Term
| Scientist –practitioner model |
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Definition
acknowledge the importance of utilizing data to (a) determine the focus of treatment, (b) design appropriate interventions, and (c) evaluate outcomes |
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Term
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Definition
| Data-based problem solver |
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Term
| Data-based problem solver (DBPS) model is an |
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Definition
extension of the scientist-practitioner model and is based on the belief that counselors are obligated to use effective problem-solving strategies |
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Term
| The DBPS is beneficial in that it provides trainees with the ability to |
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Definition
1. rapidly assess needs, 2. monitor symptoms, and 3. evaluate outcomes (Edwards,1987). The ability to function as a data-based problem solver will allow you to 4. identify and analyze a problem, 5. develop and implement a course of treatment, and 6. evaluate outcomes within a short period of time. Empirically based literature is used to 7. define problems, 8. formulate treatment goals, 9. develop interventions, and 10. collect data. |
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Term
| Empirically supported treatments (ESTs) |
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Definition
are manualized (i.e., have specific steps to problem solving) treatment protocols that have empirical evidence to support their use in specific situations |
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Term
| Counseling researchers typically focus on two different aspects of the profession: |
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Definition
(a) effective counseling models and (b) aspects of the individual counselor that affect outcomes. |
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Term
| ? Problem identification is one of the critical links between |
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Definition
| research and practice because it facilitates intervention planning and implementation |
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Term
| Neither demographic variables (e.g., race,gender, age, and cultural background) nor professional identity (counseling versus psychology versus social work) |
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Definition
| have significant impact on the outcome of counseling as a process. |
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Term
a counselors’level of skill,their cognitive complexity, and their ability to relate to their clients |
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Definition
| are the key elements of counselors' effectiveness |
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Term
| Critical issues central to the research process are |
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Definition
1. ethics 2. multiculturalism 3. writing, and 4. reviewing the literature |
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Term
| most basic task of generating a research question |
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Definition
1. generating hypotheses, 2. determining a method, and 3. selecting a sample |
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Term
| Research is a systematic investigation that involves |
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Definition
1. collecting, 2. analyzing, and 3. interpreting information in a sequential manner in order to increase our understanding |
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Term
| 1. Each characteristic of interest, and all aspects of the environment in which the information resides |
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Definition
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Term
2. Research is not conducted purely for research’s sake; it is conducted with |
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Definition
| with the intent to benefit those we serve in the profession of counseling. |
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Term
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Definition
| Practice drives client outcomes, client outcomes drive research, and research drives practice..... |
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Term
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Definition
| the general question that guides the direction of the research. It defines the relationship between what you want to know and how you intend to obtain this knowledge through research. |
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Term
| Hypothesis is based on an understanding of the subject under consideration and requires |
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Definition
| the researcher to apply reasoning skills in order to make a best guess about the topic to be studied. |
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Term
| The whole point of the research is |
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Definition
| to test against the hypothesis in order to generate new knowledge |
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Term
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Definition
| means they have more than one attribute or value |
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Term
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Definition
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Term
| Variable is observed or manipulated, and constitutes the means by which we |
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Definition
| 1. structure our observations about the data..., we often want to know what effect one variable has had on another or what change was evident in a particular variable |
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Term
| Identification of the variables under consideration is key |
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Definition
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Term
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Definition
| Quantitative, Qualitative; Experimental, descriptive, and relational research designs |
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Term
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Definition
| collect numerical or categorical data |
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Term
| Qualitative designs collect data in the form of narrative answers and are often focused on |
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Definition
| a central phenomenon or the view of the participant, |
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Term
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Definition
emphasizes the setting specific to the participant, and highlights personal meaning of experience often employed when little is known about a particular subject. cover grounded theory, phenomenology, and narrative approaches |
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Term
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Definition
| focused interviews and case studies |
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Term
| Experimental, descriptive, and relational research designs |
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Definition
| are three types of research designs. |
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Term
| 1. Experimental research attempts to define |
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Definition
| causality. It allows the research to control or alter one variable’s effect on another |
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Term
Independent variable is the.... AND Dependent variable is the |
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Definition
| ...variable being manipulated ...variable being studied |
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Term
| The researcher measures the effect the independent variable has on |
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Definition
| the dependent variable. IV>DP how much IV affects DV? Or how the dependent variable responds as a result of the independent variable. |
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Term
| Counselors want to be able to study variables in a way that enables them to describe |
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Definition
| the variables’variation within and among the population under consideration |
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Term
| The ability to control for, predict, or explain this variation helps counselors |
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Definition
| understand the variables. |
