Question 1

Which of the following experimental designs is most vulnerable to the impact of testing effects?

Accepted Answer

A)  Classic pretest-posttest control group design. 
B)  Posttest-only control group design. 
C)  Solomon four-group design. 
D)  All of the above. 
A)  Classic pretest-posttest control group design. 
B)  Posttest-only control group design. 
C)  Solomon four-group design. 
D)  All of the above. A

Question 2

Provide examples of three different forms of research reactivity and explain why random assignment is not sufficient to control for them.

Accepted Answer

Three different forms of research reactivity include the Hawthorne effect, demand characteristics, and evaluation apprehension.

The Hawthorne effect refers to the phenomenon where individuals modify their behavior or performance when they are aware that they are being observed or studied. This can lead to inflated results or changes in behavior that may not accurately reflect the participants' natural state.

Demand characteristics occur when participants in a study modify their behavior based on their perception of the study's purpose or what the researcher expects to find. This can lead to biased results and compromises the validity of the study.

Evaluation apprehension is the anxiety or concern that participants may feel about being evaluated, which can lead to changes in behavior or responses in order to present themselves in a favorable light.

Random assignment alone is not sufficient to control for these forms of research reactivity because they are related to participants' awareness of being studied or their understanding of the research goals. Random assignment only ensures that participants are allocated to different groups by chance, but it does not address the potential influence of reactivity on their behavior or responses. To control for these forms of reactivity, researchers may need to use additional methods such as double-blind procedures, deception, or using unobtrusive measures to minimize the impact of participants' awareness of being studied.

Question 3

Random assignment always removes the need for a pretest.

Accepted Answer

A) True 
 B)False  False

Question 4

The classic pretest-posttest control group design controls for the possible impact of differential attrition.

Accepted Answer

A) True 
 B)False

Question 5

The classic pretest-posttest control group design controls for the possible impact of research reactivity.

Accepted Answer

A) True 
 B)False

Question 6

Random assignment with a very large sample of clients to two different groups of practitioners, one of which provides an innovative intervention and the other of which provides treatment as usual, is sufficient for ruling out which of the following explanations for results showing that the experimental group's outcome was significantly better than the control group's outcome?

Accepted Answer

A)  Lack of practitioner equivalence. 
B)  Differential attrition rates. 
C)  Obtrusive observation. 
D)  All of the above. 
E)  None of the above. 
A)  Lack of practitioner equivalence. 
B)  Differential attrition rates. 
C)  Obtrusive observation. 
D)  All of the above. 
E)  None of the above.

Question 7

A lack of treatment fidelity can make a very effective intervention appear to be less effective.

Accepted Answer

A) True 
 B)False

Question 8

Explain the difference between obtrusive and unobtrusive observation, and provide examples illustrating how each can be a matter of degree.

Accepted Answer

Obtrusive observation involves the resea

Question 9

Extremely obtrusive observation can be a fatal flaw in an otherwise well-designed experiment.

Accepted Answer

A) True 
 B)False

Question 10

Which statement is the most appropriate interpretation of the following results of a Solomon four-group design:

Accepted Answer

A)  The treatment was effective, but there were also testing effects. 
B)  The treatment was effective, and there is no indication of testing effects. 
C)  The improvement appears to be attributable to testing effects. 
D)  None of the above. 
A)  The treatment was effective, but there were also testing effects. 
B)  The treatment was effective, and there is no indication of testing effects. 
C)  The improvement appears to be attributable to testing effects. 
D)  None of the above.

Question 11

Explain the implications of sample size regarding need for pretests.

Accepted Answer

The sample size has implications for the

Question 12

Diagram and explain the logic of six different experimental designs.

Accepted Answer

Experimental designs are essential in re

Question 13

Random assignment to two alternative treatments removes the possible value of a control group regardless of the results.

Accepted Answer

A) True 
 B)False

Question 14

If the experimental and control groups both improve significantly, then we should conclude that:

Accepted Answer

A)  the intervention and control conditions both were causes of the improvement. 
B)  the results do not support the notion that the intervention is effective. 
C)  some alternative explanation like history or the passage of time plausibly could have caused the improvement in both groups. 
D)  Both b and c are correct. 
A)  the intervention and control conditions both were causes of the improvement. 
B)  the results do not support the notion that the intervention is effective. 
C)  some alternative explanation like history or the passage of time plausibly could have caused the improvement in both groups. 
D)  Both b and c are correct.

Question 15

If both groups both improve significantly in the following alternative treatment groups design, then we should conclude that:

Accepted Answer

A)  Both treatments were effective. 
B)  Neither treatment was effective. 
C)  Both treatments might be effective or ineffective because we cannot rule out some alternative explanation like history or the passage of time as a plausible cause of the improvement in both groups. 
D)  None of the above. 
A)  Both treatments were effective. 
B)  Neither treatment was effective. 
C)  Both treatments might be effective or ineffective because we cannot rule out some alternative explanation like history or the passage of time as a plausible cause of the improvement in both groups. 
D)  None of the above.

Question 16

Treatment diffusion can make a very effective intervention appear to be less effective.

Accepted Answer

A) True 
 B)False

Question 17

Explain how differential attrition can impact the interpretation of findings in experiments.

