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Questions and Answers
What is the primary expectation from applied behavioural researchers and practitioners when using interventions with clients?
What is the primary expectation from applied behavioural researchers and practitioners when using interventions with clients?
- To use only nomothetic research designs for intervention selection
- To draw upon evidence-based practice when selecting interventions (correct)
- To focus solely on idiographic research approaches
- To customize interventions based on individual reactions
What is the primary limitation of nomothetic research designs in evaluating interventions?
What is the primary limitation of nomothetic research designs in evaluating interventions?
- They are only applicable to small-group studies
- They are too expensive to conduct
- They mask individual reactions and responses to interventions (correct)
- They lack external validity
What is the primary benefit of using nomothetic research designs in identifying effective interventions?
What is the primary benefit of using nomothetic research designs in identifying effective interventions?
- They permit the development of principles, laws or global understanding (correct)
- They allow for the development of idiographic principles
- They are only applicable to small-group studies
- They provide a means to study individual reactions
What type of research paradigm is often used to identify effective interventions in large-group studies?
What type of research paradigm is often used to identify effective interventions in large-group studies?
What is the primary reason why practitioners and researchers need to consider individual reactions to interventions?
What is the primary reason why practitioners and researchers need to consider individual reactions to interventions?
What is the primary goal of selecting interventions based on research evidence?
What is the primary goal of selecting interventions based on research evidence?
What is the primary purpose of the ATD design?
What is the primary purpose of the ATD design?
What is the main reason why the treatment effect is observed in the study with Eric the tennis player?
What is the main reason why the treatment effect is observed in the study with Eric the tennis player?
What is the purpose of the baseline phase in an ATD design?
What is the purpose of the baseline phase in an ATD design?
What is the primary advantage of using an ATD design?
What is the primary advantage of using an ATD design?
What is the term for the process of introducing treatment conditions on alternative days?
What is the term for the process of introducing treatment conditions on alternative days?
What is the term for the phase of the study where the treatment conditions are introduced?
What is the term for the phase of the study where the treatment conditions are introduced?
What is the primary limitation of the ATD design?
What is the primary limitation of the ATD design?
What is the purpose of the Ollendick et al. (1981) study?
What is the purpose of the Ollendick et al. (1981) study?
What is the term for the variable being measured in the study with Eric the tennis player?
What is the term for the variable being measured in the study with Eric the tennis player?
What is the primary advantage of using an ATD design in applied research?
What is the primary advantage of using an ATD design in applied research?
What is the primary concern of researchers and practitioners in applied settings when studying the effect of an intervention on an individual?
What is the primary concern of researchers and practitioners in applied settings when studying the effect of an intervention on an individual?
What is the main advantage of single-case designs in applied settings?
What is the main advantage of single-case designs in applied settings?
What is the term used to describe the design that involves systematically alternating two or more interventions across time and comparing relative responses of the target variable to each intervention?
What is the term used to describe the design that involves systematically alternating two or more interventions across time and comparing relative responses of the target variable to each intervention?
What is the primary purpose of collecting baseline data in an ATD?
What is the primary purpose of collecting baseline data in an ATD?
What is the characteristic of ATD that allows for the study of individual reactions and responses to an intervention?
What is the characteristic of ATD that allows for the study of individual reactions and responses to an intervention?
What is the term used to describe the ATD design because one is comparing results from two or more separate series of data points?
What is the term used to describe the ATD design because one is comparing results from two or more separate series of data points?
What is the main advantage of the ATD design compared to other single-case designs?
What is the main advantage of the ATD design compared to other single-case designs?
What is the purpose of rapidly changing experimental conditions in the ATD design?
What is the purpose of rapidly changing experimental conditions in the ATD design?
What is the origin of the ATD design?
What is the origin of the ATD design?
What is the primary difference between the ATD design and other single-case designs?
What is the primary difference between the ATD design and other single-case designs?
What was the primary focus of the educational programme conducted by Rhymer et al. (2000)?
What was the primary focus of the educational programme conducted by Rhymer et al. (2000)?
What was the duration of the one-minute time phase in the baseline phase of the study?
What was the duration of the one-minute time phase in the baseline phase of the study?
What was the purpose of the chess clock in the intervention phase?
What was the purpose of the chess clock in the intervention phase?
What was the purpose of the assessment performance feedback phase?
What was the purpose of the assessment performance feedback phase?
How many students showed improvement in maths fluency across the phases of the study?
How many students showed improvement in maths fluency across the phases of the study?
What is a characteristic of the alternating-treatments design (ATD)?
