Deck 10: Quasi-Experimental-Design

Question 1

​In the proxy-pretest design,the pretest is collected after the program is given.

Answer 1

True

Question 2

​Although the participants in some quasi-experimental designs can be individuals or groups of individuals,in regression-discontinuity studies,they can only be individuals.

Answer 2

False

Question 3

​The fundamental threat to internal validity in the regression-discontinuity design is selection.

Answer 3

False

Question 4

​The most commonly used quasi-experimental design is the regression-discontinuity design.

Question 5

​With respect to internal validity,quasi-experiments often appear to be inferior to randomized experiments.

Question 6

​The regression-discontinuity design is very susceptible to selection bias.

Question 7

​There are ____ possible outcomes in a non-equivalent groups design.

A) ​two
B) ​three
C) ​four
D) ​five

Question 8

​In what type of design are the people who receive the pretest are not the same as the people who take the posttest?

A) non-equivalent groups
B) ​regression discontinuity
C) ​proxy-pretest
D) ​separate pre-post samples

Question 9

​In experimental design notation,the letter C stands for ____.

A) ​continuity
B) ​covariate
C) ​control
D) ​cut-off

Question 10

​A two-group design in two phases defined by three waves of measurement is a ____ design.

A) ​double pretest
B) ​switching replications
C) ​nonequivalent dependent variables
D) ​regression point displacement

Question 11

​A design that includes two waves of measurement prior to the intervention is a ____ design.

A) ​double pretest
B) ​switching replications
C) ​nonequivalent dependent variables
D) ​regression point displacement

Question 12

When the nonequivalent groups design is used,the groups are almost always as similar as they would have been had there been random assignment.​

Question 13

​The fundamental threat to internal validity in the nonequivalent groups design is selection.

Question 14

​A pre-post quasi-experimental research design where the treatment is given to only one unit in the sample,with all remaining units acting as controls is a ____ design.

A) ​double pretest
B) ​switching replications
C) ​nonequivalent dependent variables
D) ​regression point displacement

Question 15

​Quasi-experiments are often preferable when it would be unethical to randomly assign individuals to treatment conditions.

Question 16

​What type of design is a pretest-posttest program-comparison-group quasi-experimental design in which a cutoff criterion on the preprogram measure is the method of assignment to a group?

A) ​non-equivalent groups
B) ​regression discontinuity
C) ​proxy-pretest
D) ​separate pre-post samples

Question 17

​If there is a difference between the pretest scores of the intervention and comparison groups in the NEGD,it indicates that there is selection bias.

Question 18

​What type of design is a post-only design in which,after the fact,a pretest measure is constructed from preexisting data?

A) ​non-equivalent groups
B) ​regression discontinuity
C) ​proxy-pretest
D) ​separate pre-post samples

Question 19

​What type of design is shown above?

A) ​non-equivalent groups
B) ​regression discontinuity
C) ​proxy-pretest
D) ​separate pre-post samples

Question 20

​What type of design is a pre-post two-group quasi-experimental design structured like a pretest-posttest randomized experiment,but lacks random assignment to groups?

A) ​non-equivalent groups
B) regression discontinuity​
C) ​proxy-pretest
D) ​separate pre-post samples

Question 21

Narrative 10-2 -Daycare Center - Part II
Ken studies literacy and is particularly concerned about children who lag in reading readiness.He has developed a reading readiness program that can easily be implemented by day care providers in group settings,and has selected two day cares in demographically similar neighborhoods.Ken begins by giving a reading readiness to all of the three- and four-year-olds in both of the day cares.He then implements his intervention at one daycare but not the other,and after the intervention is complete,he administers the reading readiness test again to both groups of children.
​
Figure TB 10-12
​Ken's results are shown in the accompanying figure.What conclusion is most strongly supported by these results?

A) ​The intervention had no effect.
B) ​The intervention improved reading readiness.
C) ​Selection effects prevent any conclusions.
D) ​Regression effects prevent any conclusions.

Question 22

​Narrative 10-2 -Daycare Center - Part II
Ken studies literacy and is particularly concerned about children who lag in reading readiness.He has developed a reading readiness program that can easily be implemented by day care providers in group settings,and has selected two day cares in demographically similar neighborhoods.Ken begins by giving a reading readiness to all of the three- and four-year-olds in both of the day cares.He then implements his intervention at one daycare but not the other,and after the intervention is complete,he administers the reading readiness test again to both groups of children.
​
Figure TB 10-13
​Ken's results are shown in the accompanying figure.What conclusion is most strongly supported by these results?

A) ​The intervention had no effect.
B) ​The intervention improved reading readiness.
C) ​Selection effects prevent any conclusions.
D) ​Regression effects prevent any conclusions.

Question 23

​Narrative 10-1 -Daycare Center - Part I
Ken studies literacy and is particularly concerned about children who lag in reading readiness.He has developed a reading readiness program that can easily be implemented by day care providers in group settings,and has selected two day cares in demographically similar neighborhoods.He starts by giving a reading readiness to all of the three- and four-year-olds in both day care centers.
​
​
Figure TB 10-11
​Ken decides to implement his intervention at one daycare but not the other,and after the intervention is complete,he administers the reading readiness test again to both groups of children.His results are shown in the accompanying figure.This figure most suggests the existence of a(n)____ threat.

