Exam 13: Experimental Research: Quasi and Single-Case Designs

Random assignment occurs in interrupted time-series designs.

Strong research designs infer causality _______________ quasi-experimental research designs.

A selection-maturation effect occurs when:

When using a quasi-experimental research design, inferring causation is often hampered by the design's ability to demonstrate that:

The most common reason for using a quasi-experimental research design is that:

Multiple-baseline designs control for history effects in a way that A-B-A and A-B-A-B designs cannot.

Explain how the regression discontinuity design assesses the effect of a treatment.

A potential threat to the nonequivalent comparison-group design is the presence of a differential attrition effect.

Compare and contrast how quasi-experimental and strong experimental designs make causal inferences.

The regression-discontinuity design:

In a changing-criterion design, changes in criterion are best done:

The most likely source of confounding in the interrupted time-series design is:

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 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 one hour. 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:

When using the multiple-baseline design, the behaviors that are measured must be:

The design in which people are assigned to the experimental and control group based upon a cut-off score is the:

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?