What is a characteristic of the alternating-treatments design (ATD)?
What is a limitation of the ATD in sport and exercise settings?
What is a limitation of the ATD in sport and exercise settings?
Who published the first article using the ATD in a sport setting?
Who published the first article using the ATD in a sport setting?
What was the focus of the study by Hrycaiko and Martin (1996)?
What was the focus of the study by Hrycaiko and Martin (1996)?
How many articles published in the Journal of Sport and Exercise Psychology (1979–1994), The Sport Psychologist (1987–1994), or Journal of Applied Sport Psychology (1989–1994) used the ATD design?
How many articles published in the Journal of Sport and Exercise Psychology (1979–1994), The Sport Psychologist (1987–1994), or Journal of Applied Sport Psychology (1989–1994) used the ATD design?
What was the primary focus of Wolko et al.'s (1993) study in a sport setting?
What was the primary focus of Wolko et al.'s (1993) study in a sport setting?
In Lambert, Moore and Dixon's (1999) study, what was the dependent variable?
In Lambert, Moore and Dixon's (1999) study, what was the dependent variable?
How many participants were involved in Lambert, Moore and Dixon's (1999) study?
How many participants were involved in Lambert, Moore and Dixon's (1999) study?
What was the purpose of phase two in Lambert, Moore and Dixon's (1999) study?
What was the purpose of phase two in Lambert, Moore and Dixon's (1999) study?
What was the focus of Sariscsany, Darst and van der Mars' (1995) study?
What was the focus of Sariscsany, Darst and van der Mars' (1995) study?
In Wolko et al.'s (1993) study, how many gymnasts participated in the study?
In Wolko et al.'s (1993) study, how many gymnasts participated in the study?
What was the purpose of the ATD in Wolko et al.'s (1993) study?
What was the purpose of the ATD in Wolko et al.'s (1993) study?
In Lambert, Moore and Dixon's (1999) study, what was the age range of the participants?
In Lambert, Moore and Dixon's (1999) study, what was the age range of the participants?
What was the focus of the second phase in Lambert, Moore and Dixon's (1999) study?
What was the focus of the second phase in Lambert, Moore and Dixon's (1999) study?
What was the primary dependent variable in Sariscsany, Darst and van der Mars' (1995) study?
What was the primary dependent variable in Sariscsany, Darst and van der Mars' (1995) study?
What was the purpose of the verbal warning in Treatment one (physical restraint)?
What was the purpose of the verbal warning in Treatment one (physical restraint)?
How did the experimenter monitor behaviour occurrence and task performance in the no treatment condition?
How did the experimenter monitor behaviour occurrence and task performance in the no treatment condition?
What was the criterion for selecting a treatment to be presented across all three time periods for the remainder of the study?
What was the criterion for selecting a treatment to be presented across all three time periods for the remainder of the study?
What was the focus of the study illustrated in Figures 8.2 and 8.3?
What was the focus of the study illustrated in Figures 8.2 and 8.3?
What was the goal of the therapists in the study by Agras et al. (1969)?
What was the goal of the therapists in the study by Agras et al. (1969)?
What was the role of the therapist who provided no reinforcement in the study by Agras et al. (1969)?
What was the role of the therapist who provided no reinforcement in the study by Agras et al. (1969)?
What was the finding of the study by Agras et al. (1969) in the third phase of the intervention?
What was the finding of the study by Agras et al. (1969) in the third phase of the intervention?
What was the purpose of the small windowless room in the study by Agras et al. (1969)?
What was the purpose of the small windowless room in the study by Agras et al. (1969)?
What was the type of data collected in the study by Agras et al. (1969)?
What was the type of data collected in the study by Agras et al. (1969)?
What was the research design used in the study by Agras et al. (1969)?
What was the research design used in the study by Agras et al. (1969)?
What percentage of total practice time did the teacher provide specific skill feedback in the close supervision with feedback condition?
What percentage of total practice time did the teacher provide specific skill feedback in the close supervision with feedback condition?
Which of the following treatments resulted in a significantly higher percentage of on-task behaviour for two target participants?
Which of the following treatments resulted in a significantly higher percentage of on-task behaviour for two target participants?
What is the primary focus of the simultaneous-treatment design (STD)?
What is the primary focus of the simultaneous-treatment design (STD)?
In the study by Browning (1967), what was the behaviour being targeted for reduction?
In the study by Browning (1967), what was the behaviour being targeted for reduction?
How were the three procedures implemented in the study by Browning (1967)?