A) ​instrumentation
B) ​testing
C) ​selection
D) ​diffusion

Question 24

​
Figure TB 10-3
​What type of design is shown in the accompanying figure?

A) ​non-equivalent groups
B) ​regression discontinuity
C) ​proxy-pretest
D) ​separate pre-post samples

Question 25

​
Figure TB 10-6
​What type of design is shown in the accompanying figure?

A) ​non-equivalent groups
B) ​regression discontinuity
C) ​proxy-pretest
D) ​separate pre-post samples

Question 26

​It is possible to mitigate the non-equivalency of groups in the NEGD by ____.

A) ​introducing at least two covariates
B) ​randomly assigning subjects to groups
C) ​choosing the treatment and control groups to be as similar to each other as possible
D) ​using as many measurement opportunities as possible

Question 27

​Narrative 10-2 -Daycare Center - Part II
Ken studies literacy and is particularly concerned about children who lag in reading readiness.He has developed a reading readiness program that can easily be implemented by day care providers in group settings,and has selected two day cares in demographically similar neighborhoods.Ken begins by giving a reading readiness to all of the three- and four-year-olds in both of the day cares.He then implements his intervention at one daycare but not the other,and after the intervention is complete,he administers the reading readiness test again to both groups of children.
​
Figure TB 10-13
​From a methodological point of view,inferences drawn from a well-implemented regression-discontinuity design are ____ conclusions from randomized experiments.

A) ​superior in internal validity to
B) ​far less stable than
C) ​less strong than
D) ​comparable in internal validity to

Question 28

​
Figure TB 10-14
​Consider the accompanying figure,illustrating the regression discontinuity design.What is shown by A?

A) ​regression line
B) ​cutoff
C) ​crossover
D) ​discontinuity

Question 29

​Narrative 10-1 -Daycare Center - Part I
Ken studies literacy and is particularly concerned about children who lag in reading readiness.He has developed a reading readiness program that can easily be implemented by day care providers in group settings,and has selected two day cares in demographically similar neighborhoods.He starts by giving a reading readiness to all of the three- and four-year-olds in both day care centers.
​
​
Figure TB 10-11
​Ken decides to implement his intervention at one daycare but not the other,and after the intervention is complete,he administers the reading readiness test again to both groups of children.His results are shown in the accompanying figure.When Ken talks to reading specialists,he learns that children often progress slowly at first,but when their readiness skills reach a certain point,they seem to take off.Thus children who started at a higher level,like those in his intervention group,may improve faster than children who start off at a lower level,like his comparison group.Given this,it is possible that Ken's results reflect not his intervention,but rather,____ effects.

A) ​selection-maturation
B) ​selection-mortality
C) ​selection-regression
D) ​selection-diffusion

Question 30

​Narrative 10-1 -Daycare Center - Part I
Ken studies literacy and is particularly concerned about children who lag in reading readiness.He has developed a reading readiness program that can easily be implemented by day care providers in group settings,and has selected two day cares in demographically similar neighborhoods.He starts by giving a reading readiness to all of the three- and four-year-olds in both day care centers.
​
​
Figure TB 10-11
​Ken decides to implement his intervention at one daycare but not the other,and after the intervention is complete,he administers the reading readiness test again to both groups of children.His results are shown in the accompanying figure.The performance of both of the groups improves over time,suggesting the operation of ____.

A) ​maturation
B) ​mortality
C) ​selection
D) ​diffusion

Question 31

​
Figure TB 10-10
​What design is shown in the accompanying figure?

A) ​double pretest
B) ​switching replications
C) ​nonequivalent dependent variables
D) ​regression point displacement

Question 32

Narrative 10-1 -Daycare Center - Part I
Ken studies literacy and is particularly concerned about children who lag in reading readiness.He has developed a reading readiness program that can easily be implemented by day care providers in group settings,and has selected two day cares in demographically similar neighborhoods.He starts by giving a reading readiness to all of the three- and four-year-olds in both day care centers.
​Ken decides to implement his intervention at one daycare but not the other,and after the intervention is complete,he will administer the reading readiness test again to both groups of children.This design is a(n)____ design.

A) ​nonequivalent groups
B) ​separate pre-post
C) ​regression discontinuity
D) ​proxy-pretest

Question 33

​
Figure TB 10-9
​What design is shown in the accompanying figure?

A) ​double pretest
B) ​switching replications
C) ​nonequivalent dependent variables
D) ​regression point displacement

Question 34

​The graph in the accompanying figure indicates _____.

A) ​no treatment effect
B) ​a treatment interaction
C) ​an effect of treatment
D) ​confounding

Question 35

​
Figure TB 10-8
​What design is shown in the accompanying figure?double pretest

A) double pretest
B) ​switching replications
C) ​nonequivalent dependent variables
D) ​regression point displacement

Question 36

​
Figure TB 10-2
​What design is shown in the accompanying figure?

