Exam 13: Single-Case Evaluation Designs
Exam 1: Why Study Research27 Questions
Exam 2: Evidence-Based Practice31 Questions
Exam 3: Quantitative, qualitative, and Mixed Methods of Inquiry27 Questions
Exam 4: Factors Influencing the Research Process36 Questions
Exam 5: Ethical Issues in Social Work Research25 Questions
Exam 6: Culturally Competent Research28 Questions
Exam 7: Problem Formulation34 Questions
Exam 8: Measurement in Quantitative and Qualitative Inquiry31 Questions
Exam 9: Quantitative and Qualitative Measurement Instruments30 Questions
Exam 10: Surveys34 Questions
Exam 11: Sampling: Quantitative and Qualitative Approaches27 Questions
Exam 12: Experiments and Quasi-Experiments38 Questions
Exam 13: Single-Case Evaluation Designs32 Questions
Exam 14: Program Evaluation32 Questions
Exam 15: Additional Methods in Qualitative Inquiry34 Questions
Exam 16: Analyzing Available Records: Quantitative and Qualitative Methods30 Questions
Exam 17: Quantitative Data Analysis34 Questions
Exam 18: Qualitative Data Analysis24 Questions
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Multiple measurement points during baseline control for statistical regression.
(True/False)
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The ability to construct a retrospective baseline is one of the advantages of using available records.
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Identify three qualitative methods that can be incorporated in single-case evaluation,and discuss the function of each method.
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Which of the following approaches would be least obtrusive in regard to measuring the impact of the above groupwork intervention on school performance?
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Discuss why it is best to have as many measurement points as possible in a single-case design.
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In a single-case design with a student at high risk for dropping out of school,a good measurement plan to assess whether our intervention is effective would be to monitor whether or not he/she drops out of school.
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The length of the baseline in single-case designs should be
(Multiple Choice)
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Identify the major advantages and disadvantages of each of the following single-case designs:a.AB design.b.ABAB design.c.multiple baseline design.
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A practitioner tests whether a new technique will be effective in reducing the number of time-outs required in play therapy sessions for children with conduct disorders.In each of the two sessions before implementing the new technique,five time-outs occurred.In each of the two sessions after implementing the new technique,no time-outs occurred.The practitioner should conclude:
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In deciding what to measure in a single-case experiment,it is usually best to
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