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Term
| Descriptive research sets out to fully define |
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Definition
| the presence of a particular phenomenon. |
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Term
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Definition
| tells us how things are, and it is often the first step in any research process because it empirically establishes the foundation for further lines of inquiry |
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Term
| The type of research that is not concerned with cause and effect |
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Definition
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Term
| Relational or correlation research, however, looks at the |
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Definition
| a. relationship between existing variables and is concerned with linking or making an association between two or more phenomena |
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Term
| type of research that results in the ability to determine whether X and Y are related and, if so, the pattern and strength of the relationship is called |
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Definition
| Relational or correlation research |
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Term
| experimental research defines the variables and |
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Definition
| tells us how they got to be that way |
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Term
| descriptive research provides an overview of |
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Definition
| the actual presence of the variables |
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Term
| relational research describes for us how certain variables are |
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Definition
| in relation to other variables |
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Term
| qualitative research focuses on the view and experience |
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Definition
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Term
| Sampling and Generalizability |
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Definition
| are how the population for your study will be defined and sampled in order to gather the data. |
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Term
| target population includes all the potential participants from which the research sample could be drawn based on the |
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Definition
| research questions being investigated. |
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Term
| a more efficient yet effective way of conducting research is to study a subset of the population called |
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Definition
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Term
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Definition
| a portion of a total population |
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Term
| a sample can provide researchers access to the data needed and can provide the same results as studying |
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Definition
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Term
| Counselors determine the type of sampling method to be used |
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Definition
| prior to beginning their research. |
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Term
| Generally, participants are randomly selected from the |
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Definition
| larger population to create a sample that is representative of the whole and free from bias |
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Term
| Sample size depends on the |
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Definition
| type of study being conducted; the nature of the population under consideration; and the practical considerations of available time, money, and other resources allotted to the project |
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Term
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Definition
| is the extent to which the results of a measurement or procedure actually serve the purpose for which it is intended |
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Term
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Definition
| is the extent to which the results of a measurement or procedure are consistent from one measurement to another |
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Term
| A reliable research design could be |
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Definition
| replicated, and the results would not be statistically different from the original study. |
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Term
| Formulation of the research problem and hypotheses… |
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Definition
| small slices of large problems |
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Term
| Beginning researchers often make the mistake of looking at broad research questions |
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Definition
| that cannot be practically studied. Inverse is true, but to a much smaller extent. |
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Term
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Definition
| a statement of the problem and its significance and may be in the form of an actual question or may be a declarative statement |
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Term
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Definition
| must be specific in its focus and intention. |
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Term
| Research questions allow us to consider |
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Definition
| the next step in the research process: identifying the hypotheses. |
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Term
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Definition
| a tentative or potential answer to the proposed research question |
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Term
| A hypothesis is informed by existing literature and understanding of the problem.... In other words, it is |
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Definition
| not merely a guess about the answer but a best guess that has the backing of the researcher’s understanding of the problem and must arise out of the refinement of the research questions |
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Term
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Definition
| must be formulated prior to data collection; otherwise, it is not a hypothesis but a data-driven response to the question. |
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Term
| Hypotheses are posed to be either |
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Definition
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Term
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Definition
| a means of identifying and selecting a portion of the total population. |
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Term
| A good sample is a representative segment of |
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Definition
| that population in that it mirrors proportionately the characteristics that are present in the larger population |
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Term
| To generate a representative sample, the researcher first |
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Definition
| defines the population of interest and next,the researcher must design a plan for sampling that population. |
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Term
| Most plans involve the use of |
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Definition
| random selection so that the sample is dependent on mathematical probability. |
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Term
| Random sampling allows that |
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Definition
| every person in the population has an equal and independent opportunity to participate in the research |
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Term
| Sample sizes that are larger and make up a greater percentage of the actual population are |
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Definition
| more likely to truly represent the population being studied. |
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Term
| The concept of generalizability is a measure of |
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Definition
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Term
| Stratified random sampling measures ensure that |
