristics of the nonequivalent comparison-group quasi-experimental design and how does a researcher search for rival hypotheses that might explain the results?
Learning Objective: 13-3: Explain the characteristics of the nonequivalent comparison-group quasi-experimental design and how to search for rival hypotheses that might explain the obtained results.
Cognitive Domain: Analysis
Answer Location: Nonequivalent Comparison-Group Design
Difficulty Level: Medium
3. In single-case and time-series research designs, how are confounding variables ruled out?
Learning Objective: 13-6: Explain how time-series and single-case research designs attempt to rule out confounding variables.
Cognitive Domain: Comprehension
Answer Location: Interrupted Time-Series Design | Single-Case Experimental Designs
Difficulty Level: Medium
4. Describe the Imitations of each of the single-case research designs discussed in Chapter 13.
Learning Objective: 13-8: Explain the limitations of each of the single-case research designs.
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: 13-2: Explain the limitations of quasiexperimental designs in making causal inferences compared to strong designs.
Cognitive Domain: Comprehension
Answer Location: Quasi-Experimental Research Designs
Difficulty Level: Medium
6. Interrupted time-series designs include baseline and treatment phases where multiple measures of a variable are taken. When looking at baseline and treatment phases, what patterns of results would be clearly supportive of a treatment and which ones more ambiguous?
Learning Objective: 13-4: Explain the characteristics of the interrupted time-series designs.
Cognitive Domain: Analysis
Answer Location: Interrupted Time-Series Design
Difficulty Level: Medium
7. Mary designs a regression-discontinuity study to examine an early reading intervention. She assigns students who score lower than 90 on a standardized vocabulary test (the average in the population is 100) to the intervention and students 90 or above are the controls. At the end of first grade, she gives all the students a standardized reading test. How would Mary know if the program was effective?
Learning Objective: 13-5: Explain how the regression-discontinuity design assesses the effect of a treatment.
Cognitive Domain: Analysis
Answer Location: Regression-Discontinuity Design
Difficulty Level: Hard
8. Explain how treatment effects are demonstrated in A-B-A-B designs and multiple-baseline designs.
Learning Objective: 13-7: Explain how a treatment effect is demonstrated in single-case research designs.
Cognitive Domain: Analysis
Answer Location: Single-Case Experimental Designs
Difficulty Level: Medium
9. Two important methodological issues in single-case designs concern the baseline phase and the length of phases. Discuss concerns researchers have about these two aspects of single-case research.
Learning Objective: 13-9: Recognize and understand the methodological issues in single-case research designs.
Cognitive Domain: Analysis
Answer Location: Methodological Considerations in Using Single-Case Designs
Difficulty Level: Medium
Document Information
Connected Book
Educational Research Quantitative Approaches 7e Bank
By R. Burke Johnson
Explore recommendations drawn directly from what you're reading
Chapter 11 Validity Research Quant Qual Mix
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