SESE 792 2/19/25 by Jesse Johnson

Parametric Question

jwjohnson8 — 2025-02-19 21:50:30 UTC

Research Question: How does varying the frequency of non-contingent single-serve snacks (every 15, 20, or 30 minutes) affect the percentage of time students remain on-task in a classroom setting?

IVs: One single-serve snack every 15 minutes vs. one single-serve snack every 20 minutes vs. one single-serve snack every 30 minutes

DVs: % of time students remain on task

Possible Threats to Internal and External Validity (at least two): Controlling for snack type would strengthen internal validity. An external-routine change may also affect the validity. There may be saturation prior to the 30 minute test.

Any non-contingent provision of snacks or inconsistent delivery of snacks could be another internal threat to internal validity.

Comparison Question

jwjohnson8 — 2025-02-19 21:50:30 UTC

Research Question: Which interventions, DRA or self-monitoring, is most effective in increasing on-task behavior with an elementary student who has ASD?

IVs: DRA, Self-monitoring

DVs: On-task behavior, work completion

Possible Threats to Internal and External Validity

Internal: Instrumentation

External: Reactive effects of experimental arrangements

Component Analysis Question

jwjohnson8 — 2025-02-19 21:50:30 UTC

Research Question: How does an intermittent reinforcement schedule, the presence of a behavior intervention plan (BIP), and the caregiver's self-monitoring of implementation affect the reduction of maladaptive behaviors in children with autism spectrum disorder (ASD) in a school setting?

IVs: Behavior intervention plan, caregiver self monitoring, and reinforcement schedule

DVs: reduction of maladaptive behavior in children with autism and intervention fidelity

Possible Threats to Internal and External Validity (at least two):

Internal- Instrumentation, observer bias or subjective ratings

External- mult. treatment interferences and reactive effects

hawthorne effect- participants modify behavior when aware of being observed.

Demonstration question:

jwjohnson8 — 2025-02-19 21:50:30 UTC

Research Question: Will students' disruptive behavior decrease if we implement more frequent breaks?

IVs: We will give three, 10 minute breaks throughout the day.

DVs: Calling out, Out of your seats

Possible Threats to Internal and External Validity (at least two):

Internal: Testing and History: trying a second time (ie second or third break of day and effectiveness) could have a different outcome

External: Interaction of other students/adults, Hawthorne Effect