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Definition
| identified subgroups are represented in the sample-divide the overall population into the two identified subgroups,then randomly sample within these groups |
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Term
| Convenience sampling methods are made up of the members of |
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Definition
| the larger population that are most accessible to the researcher (Opportunity sampling) |
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Term
| Nonrandom methods like available classrooms or sending surveys to participants are examples of |
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Definition
| Convenience sampling methods |
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Term
| The larger the sample, the smaller the magnitude of sampling error and |
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Definition
| the greater the likelihood that the sample is representative of the population |
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Term
| When samples are to be subdivided into smaller groups to be compared, researchers should initially select large enough samples so |
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Definition
| that subgroups are of adequate size for their purpose |
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Term
| Subject availability and cost factors are legitimate considerations |
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Definition
| in determining appropriate sample size. |
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Term
| When choosing methods of research, |
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Definition
we identify the research question(s) and corresponding hypotheses. Then the subjects under consideration are identified, including the total population, the type of sample to be studied, and the sampling method selected. |
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Term
| Specifying the instruments to be used, any test, surveys, or experimental measures must be described, including their validity and reliability as well as the rationale for using these instruments is called |
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Definition
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Term
| In the Methods section the researcher |
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Definition
| discusses the specific procedures for the project, which is essentially the how,where, and when of the study. |
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Term
| When writing the methods, |
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Definition
| define each proposed step in the process so that any deviation from the plan can be discussed in the results section. |
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Term
| The final piece of the methodology proposal is to discuss how the data will be analyzed, how they will be tested against the |
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Definition
| hypotheses, what statistical method(s) will be used, and why those particular measures are most appropriate |
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Term
| The ultimate goal is for the results of our research to affect and improve our ability to |
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Definition
| describe, predict, or explain characteristics, actions, and/or interactions within or between the subjects of observation |
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Term
| Counselors conduct research in order |
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Definition
| to facilitate effective clinical practice with the populations they serve |
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Term
| Improving/controlling behavior is |
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Definition
| one of the primary applications of research. |
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Term
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Definition
| provide evidence of effectiveness of practice and services |
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Term
| The (or a)paradigm shift for the counselor as scientist-practitioner |
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Definition
| is that we use research as the basis for reflective practice and to generate ongoing rigor in clinical skills |
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Term
| Ethical research practice requires that the research relationship be independent of any clinical relationship. From a research perspective, this prevents |
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Definition
| the results of the evaluation from being influenced. From a clinical perspective, such a division protects the integrity of the ongoing client–counselor relationship. |
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Term
| (ETHICS)Best-practice research is a worthy investment of a |
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Definition
| participant’s time and resources. Additionally, such research is designed to result in a meaningful contribution to the profession of counseling |
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Term
Dual relationship issues to address with participants. In program evaluation, for example, counselors may need to survey participants regarding the effectiveness of the services offered. Ethical research practice requires that |
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Definition
| the research relationship be independent of any clinical relationship. |
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Term
| The risks and benefits of taking part in a study must always be |
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Definition
| specifically outlined to participants |
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Term
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Definition
Times Roman or Courier typeface. Margins are to be at least one inch at top, bottom, and both sides |
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Term
| to consider all possible scenarios, pitfalls, and sources of error |
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Definition
be aware of . (a) variable selection(b) population sampling(c) instrumentation and (d) bias reduction |
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Term
Variables can be of a numerical or categorical nature.Variables are also considered independent or dependent, and within the category of independent variables, there are |
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Definition
| manipulated and selected variables. |
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Term
Independent >>>>>>Dependent Example: Cognitive Behavior therapy>>>>>Depression is affected |
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Definition
Stimulus >>>>>> Response Input >>>>>> output Cause >>>>>>> Effect |
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Term
| the dependent variable depends on the independent variable. This means that the independent variable (IV) causes |
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Definition
| changes to the dependent variable. purpose of research is to understand the relationship between the two. |
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Term
| The methodology of a study determines the exact |
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Definition
steps to be taken to conduct the research. |
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Term
| Dependent variable is what is being studied and the independent variable |
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Definition
| is the action placed upon the D V….? DV is the resulting change |
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Term
| In the design of experiments, treatments are applied |
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Definition
| to experimental units in the treatment group(s) |
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Term
| In comparative experiments, members of the complementary group, the control group, |
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Definition
| receive either no treatment or a standard treatment |
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Term
The IV can be manipulated or selected If it is manipulated, the researcher selects |
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Definition
| participants to be exposed to this type of therapy. |
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Term
| manipulated variables are controlled, created, applied, enforced, or enacted by the researcher, while selected variables are |
