Question 1

If an assessment has strong concurrent validity, what does that mean?

Accepted Answer

Concurrent validity is a type of criterion-related validity, defined as the extent to which results produced by a new assessment correspond with results of a well-established assessment of the same construct or domain. It is usually evaluated by administering both assessments to a well-defined sample of individuals within a short period of time and calculating correlation coefficients between the mean scores on the two assessments. The established assessment is the criterion against which the new assessment is validated. If an assessment has strong concurrent validity that means that it correlates strongly with an already established assessment.

Question 2

Define the following: construct validity and content validity.

Accepted Answer

Construct validity is the extent to which an instrument is shown to assess the construct that it purports to measure, such as intelligence in the case of IQ tests. Content validity refers to the extent to which scores on an assessment represent the content that the instrument purports to measure.

Question 3

Each of the following is an example of a behavior analytic assessment tool, except:

Accepted Answer

A)  preference assessment 
B)  functional behavior analysis 
C)  functional analysis 
D)  ABC recording 
A)  preference assessment 
B)  functional behavior analysis 
C)  functional analysis 
D)  ABC recording B

Question 4

When deciding which assessment instrument to use, both researchers and practitioners should consider

Accepted Answer

A)  the goals of using an assessment instrument and what is needed 
B)  relevant research and customary practices 
C)  limitations and uses of assessments 
D)  all of the above should be considered 
A)  the goals of using an assessment instrument and what is needed 
B)  relevant research and customary practices 
C)  limitations and uses of assessments 
D)  all of the above should be considered

Question 5

Define the following: alternate-form reliability, test-retest reliability, and inter-tester reliability.

Accepted Answer

Alternate-form reliability, as the name

Question 6

Behavioral researchers must design assessment procedures that will serve the goal of _______.

Accepted Answer

A)  reducing problem behavior 
B)  increasing skills 
C)  answering an experimental question 
D)  determining the function of a behavior 
A)  reducing problem behavior 
B)  increasing skills 
C)  answering an experimental question 
D)  determining the function of a behavior

Question 7

Measurement that involves measuring the same event that you are drawing conclusions about is called ___________ measurement.

Accepted Answer

A)  indirect 
B)  direct 
C)  implicit 
D)  explicit 
A)  indirect 
B)  direct 
C)  implicit 
D)  explicit

Question 8

Describe the considerations a researcher must make when selecting assessment instruments.

Accepted Answer

For behavior analytic researchers, decis

Question 9

Behavior analyst practitioners must identify assessments to help with their main goal of _____.

Accepted Answer

A)  replicating previous research 
B)  targeting and treating socially important behaviors 
C)  calculating reliability measures of responding 
D)  engaging in clinical practice 
A)  replicating previous research 
B)  targeting and treating socially important behaviors 
C)  calculating reliability measures of responding 
D)  engaging in clinical practice

Question 10

What is ABC recording and what is it used for?

Accepted Answer

ABC recording is typically used to recor

Question 11

Describe the considerations a practitioner must make when selecting assessment instruments.

Accepted Answer

Practitioners are wise to consider asses

Question 12

Describe how behavior analytic assessment procedures differ from standardized assessments.

Accepted Answer

Given that behavior is the subject matte

Question 13

If an assessment instrument has strong predictive validity, what does that mean?

Accepted Answer

Predictive or criterion-related validity

Question 14

When selecting or designing assessment procedures, what goal must a practitioner consider and how does that benefit their clinical practice?

Accepted Answer

For most ABA practitioners, the main goa

Question 15

To standardize an assessment, one must _____.

Accepted Answer

A)  conduct research 
B)  have subject matter experts review the assessment instrument 
C)  develop and refine a scoring scale 
D)  all of the above are part of standardizing an assessment 
A)  conduct research 
B)  have subject matter experts review the assessment instrument 
C)  develop and refine a scoring scale 
D)  all of the above are part of standardizing an assessment

Question 16

The extent to which an instrument is shown to assess the idea or theory that it purports to measure is called ________ validity.

Accepted Answer

A)  content 
B)  construct 
C)  predictive 
D)  concurrent 
A)  content 
B)  construct 
C)  predictive 
D)  concurrent

Question 17

Describe the uses of standardized assessments for behavior analysis researchers and practitioners.

Accepted Answer

Well-researched, valid, and reliable sta

Question 18

If an assessment tool is valid, what does that mean?

