Comparing The Reversal Design And Multiple Baseline Theory

Before performing part D of the experiment, why was it necessary to establish a baseline?

A) Mr. Gualtieri cannot draw a conclusion about a cause-and-effect relationship from the evidence he has because he would be too quick to determine the factors that are affecting the students’ learning, development, and behavior (Ormrod, 2014, p.11). Instead of worrying about the cause-and- effect relationship from the evidence, Mr. Gualtieri should scrutinize the research report carefully; therefore, he must answer two questions. First, he must determine if he separated and controlled variables that might have an influence on the outcome. Second, he must ask if he has ruled out other possible explanations for his results? (Ormrod, 2014, p.11). If Mr. Gualtieri’s answers to both these questions are yes, then he should be able to draw a conclusion about the cause-and-effect relationship. Unfortunately, “yes” is not the answer to the two questions. This software program may not lead itself to experimental manipulation and tight control of other potentially influential variables because it is considered as a quasi-experimental study (Ormrod, 2014, p.10). Some of these influential variables that cannot be

In most cases, scholars view research as large samples of subjects that are either participating in either two groups. Most research studies are considered as an experimental group whereby a treatment, independent variable (IV), or intervention is presented or a control group in which such interventions are not presented (Alberto & Troutman, 2016). Based on case study level C, Case 2, the independent variable is the treatment that is needed to change Rachel’s attitude in class. In the group designs, there is involvement of many subjects with each having an averaged performance, Dependent Variable which is comparable in the evaluation of experimental control. Therefore, Dependent variable in Rachel’s case is her behavior.

In a laboratory study of sleep deprivation, researchers employed a variety of techniques to keep volunteers awake for variable amounts of time. One group of participants was kept awake for 24 hours, and the other was kept awake for 48 hours. During periods of forced wakefulness, participants were required to engage verbal learning tasks such as memorizing the definitions of obscure English words. At the conclusion of the period of forced wakefulness, participants were allowed to sleep for as

Day, S. X. (2008). Theory and design in counseling and psychotherapy: 2nd ed. (pp. 174-202). Boston: Houghton Mifflin Company.

Keselman, H. J., Huberty, C. J., Lix, L. M., Olejnik, S., Cribbie, R. A., Donahue, B.... & Levin, J. R. (1998). Statistical practices of educational researchers: An analysis of their ANOVA, MANOVA, and ANCOVA analyses. Review of Educational Research, 68(3), 350-386.

The crossover design will also help to negate the effect of a learning mechanism associated with the test. The main negative effect of using a crossover study is carry-over effects that could skew the second data set. However, attempts to minimize this will involve participants taking a five-minute rest between procedures (Bowling, 2014), as well as repeating the practice trials. The decision was to complete testing in one session and not carry it over to a second day, which would further minimize any carry-over effects, was taken in an attempt to eliminate numerous extraneous variables that a second test day could bring about, including time of testing, fatigue (Gribble and Hertel, 2004), food intake prior to testing, and attempting to standardize the time gap between test days. It is also considerably easier to recruit participants for one testing session, and reduces the drop out rate that can occur with follow-up

Participants attended sessions six (6) times per week for six (6) consecutive months. Each session consisted of 15 minutes devoted to a test session and 60 minutes of a practice session. The hour session was divided in two 30 minutes. Study group # 1 received 30

A number of considerations must be taken into account in deciding whether to use the A-B-A-B research design. First, it may not be ethical to remove the treatment in the second baseline if the behavior is dangerous (e.g., self-injurious behavior). Second, you must be fairly certain that the level of the behavior will reverse when treatment is withdrawn. If the behavior fails to change when the treatment is withdrawn, a functional relationship is not demonstrated. Another consideration is whether you can actually remove the treatment after it is implemented. For example, if the treatment is a teaching procedure and the subject learns a new behavior, you cannot take away the learning that took place. (For a more detailed discussion of considerations in the use of the A-B-A-B design,

Six videos in all were uses at approximately 8 to 10 seconds in duration. A multiple probe design across participants was used. Each participant was assigned three stimulus categories and a fourth was used to assess across category generalization. The procedure for both baseline and treatment consisted of 18 trials per session and for additional trials that were used for generalization probes which consisted of an exemplar from the fourth stimulus category. The 18 trials for treatment were broken down in to 9 teaching trials and 3 exemplar trials from each of the three training categories. A flow chart for the steps of the procedure can be found on page 286 of the (Kerth et al., 2011) study.

3.     What are the advantages and disadvantages of an experimental design in an educational study?

Neely, L., Rispoli, M., Camargo, S., Davis, H., & Boles, M. (2013). The effect of instructional

Throughout this course I have learned many things about research at an introductory level. Research is a critical part of all of our lives in many ways. God blesses each of us with a degree of common sense and we all learn from observing others even as babies, we learned behaviors and skills by observing our parents. Walking through experiences throughout life teach us a lot we need to know as well but sometimes we have to take a better approach when we need to learn about certain things. Many of us know that what works in some situations or with certain individuals doesn’t always work or is the safest option for another situation. Controlled and precisely organized study allows scientists to compare and examine contrasting methods and concepts, also helps them to discover various approaches and be able to learn from individual’s behaviors and experiences. I will act as the case study throughout this paper in order to observe what I have learned about.

At the beginning of this subterm, I had a limited understanding of the proper research methods used within psychology. Despite having previously completed several psychology courses, two being upper level courses, there was still much I needed to learn pertaining to psychology research methods. While this research class has been on only an introductory

Referencing McMillan and Wergin (2010) assertion on the commonality of mixed method designs having one dominate approach, determined through a series of questions. The conclusion is that Oreck (20014) has a dominate quantitative focus. Therefore, to determine whether it contributes significantly to the knowledge base, it must be judged on how well it meets the non-experimental quantitative evaluative criteria offered by McMillian and Wergin (2010). Particularly in its ability to provide connections and rationale to previous studies and illuminate gaps in the present knowledge base that this study will examine through mainly statistical means to discover associations amongst variables.