Research, Analysis, and Intervention Flashcards

A behavior analyst calculates the percentage of non-overlapping data (PND) between baseline and treatment phases and obtains a value of 30%. This suggests the intervention is:

Answer: Questionable or ineffective, warranting reconsideration of the intervention

PND below 50% is generally interpreted as indicating an ineffective intervention; 30% indicates most treatment data overlap with baseline, suggesting minimal impact.

When planning a function-based intervention, identifying the 'setting event' is important because setting events:

Answer: Alter the value of reinforcers and punishers, affecting the probability of behavior occurring

Setting events (establishing operations that occur distantly in time or context) alter the momentary value of reinforcers and punishers, thereby changing response probability.

A BCBA conducting systematic direct observation uses momentary time sampling (MTS). Compared to whole-interval recording, MTS is considered more appropriate for behaviors that are:

Answer: Moderate to long in duration, such as on-task behavior or engagement

MTS yields estimates closest to true duration for behaviors that last long enough to be captured at the end of each interval, such as sustained engagement.

In applied behavior analysis, 'technological' as a characteristic of behavioral intervention means:

Answer: The procedures are described with enough detail that a trained reader can replicate them

Baer, Wolf, and Risley (1968) defined 'technological' as requiring procedures described precisely enough for any skilled reader to replicate them exactly.

A researcher evaluates treatment outcomes using both statistical significance and effect size. The effect size measure most commonly reported in single-case ABA research is:

Answer: Tau-U (or Tau-nonoverlap)

Tau-U (a non-overlap effect size that accounts for trend in baseline) is widely recommended and reported in single-case ABA research.

Which of the following best describes 'functional equivalence' in the context of function-based intervention?

Answer: A replacement behavior that accesses the same reinforcer as the problem behavior, but in a socially acceptable way

A functionally equivalent replacement behavior (FERB) achieves the same outcome (reinforcer) as the problem behavior, making it a direct, function-matched alternative.

An analyst observes that after a successful ABAB reversal, the behavior does not fully return to baseline levels during the second A phase. The most likely explanation consistent with behavioral principles is:

Answer: Carryover effects or learning that cannot be fully undone by withdrawing the independent variable

Some behaviors (especially those involving skill acquisition) do not fully reverse because learning has occurred, representing a carryover effect that limits the reversal design for those targets.