A) ​double pretest
B) ​switching replications
C) ​nonequivalent dependent variables
D) ​regression point displacement

Question 37

​
Figure TB 10-5
​The graph in the accompanying figure indicates _____.

A) ​no treatment effect
B) ​a treatment interaction
C) ​an effect of treatment
D) ​confounding

Question 38

​
Figure TB 10-4
​The graph in the accompanying figure was most likely generated by a study using the ____ design.

A) ​non-equivalent groups
B) ​regression discontinuity
C) ​proxy-pretest
D) ​separate pre-post samples

Question 39

​Consider the accompanying figure,illustrating the regression discontinuity design.What is shown by B?

A) ​regression line
B) ​cutoff
C) ​crossover
D) ​discontinuity

Question 40

​
Figure TB 10-7
​What type of design is shown in the accompanying figure?

A) ​non-equivalent groups
B) ​regression discontinuity
C) ​proxy-pretest
D) ​separate pre-post samples

Question 41

​In the _______________ design,the pretest is collected after the program is given.

Question 42

​The _______________ design allows the researcher to give the intervention to those who need it the most,based on the use of cut-off scores.

Question 43

​Consider the accompanying figure,illustrating the regression discontinuity design.What is shown by D?

A) ​regression line
B) ​cutoff
C) ​crossover
D) ​discontinuity

Question 44

​Consider the accompanying figure,illustrating the regression discontinuity design.What is shown by C?

A) ​regression line
B) ​cutoff
C) crossover
D) ​discontinuity

Question 45

​The most commonly used quasi-experimental design is the _______________ design.

Question 46

​In the recollection or _______________ proxy-pretest design,participants are asked to recall their characteristics in the past.

Question 47

​In the archived proxy-pretest design,the pretest is based on ____.

A) ​standardized test norms
B) ​pre-existing records for study participants
C) ​expected averages
D) ​informant recollections

Question 48

​The branch of mathematics dealing with the collection,analysis,interpretation,and presentation of quantitative data is _______________.

Question 49

​A line that describes the relationship between two or more variables is termed a(n)_______________ line.

Question 50

​A regression point displacement design is particularly attractive when ____.

A) ​the researcher is evaluating a program that has already begun
B) ​the unit of study is a community rather than an individual
C) ​it is important that those who most need the treatment receive it
D) ​there are concerns about selection-maturation effects

Question 51

​A double pretest design is particularly attractive when ____.

A) ​the researcher is evaluating a program that has already begun
B) ​the unit of study is a community rather than an individual
C) ​it is important that those who most need the treatment receive it
D) ​there are concerns about selection-maturation effects

Question 52

​The degree of correspondence between two data items is referred to as _______________.

Question 53

​Consider the figure above,illustrating the regression discontinuity design.What can you conclude?

A) ​The treatment had an effect,as shown by the discontinuity at the cutoff.
B) ​There appears to be a selection effect,because the groups differed before the treatment began.
C) ​The slopes of the regression lines appear similar,so there is no treatment effect.
D) ​The discontinuity suggests the presence of a maturation effect.

Question 54

​A group,comparable to the program group,that did not receive the program,is called a(n)_______________ group.

Question 55

​The threat to internal validity that occurs when there are different rates of movement towards the mean in the two groups is termed a(n)_______________ threat.

Question 56

​What design is sometimes referred to as a dry run quasi-experimental design because it simulates what would happen were there no effect of the treatment?

A) ​NEDV
B) ​regression-discontinuity
C) ​double pretest
D) ​NEGD

Question 57

​A regression-discontinuity design is particularly attractive when ____.

A) ​the researcher is evaluating a program that has already begun
B) ​the unit of study is a community rather than an individual
C) it is important that those who most need the treatment receive it
D) ​there are concerns about selection-maturation effects

Question 58

Any factor other than the program that leads to posttest differences between groups is termed a(n)_______________.

Question 59

​Research designs that have several of the key features of randomized experimental designs,such as pre-post measurement and treatment-control group comparisons,but lack random assignment to a treatment group are called _______________ designs.

Question 60

​A proxy-pretest design is most likely to be used when ____.

A) ​the researcher is evaluating a program that has already begun
B) ​the unit of study is a community rather than an individual
C) ​it is important that those who most need the treatment receive it
D) ​there are concerns about selection-maturation effects

Question 61

​Describe the pattern-matching NEDV design.

Question 62

​In the _______________ design,the people used for the pretest are not the same as the people used for the posttest.

Question 63

​The _______________ design is particularly useful in community-based research,because only one unit receives the intervention.

Question 64

​How does the double-pretest design address selection-maturation threats?

Question 65

​Describe the two forms of the proxy-pretest design.

Question 66

​In its simple form,the _______________ design is very weak with respect to internal validity.

Question 67

​How does the switching-replications design enhance generalizability?

Question 68

​Why is the regression point displacement design so useful in assessing the impact of community interventions?

Question 69

​In the _______________ design,it is possible to determine whether the intervention and comparison groups are maturing at different rates.