A) A rubric can be applied to behavior
B) A rubric can be applied to academic skills
C) A rubric does not involve scaling such that performance can be graphed, if desired
D) A rubric involves descriptions of performance that could be used as criteria of good performance
F) None of the above
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A) the consultation process
B) the consultant
C) the intervention implemented
D) acceptability of treatment outcomes
E) all of the above
G) B) and E)
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A) Interview of the teacher
B) Direct observation of the student
C) Curriculum-based assessment/measurement of the student
D) All of the above
F) None of the above
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A) Event
B) Time-based
C) Duration
D) Interval-based
F) B) and D)
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The best way for a consultant/consultee to avoid a conclusion error as a result of interviewing is to remain open-minded and objective throughout the process. This means actively listening to the interviewee's responses without jumping to conclusions or making assumptions. It also involves asking probing and clarifying questions to ensure a thorough understanding of the interviewee's perspective. By maintaining a neutral stance and being willing to consider all possibilities, the consultant/consultee can minimize the risk of drawing premature or biased conclusions based on the interview. This approach allows for a more comprehensive and accurate assessment of the information gathered during the interview, ultimately leading to more informed and effective decision-making.
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A) Grade-level probes include a variety of problem types and not just those of the target of intervention
B) CBM probes take too long to administer
C) CBM probes are inherently hard to score
D) CBM methodologies are not designed to be used for progress monitoring interventions
F) A) and C)
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In the Solution-Focused Consultation (SF...View Answer
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• Interview
• Self-made questi...View Answer
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• Self-made questi...
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o The RIOT portion of the matrix reminds...View Answer
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The A-B design is a simple yet effective...View Answer
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A) treatment integrity
B) consultation procedural integrity
C) treatment fidelity
D) intervention procedural integrity
F) B) and C)
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B
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o Assessment of a specific target behavi...View Answer
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A) Treatment integrity
B) Treatment compliance
C) Treatment competence
D) None of the above
F) B) and D)
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A) Level
B) Trend
C) Mean performance change
D) Immediacy of effect
F) None of the above
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A) adaptive functioning
B) internalized, social-emotional functioning
C) motor functioning
D) externalized behavioral functioning
F) All of the above
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A) A design
B) A-B design
C) A-B-A design
D) B-A design
F) B) and C)
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B designs, also known as reversal designs, are a type of single-case experimental design used in applied behavior analysis to evaluate the effectiveness of interventions. While A-B designs can be useful in certain situations, they do have limitations.
One major limitation of A-B designs is that they do not allow for the assessment of long-term effects or generalization of the intervention. Since the design only involves a baseline phase (A) and an intervention phase (B), it does not provide information about whether the effects of the intervention are maintained over time or if they transfer to other settings or behaviors.
Additionally, A-B designs do not account for potential confounding variables or alternative explanations for changes in behavior. Without a control condition or comparison group, it is difficult to determine if the observed changes are truly due to the intervention or if they could be attributed to other factors.
To address these limitations, consultants can take several actions. One approach is to use a multiple baseline design, which involves implementing the intervention at different times or in different settings for the same individual. This allows for a more robust assessment of the intervention's effects and can provide evidence of generalization.
Consultants can also incorporate additional measures, such as follow-up assessments or social validity measures, to gather information about the long-term effects and generalization of the intervention. By collecting data beyond the initial A-B design, consultants can gain a more comprehensive understanding of the intervention's impact.
Furthermore, consultants can conduct thorough functional assessments to identify potential confounding variables and ensure that the intervention is targeting the appropriate behavior. By understanding the function of the behavior and considering contextual factors, consultants can strengthen the validity of the A-B design results.
In conclusion, while A-B designs have their limitations, consultants can take proactive steps to address these limitations and enhance the validity and utility of their evaluations. By incorporating additional design elements and measures, consultants can provide a more comprehensive and nuanced assessment of interventions in applied behavior analysis.
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A) Teacher gradebook
B) Curriculum-based assessment (CBA) methods
C) State-criterion tests
D) Individually-administered achievement tests, like the Woodcock-Johnson
F) B) and C)
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A) the amount of time a behavior occurs is of interest
B) how often a behavior occurs is of interest
C) who elicited the behavior is of interest
D) how many children engaged in the problem behavior/expected behavior is of interest
F) A) and C)
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A) Duration recording
B) Inter-response time (IRT)
C) Latency recording
D) None of the above
F) All of the above
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