Accepted Answer

Differential attrition occurs when parti

Question 18

Controlling for history in an experiment means that:

Accepted Answer

A)  the possibility that contemporaneous events could affect things is eliminated. 
B)  all clients have had the same clinical histories. 
C)  we can logically ascertain whether contemporaneous events represent a plausible explanation for the differences in outcome between treatment and control groups. 
D)  None of the above. 
A)  the possibility that contemporaneous events could affect things is eliminated. 
B)  all clients have had the same clinical histories. 
C)  we can logically ascertain whether contemporaneous events represent a plausible explanation for the differences in outcome between treatment and control groups. 
D)  None of the above.

Question 19

What should we conclude regarding the effectiveness of EMDR in lowering trauma symptoms in light of the following dismantling design results?

Accepted Answer

A)  EMDR appears to be effective, and the eye movement component appears to be a necessary component. 
B)  The eye movement component contributes nothing to the effectiveness of EMDR. 
C)  EMDR is not effective. 
D)  None of the above. 
A)  EMDR appears to be effective, and the eye movement component appears to be a necessary component. 
B)  The eye movement component contributes nothing to the effectiveness of EMDR. 
C)  EMDR is not effective. 
D)  None of the above.

Question 20

Some forms of research reactivity can make a very effective intervention appear to be less effective.

Accepted Answer

A) True 
 B)False

Which of the following experimental designs is most vulnerable to the impact of testing effects?

Provide examples of three different forms of research reactivity and explain why random assignment is not sufficient to control for them.

Random assignment always removes the need for a pretest.

The classic pretest-posttest control group design controls for the possible impact of differential attrition.

The classic pretest-posttest control group design controls for the possible impact of research reactivity.

A lack of treatment fidelity can make a very effective intervention appear to be less effective.

Explain the difference between obtrusive and unobtrusive observation, and provide examples illustrating how each can be a matter of degree.

Extremely obtrusive observation can be a fatal flaw in an otherwise well-designed experiment.

Which statement is the most appropriate interpretation of the following results of a Solomon four-group design:

Explain the implications of sample size regarding need for pretests.

Diagram and explain the logic of six different experimental designs.

Random assignment to two alternative treatments removes the possible value of a control group regardless of the results.

If the experimental and control groups both improve significantly, then we should conclude that:

If both groups both improve significantly in the following alternative treatment groups design, then we should conclude that:

Treatment diffusion can make a very effective intervention appear to be less effective.

Explain how differential attrition can impact the interpretation of findings in experiments.

Controlling for history in an experiment means that:

What should we conclude regarding the effectiveness of EMDR in lowering trauma symptoms in light of the following dismantling design results?

Some forms of research reactivity can make a very effective intervention appear to be less effective.

Introduction to Evidence-Based Practice

Steps in the EBP Process

Research Hierarchies: Which Types of Research Are Best for Which Questions

Criteria for Inferring Effectiveness: How Do We Know What Works

Critically Appraising Quasi-Experiments: Nonequivalent Comparison Groups Designs

Critically Appraising Quasi-Experiments: Time-Series Designs and Single-Case Designs

Critically Appraising Systematic Reviews and Meta-Analyses

Critically Appraising Nonexperimental Quantitative Studies

Critically Appraising Qualitative Studies

Critically Appraising and Selecting Assessment Instruments

Monitoring Client Progress

Filters

Exam 5: Critically Appraising Experiments

Which of the following experimental designs is most vulnerable to the impact of testing effects?

Provide examples of three different forms of research reactivity and explain why random assignment is not sufficient to control for them.

Random assignment always removes the need for a pretest.

The classic pretest-posttest control group design controls for the possible impact of differential attrition.

The classic pretest-posttest control group design controls for the possible impact of research reactivity.

A lack of treatment fidelity can make a very effective intervention appear to be less effective.

Explain the difference between obtrusive and unobtrusive observation, and provide examples illustrating how each can be a matter of degree.

Extremely obtrusive observation can be a fatal flaw in an otherwise well-designed experiment.

Which statement is the most appropriate interpretation of the following results of a Solomon four-group design:

Explain the implications of sample size regarding need for pretests.

Diagram and explain the logic of six different experimental designs.

Random assignment to two alternative treatments removes the possible value of a control group regardless of the results.

If the experimental and control groups both improve significantly, then we should conclude that:

If both groups both improve significantly in the following alternative treatment groups design, then we should conclude that:

Treatment diffusion can make a very effective intervention appear to be less effective.

Explain how differential attrition can impact the interpretation of findings in experiments.

Controlling for history in an experiment means that:

What should we conclude regarding the effectiveness of EMDR in lowering trauma symptoms in light of the following dismantling design results?

Some forms of research reactivity can make a very effective intervention appear to be less effective.

Introduction to Evidence-Based Practice

Steps in the EBP Process

Research Hierarchies: Which Types of Research Are Best for Which Questions

Criteria for Inferring Effectiveness: How Do We Know What Works

Critically Appraising Quasi-Experiments: Nonequivalent Comparison Groups Designs

Critically Appraising Quasi-Experiments: Time-Series Designs and Single-Case Designs

Critically Appraising Systematic Reviews and Meta-Analyses

Critically Appraising Nonexperimental Quantitative Studies

Critically Appraising Qualitative Studies

Critically Appraising and Selecting Assessment Instruments

Monitoring Client Progress

Filters