How were the three procedures implemented in the study by Browning (1967)?
What is a unique feature of the simultaneous-treatment design (STD)?
What is a unique feature of the simultaneous-treatment design (STD)?
What was the measure of treatment effectiveness in the study by Browning (1967)?
What was the measure of treatment effectiveness in the study by Browning (1967)?
What is a limitation of the simultaneous-treatment design (STD)?
What is a limitation of the simultaneous-treatment design (STD)?
What is the primary advantage of using the alternating-treatment design (ATD)?
What is the primary advantage of using the alternating-treatment design (ATD)?
Why is the simultaneous-treatment design (STD) less commonly used in applied research?
Why is the simultaneous-treatment design (STD) less commonly used in applied research?
When is the STD design likely to be more suitable in applied settings?
When is the STD design likely to be more suitable in applied settings?
What is the primary advantage of using a randomization design in ATDs?
What is the primary advantage of using a randomization design in ATDs?
Why is it important to consider individual treatment preferences in applied research?
Why is it important to consider individual treatment preferences in applied research?
What is the main limitation of using the STD design?
What is the main limitation of using the STD design?
What is the primary advantage of using qualitative methods in exploring intervention preferences?
What is the primary advantage of using qualitative methods in exploring intervention preferences?
What is the primary purpose of gathering information on treatment preferences?
What is the primary purpose of gathering information on treatment preferences?
What is the primary difference between the STD and ATD designs?
What is the primary difference between the STD and ATD designs?
Why is it important to consider the limitations of the STD design?
Why is it important to consider the limitations of the STD design?
What is the primary advantage of using the ATD design in applied research?
What is the primary advantage of using the ATD design in applied research?
Why is it important to consider participant feedback in the development of new interventions?
Why is it important to consider participant feedback in the development of new interventions?
Miks on nomoteetilise uurimisdisaini põhiline piirang rakendatud uurimistes seotud?
Miks on nomoteetilise uurimisdisaini põhiline piirang rakendatud uurimistes seotud?
Miks on üksikjuhtumi disainid atraktiivsed võimalused rakendatud uurimistes?
Miks on üksikjuhtumi disainid atraktiivsed võimalused rakendatud uurimistes?
Kuidas võivad rakendatud uurimistes kasutada üksikjuhtumi disaineid, et võrrelda erinevaid interventsioone?
Kuidas võivad rakendatud uurimistes kasutada üksikjuhtumi disaineid, et võrrelda erinevaid interventsioone?
Miks on oluline rakendatud uurimistes võtta arvesse indiviidide erinevaid reaktsioone interventsioonidele?
Miks on oluline rakendatud uurimistes võtta arvesse indiviidide erinevaid reaktsioone interventsioonidele?
Kuidas võivad rakendatud uurimistes kasutada nomoteetilisi disaineid, et leida keerulisemaid lahendusi?
Kuidas võivad rakendatud uurimistes kasutada nomoteetilisi disaineid, et leida keerulisemaid lahendusi?
Miks on rakendatud uurimistes oluline võrrelda erinevaid interventsioone?
Miks on rakendatud uurimistes oluline võrrelda erinevaid interventsioone?
Millised kolm võimalikku tulemust võivad tekkida, kui ravimeid võrreldakse ühes subjekti sees, ning mis on nende tulemuste tagajärjed?
Millised kolm võimalikku tulemust võivad tekkida, kui ravimeid võrreldakse ühes subjekti sees, ning mis on nende tulemuste tagajärjed?
Miks on oluline kontrollida, tuvastada ja kirjeldada MTI (ravime interference) olemasolu oma uurimustes?
Miks on oluline kontrollida, tuvastada ja kirjeldada MTI (ravime interference) olemasolu oma uurimustes?
Miks on raske teha järeldusi interventsiooni tõhususe kohta multimodaalsetes interventsioonidisainides spordi ja harjutuse kirjanduses?
Miks on raske teha järeldusi interventsiooni tõhususe kohta multimodaalsetes interventsioonidisainides spordi ja harjutuse kirjanduses?
Mida tähendab MTI (ravime interference) ja miks on see oluline eksperimentaaldisaini kontekstis?
Mida tähendab MTI (ravime interference) ja miks on see oluline eksperimentaaldisaini kontekstis?
Miks on oluline kontrollida, tuvastada ja kirjeldada MTI olemasolu ühes subjekti sees?
Miks on oluline kontrollida, tuvastada ja kirjeldada MTI olemasolu ühes subjekti sees?