Accepted Answer

It means that inferences that

Question 19

Describe the defining characteristic of norm-referenced and criterion-referenced assessments.

Accepted Answer

A norm-referenced assessment means that

Question 20

The extent to which scores on an assessment represent the materials it purports to measure is called ________ validity.

Accepted Answer

A)  content 
B)  construct 
C)  predictive 
D)  concurrent 
A)  content 
B)  construct 
C)  predictive 
D)  concurrent

If an assessment has strong concurrent validity, what does that mean?

Define the following: construct validity and content validity.

Each of the following is an example of a behavior analytic assessment tool, except:

When deciding which assessment instrument to use, both researchers and practitioners should consider

Define the following: alternate-form reliability, test-retest reliability, and inter-tester reliability.

Behavioral researchers must design assessment procedures that will serve the goal of _______.

Measurement that involves measuring the same event that you are drawing conclusions about is called ___________ measurement.

Describe the considerations a researcher must make when selecting assessment instruments.

Behavior analyst practitioners must identify assessments to help with their main goal of _____.

What is ABC recording and what is it used for?

Describe the considerations a practitioner must make when selecting assessment instruments.

Describe how behavior analytic assessment procedures differ from standardized assessments.

If an assessment instrument has strong predictive validity, what does that mean?

When selecting or designing assessment procedures, what goal must a practitioner consider and how does that benefit their clinical practice?

To standardize an assessment, one must _____.

The extent to which an instrument is shown to assess the idea or theory that it purports to measure is called ________ validity.

Describe the uses of standardized assessments for behavior analysis researchers and practitioners.

If an assessment tool is valid, what does that mean?

Describe the defining characteristic of norm-referenced and criterion-referenced assessments.

The extent to which scores on an assessment represent the materials it purports to measure is called ________ validity.

Discovery in Research and Practice

Behavior As a Scientific and Practical Subject Matter

Asking Questions: What Do You Want to Know

Selecting and Defining Target Behaviors

Dimensions of Behavior and Units of Measurement

Observing and Recording

Assessing Measurement

Behavioral Variability

Steady States and Transitions

Designing Behavioral Comparisons

Single Baseline Designs

Multiple Baseline Designs

Graphical Analysis of Behavioral Data

Group Research Design and Statistical Analyses

Interpreting Research and Practical Projects

Behavior Analysis Research Methods

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Exam 7: Behavior Analytic Assessment

If an assessment has strong concurrent validity, what does that mean?

Define the following: construct validity and content validity.

Each of the following is an example of a behavior analytic assessment tool, except:

When deciding which assessment instrument to use, both researchers and practitioners should consider

Define the following: alternate-form reliability, test-retest reliability, and inter-tester reliability.

Behavioral researchers must design assessment procedures that will serve the goal of _______.

Measurement that involves measuring the same event that you are drawing conclusions about is called ___________ measurement.

Describe the considerations a researcher must make when selecting assessment instruments.

Behavior analyst practitioners must identify assessments to help with their main goal of _____.

What is ABC recording and what is it used for?

Describe the considerations a practitioner must make when selecting assessment instruments.

Describe how behavior analytic assessment procedures differ from standardized assessments.

If an assessment instrument has strong predictive validity, what does that mean?

When selecting or designing assessment procedures, what goal must a practitioner consider and how does that benefit their clinical practice?

To standardize an assessment, one must _____.

The extent to which an instrument is shown to assess the idea or theory that it purports to measure is called ________ validity.

Describe the uses of standardized assessments for behavior analysis researchers and practitioners.

If an assessment tool is valid, what does that mean?

Describe the defining characteristic of norm-referenced and criterion-referenced assessments.

The extent to which scores on an assessment represent the materials it purports to measure is called ________ validity.

Discovery in Research and Practice

Behavior As a Scientific and Practical Subject Matter

Asking Questions: What Do You Want to Know

Selecting and Defining Target Behaviors

Dimensions of Behavior and Units of Measurement

Observing and Recording

Assessing Measurement

Behavioral Variability

Steady States and Transitions

Designing Behavioral Comparisons

Single Baseline Designs

Multiple Baseline Designs

Graphical Analysis of Behavioral Data

Group Research Design and Statistical Analyses

Interpreting Research and Practical Projects

Behavior Analysis Research Methods

Filters