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Definition
| observed as they occur or after they have occurred without researcher intervention |
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Term
After you make the RESEARCH Question, list the possible variables, then determine whether each possible variable is |
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Definition
| indeed a variable or a constant, whether it is categorical or numerical, independent or dependent, and likely to be manipulated or selected. |
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Term
| the independent variable should lead |
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Definition
| to your dependent variable |
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Term
| get very specific about what the variables mean for the purposes of your study, what they do and. |
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Definition
do not include, and how you are going to identify and measure them |
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Term
When we operationally define a variable, we not only state |
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Definition
its definition for the purpose of the research study at hand, but we also state how it will be identified and measured |
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Term
| listing of your Instrument selection: |
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Definition
(a) Where will you collect your data? (b) When will you collect your data? (c) How often will you collect your data? (d) Who will collect your data? I would add, (e) “Why?” |
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Term
| External validity is the validity of generalized (causal) inferences in scientific studies, |
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Definition
| usually based on experiments as experimental validity.[1] In other words, it is the extent to which the results of a study can be generalized to other situations and to other people. |
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Term
| The Hawthorne effect ( in experimental group)is a form of |
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Definition
| reactivity whereby subjects improve or modify an aspect of their behavior being experimentally measured simply in response to the fact that they know they are being studied, not in response to any particular experimental manipulation. |
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Term
Control groups receiving the same amount of focus and attention, but not receiving the treatment of course, must be used to decrease the potential for results to be biased because of |
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Definition
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Term
| Participants in a control group compete to outperform the participants in the experimental group is an example of |
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Definition
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Term
| The Pygmalion effect and the golem effect are forms |
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Definition
| of self-fulfilling prophecy, an observer bias of expectation. |
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Term
| It is not uncommon for a strong first impression, either positive or negative, |
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Definition
| to influence subsequent ratings and observations |
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Term
| Rating scales differ from an observation in that |
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Definition
they imply a judgment rather than just an acknowledgement |
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Term
| Rating scales are used to provide a score in relation |
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Definition
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Term
| An interview schedule is a list of |
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Definition
questions to be asked orally of a participant. |
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Term
| Observation forms contain specific behaviors for the researcher to |
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Definition
| observe and evaluate and provide a place to document the frequency of such observations. |
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Term
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Definition
a sheet for recording frequency counts of a behavior, as well as the intended direction of the behavior. |
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Term
Control groups receiving the same amount of focus and attention, but not receiving the treatment of course, must be used to decrease the potential for results to be biased because of |
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Definition
|
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Term
| Participants in a control group compete to outperform the participants in the experimental group is an example of |
|
Definition
|
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Term
| The Pygmalion effect and the golem effect are forms |
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Definition
| of self-fulfilling prophecy, an observer bias of expectation. |
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Term
| It is not uncommon for a strong first impression, either positive or negative, |
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Definition
| to influence subsequent ratings and observations |
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Term
| Rating scales differ from an observation in that |
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Definition
they imply a judgment rather than just an acknowledgement |
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Term
| Rating scales are used to provide a score in relation |
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Definition
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Term
| An interview schedule is a list of |
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Definition
questions to be asked orally of a participant. |
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Term
| Observation forms contain specific behaviors for the researcher to |
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Definition
| observe and evaluate and provide a place to document the frequency of such observations. |
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Term
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Definition
a sheet for recording frequency counts of a behavior, as well as the intended direction of the behavior. |
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Term
| A performance checklist is |
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Definition
checklist to record if, not how well, a person is engaging in behaviors typically associated with performing a particular task. |
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Term
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Definition
contain specific and factual recordings, usually in paragraph form, of observations deemed important to the researcher |
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Term
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Definition
very detailed observations of a person or group that occur over a specified period of time in an effort to understand underlying reasons for behavior |
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Term
| A questionnaire includes a list of questions that the participant |
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Definition
| answers in writing or by marking the appropriate response. |
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Term
| Attitude scales have a set of statements that represent |
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Definition
certain attitudes, depending on which ones the participant endorses |
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Term
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Definition
| characteristics or activities for the participants to check if it pertains to them |
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Term
| Personality inventories measure |
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Definition
| the characteristics and traits of the participant. |
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Term
| In a pyramid, these are ranked from the top |
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Definition
1.Statistical Test 2.Experimental Design 3. Instrumentation 4.Participant Selection and Assignment |
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Term
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Definition
