Question 1

Only objective data, like observable behaviors, can be plotted on a graph.

Accepted Answer

A) True 
 B)False  False

Question 2

You can plot data on graphs for any unit of time (minute, day, week, etc.) and any unit of behavior (thoughts, feelings, actions, physiological measures, and social or collective data).

Accepted Answer

A) True 
 B)False  True

Question 3

For charting problems, you can use:

Accepted Answer

A)  Numbers 
B)  Percentages 
C)  Rates 
D)  All of the above 
E)  None of the above 
A)  Numbers 
B)  Percentages 
C)  Rates 
D)  All of the above 
E)  None of the above D

Question 4

"Behavior" refers to observable human activities.

Accepted Answer

A) True 
 B)False

Question 5

The vertical axis line on a chart always refers to:

Accepted Answer

A)  The time that has expired on the program 
B)  The target 
C)  The parameters of reliability 
D)  None of the above 
A)  The time that has expired on the program 
B)  The target 
C)  The parameters of reliability 
D)  None of the above

Question 6

Only the client can really collect data on the client's feelings, thoughts, and actions
(behaviors).

Accepted Answer

A) True 
 B)False

Question 7

Developing a measurement and recording plan will enable the practitioner to make the best use of his/her time and energy, and will increase the probability that the information will be in usable form so as to monitor changing events, and document one's outcomes.

Accepted Answer

A) True 
 B)False

Question 8

In general, the more data you can collect, the better.

Accepted Answer

A) True 
 B)False

Only objective data, like observable behaviors, can be plotted on a graph.

You can plot data on graphs for any unit of time (minute, day, week, etc.) and any unit of behavior (thoughts, feelings, actions, physiological measures, and social or collective data).

For charting problems, you can use:

"Behavior" refers to observable human activities.

The vertical axis line on a chart always refers to:

Only the client can really collect data on the client's feelings, thoughts, and actions (behaviors).

Developing a measurement and recording plan will enable the practitioner to make the best use of his/her time and energy, and will increase the probability that the information will be in usable form so as to monitor changing events, and document one's outcomes.

In general, the more data you can collect, the better.

Integrating Evaluation and Practice: Introduction to

Basic Principles of Conceptualization and Measurement

Specifying Problems and Goals: Targets of Intervention

Behavioral Observation

Individualized Rating Scales

Standardized Scales

Logs

Reactivity and Non-Reactive Measures

Selecting a Measure

Basic Principles of Single-System Designs

Baselining: Collecting Information Before Intervention

From the Case Study to the Basic Single-System Design: A-B

The Experimental Single-System Designs: A-B-A, A-B-A-B, B-A-B

Multiple Designs for Single Systems: Baselines, Targets, Crossovers, and Series

Changing Intensity Designs and Successive Intervention Designs

Designs for Comparing Interventions

Selecting a Design

Basic Principles of Analysis

Visual Analysis of Single-System Design Data

Descriptive Statistics

Tests of Statistical Significance for Single-System Designs

Selecting a Procedure for Analyzing Data

Not for Practitioners Alone: Evaluation for Clients, Administrators, Educators, and Students

Filters

Exam 4: Developing a Measurement and Recording Plan

Only objective data, like observable behaviors, can be plotted on a graph.

You can plot data on graphs for any unit of time (minute, day, week, etc.) and any unit of behavior (thoughts, feelings, actions, physiological measures, and social or collective data).

For charting problems, you can use:

"Behavior" refers to observable human activities.

The vertical axis line on a chart always refers to:

Only the client can really collect data on the client's feelings, thoughts, and actions (behaviors).

Developing a measurement and recording plan will enable the practitioner to make the best use of his/her time and energy, and will increase the probability that the information will be in usable form so as to monitor changing events, and document one's outcomes.

In general, the more data you can collect, the better.

Integrating Evaluation and Practice: Introduction to

Basic Principles of Conceptualization and Measurement

Specifying Problems and Goals: Targets of Intervention

Behavioral Observation

Individualized Rating Scales

Standardized Scales

Logs

Reactivity and Non-Reactive Measures

Selecting a Measure

Basic Principles of Single-System Designs

Baselining: Collecting Information Before Intervention

From the Case Study to the Basic Single-System Design: A-B

The Experimental Single-System Designs: A-B-A, A-B-A-B, B-A-B

Multiple Designs for Single Systems: Baselines, Targets, Crossovers, and Series

Changing Intensity Designs and Successive Intervention Designs

Designs for Comparing Interventions

Selecting a Design

Basic Principles of Analysis

Visual Analysis of Single-System Design Data

Descriptive Statistics

Tests of Statistical Significance for Single-System Designs

Selecting a Procedure for Analyzing Data

Not for Practitioners Alone: Evaluation for Clients, Administrators, Educators, and Students

Filters