Millised on peamised probleemid, mis tekivad mitmeelemendiliste interventsioonidisainide kasutamisel spordi ja harjutuse kirjanduses?
Millised on peamised probleemid, mis tekivad mitmeelemendiliste interventsioonidisainide kasutamisel spordi ja harjutuse kirjanduses?
Milline on peamine eelis alternatiivsete ravimite disainist (ATD) võrreldes teiste üksikujuhtude disainiga?
Milline on peamine eelis alternatiivsete ravimite disainist (ATD) võrreldes teiste üksikujuhtude disainiga?
Mida peaksid uurijad ja praktikud arvestama, kui nad uurivad üksiku indiviidi reaktsiooni intervenciónile?
Mida peaksid uurijad ja praktikud arvestama, kui nad uurivad üksiku indiviidi reaktsiooni intervenciónile?
Milline on peamine puudus nomothetilises uurimises?
Milline on peamine puudus nomothetilises uurimises?
Milline on alternatiivsete ravimite disaini (ATD) peamine eelis rakenduses?
Milline on alternatiivsete ravimite disaini (ATD) peamine eelis rakenduses?
Mida tähendab termin "within-subjects design"?
Mida tähendab termin "within-subjects design"?
Milline on koormuse efektiga seotud probleem uurimuses?
Milline on koormuse efektiga seotud probleem uurimuses?
How does the experimenter monitor behaviour occurrence and task performance in the no treatment condition?
How does the experimenter monitor behaviour occurrence and task performance in the no treatment condition?
What is the purpose of the verbal warning in Treatment one (physical restraint)?
What is the purpose of the verbal warning in Treatment one (physical restraint)?
How does Treatment two (positive practice overcorrection) differ from Treatment one (physical restraint)?
How does Treatment two (positive practice overcorrection) differ from Treatment one (physical restraint)?
What is the criterion for selecting a treatment to be presented across all three time periods for the remainder of the study?
What is the criterion for selecting a treatment to be presented across all three time periods for the remainder of the study?
What is the focus of the study illustrated in Figures 8.2 and 8.3?
What is the focus of the study illustrated in Figures 8.2 and 8.3?
What is the purpose of the alternating treatments design in this study?
What is the purpose of the alternating treatments design in this study?
What is the primary function of close supervision in the context of Applied Behavior Analysis, and how is it related to the treatment condition of physical restraint in the study illustrated in Figure 8.2?
What is the primary function of close supervision in the context of Applied Behavior Analysis, and how is it related to the treatment condition of physical restraint in the study illustrated in Figure 8.2?
How does the use of distant supervision, as opposed to close supervision, impact the effectiveness of feedback techniques in promoting on-task behavior?
How does the use of distant supervision, as opposed to close supervision, impact the effectiveness of feedback techniques in promoting on-task behavior?
What is the relationship between practice skill behavior and on-task behavior, and how can feedback techniques be used to enhance both?
What is the relationship between practice skill behavior and on-task behavior, and how can feedback techniques be used to enhance both?
How does the use of positive practice, as illustrated in Figure 8.2, impact the individual's stereotypic hair twirling behavior and task performance?
How does the use of positive practice, as illustrated in Figure 8.2, impact the individual's stereotypic hair twirling behavior and task performance?
What is the role of feedback in promoting on-task behavior, and how can feedback techniques be used to enhance task performance?
What is the role of feedback in promoting on-task behavior, and how can feedback techniques be used to enhance task performance?
How does the use of physical restraint, as illustrated in Figure 8.2, impact the individual's behavior and task performance, and what are the implications for Applied Behavior Analysis?
How does the use of physical restraint, as illustrated in Figure 8.2, impact the individual's behavior and task performance, and what are the implications for Applied Behavior Analysis?
What type of supervision pattern may lead to increased on-task behavior and improved practice skill behavior among students, as observed in Sariscsany, Darst and van der Mars' (1995) study?
What type of supervision pattern may lead to increased on-task behavior and improved practice skill behavior among students, as observed in Sariscsany, Darst and van der Mars' (1995) study?
In a sport and exercise setting, what type of supervision pattern might facilitate off-task behavior among students, as opposed to its alternative?
In a sport and exercise setting, what type of supervision pattern might facilitate off-task behavior among students, as opposed to its alternative?
What technique may be used to enhance on-task behavior and practice skill behavior among students, as seen in Sariscsany, Darst and van der Mars' (1995) study?
What technique may be used to enhance on-task behavior and practice skill behavior among students, as seen in Sariscsany, Darst and van der Mars' (1995) study?
What is the term used to describe the behavior of engaging in teacher-directed activities, as observed in Sariscsany, Darst and van der Mars' (1995) study?
What is the term used to describe the behavior of engaging in teacher-directed activities, as observed in Sariscsany, Darst and van der Mars' (1995) study?
What type of behavior is characterized by engaging in specific skills, such as volleyball underarm and forearm pass, as seen in Sariscsany, Darst and van der Mars' (1995) study?
What type of behavior is characterized by engaging in specific skills, such as volleyball underarm and forearm pass, as seen in Sariscsany, Darst and van der Mars' (1995) study?
How do locus of control and goal-setting influence an individual's on-task behavior, as observed in the study by Taylor and Francis Ltd?
How do locus of control and goal-setting influence an individual's on-task behavior, as observed in the study by Taylor and Francis Ltd?
Study Notes
Alternating-Treatments Design (ATD)
- The ATD is a single-case design used to compare two or more interventions with an individual participant.
- The design involves systematically alternating two or more interventions across time and comparing the relative responses of the target variable to each intervention.
Key Features of ATD
- The participant is exposed to separate treatment conditions for equal periods of time.
- Treatments are alternated for a brief period, and the order of the treatments is counterbalanced or randomly assigned across phases of the study.
- The ATD allows for the collection of data on the total number of stereotypic behaviors during each session and performance on visual motor tasks.
Examples of ATD Studies
- Agras et al. (1969) used the ATD to evaluate the effects of social reinforcement in the treatment of claustrophobia.
- Rhymer et al. (2000) used the ATD to evaluate the effectiveness of an educational program that combined timings, peer tutoring, positive practice overcorrection, and performance feedback on mathematics fluency in four elementary students with mathematics skills deficits.
Advantages of ATD
- The ATD is a flexible and adaptable design that allows for multiple comparisons of the target variable(s) responses under different treatment conditions.
- The design is useful when a researcher or practitioner is concerned with comparing treatments with no treatment or with comparing two or more treatments with the same participant.
Limitations of ATD
- The ATD has received little or no attention from researchers and practitioners in sport and exercise settings.
Variations of ATD
- Simultaneous-Treatment Design (STD): a variation of the ATD that presents two or more treatments simultaneously in a single case.
- STD evaluates participants' preference among a variety of treatments because they are available at the same time or in the same session.
Critique of ATD
-
The ATD has been criticized for its limitations in terms of internal validity, external validity, and maintenance of treatment effects over time.### Alternative Treatment Design (ATD)
-
The ATD is a single-case design used to compare the effects of different treatments or interventions on a specific behavior or outcome.
-
The ATD involves alternating between two or more treatments in a systematic and controlled manner to evaluate their effectiveness.
Examples of ATD in Sport and Exercise Settings
- Wolko et al. (1993) used the ATD to compare the effects of standard coaching with public self-regulation and private self-regulation on gymnastic beam skills.
- Lambert, Moore, and Dixon (1999) used the ATD to investigate the relationship between goal-setting strategies and locus of control on "on-task" behavior in gymnasts.
- Sariscsany, Darst, and van der Mars (1995) used the ATD to examine the effects of three supervision patterns on students' "on-task" activities and practice skill behavior.
Key Features of the ATD
- The ATD involves a rapid alternation of treatments, allowing for a clear comparison of their effects.
- The design is sensitive to changes in behavior, making it suitable for detecting treatment effects.
- The ATD is useful for identifying the most effective intervention and for discontinuing ineffective treatments.
Advantages of the ATD
- The ATD allows for a controlled evaluation of different treatments, making it a useful design for applied research.
- The design is flexible and can be adapted to various settings and research questions.
Limitations of the ATD
- The ATD may not be suitable for studying the long-term effects of treatments.
- The design may not account for extraneous variables that may influence the outcome.
Other Design Variations of the ATD
- The Standard Treatment Design (STD) is a variation of the ATD that evaluates participants' preferences among different treatments.
- The Randomization Design is a variation of the ATD that involves presenting alternative treatments in a random order.
Importance of the ATD
- The ATD has been increasingly used in applied research since the 1980s.
- The design has been used to evaluate the effectiveness of various interventions, including goal-setting strategies, self-regulation techniques, and supervision patterns.
- The ATD is an important tool for researchers and practitioners seeking to develop and modify innovative modes of intervention.
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Description
Learn about the importance of evidence-based practice in applied behavioural research and its application in interventions with clients or client groups. Explore the role of research in selecting effective interventions for specific issues or client groups.