| mirror the population it is intended to represent. |
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Term
| Experimental validity refers to |
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Definition
| the process in which results are generalizable because the factors that have been tested or manipulated (e.g., the independent variable)truly effect a change in an outcome (dependent variable), and the results of the study can be applied to settings outside of the experimental setting |
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Term
| the dependent variable is the |
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Definition
| variable that is being measured. |
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Term
| When a design does not include a comparison group, this is known as |
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Definition
| a pre-experimental design |
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Term
| Random assignment refers to |
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Definition
| the equal likelihood that a participant will be assigned to a treatment, control, or comparison group. |
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Term
| Random assignment helps ensure experimental validity by providing |
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Definition
a measure in equalizing groups and protects against selection bias; no group is predisposed to a treatment or intervention |
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Term
| Experimental designs that utilize both random assignment and comparison groups are known as |
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Definition
| true experimental designs. |
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Term
| When comparison groups are used without random assignment, the design is known as |
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Definition
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Term
| There are two types of experimental validity: |
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Definition
| Internal validity and External validity |
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Term
| Internal validity is the extent to which the independent variable(s) |
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Definition
| truly effect the change in the dependent variable |
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Term
| External validity is the extent to which the study |
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Definition
| can be generalized to other settings and populations |
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Term
| Threats to internal validity can be controlled for |
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Definition
| thrpugh random assignment |
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Term
| Maturation is the threat to internal validity that is the |
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Definition
| change in the participants over time; depression improves with time |
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Term
| 5 factors that threaten external validity are |
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Definition
| Interference from prior treatment,artificial treatment setting, interaction of testing and treatment,interaction of selection and treatment,interaction of treatment implementation |
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Term
| Models for experimental design may be classified as either |
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Definition
| between groups, in which outcomes are compared between two or more groups, or within groups, in which a single group is measured across time using two or more different treatments. |
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Term
| In a between-groups design, the effect of the independent variable on the dependent variable is based on |
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Definition
| examination of group differences. |
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Term
| In a true experimental design, one group receives |
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Definition
| a treatment or intervention (known as the treatment group), and the comparison group typically experiences no treatment (the control group). |
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Term
| Threats to internal validity are due to extraneous variables; that is, |
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Definition
any variable that is not con- trolled, for that can affect the outcome. |
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Term
| Statistical regression is a process by which baseline (very lowscores) and ceiling effects (very high scores) |
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Definition
tend to even out over time,repeated measures over time tend to move toward the mean. |
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Term
Selection bias is a common problem in pre-experimental and quasi- experimental designs in which |
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Definition
| random assignment does not occur or intact groups are utilized. |
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Term
| Researchers can also employ matching groups, which entails using |
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Definition
a pretest and matching participants with equivalent scores. Participants are randomly assigned to separate groups in order to ensure equivalent groups |
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Term
| INTERACTION OF SELECTION AND MATURATION This type of threat may occur due to |
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Definition
different attributes among the various groups. |
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Term
Demographic vari- ables such as sex, ethnicity, and socioeconomic status are often studied, but such studies may lack random assignment. Group differences may not |
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Definition
necessarily exist because of the variables being studied. |
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Term
| Raters may have different standards or be influenced |
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Definition
by other vari- ables unrelated to the study. |
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Term
Statistical regression is a process by which baseline (very low scores) and ceiling effects (very high scores) |
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Definition
| tend to even out over time. |
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Term
| Mortality is a threat to validity because |
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Definition
| participants in research studies may not complete a study thus making groups unequal |
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Term
Experimenter bias occurs when the experimenter predisposes participants to a |
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Definition
| particular treatment. Experimenter bias is likely to occur when random assignment is not utilized. |
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Term
| Threats to external validity are related to the |
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Definition
| artificiality of the experimental condition. |
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Term
| Interaction of prior treatment is an |
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Definition
| example of an external validity threat |
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Term
| In an interaction of testing and treatment,the pretest may affect |
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Definition
| the treatment and control groups differently. |
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Term
IxS+T, When studies are conducted on populations with specific characteristics, the study is generalizable to individuals |
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Definition
| with those characteristics |
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Term
| interaction of treatment implementation, as a threat to external validity,with more than one person |
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Definition
| to deliver the same intervention in the same manner. |
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Term
| In a between-groups design, the effect of the independent variable on the dependent variable is |
|
Definition
| based on examination of group differences. |
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Term
| In a true experimental design, one group receives a treatment or intervention (known as the treatment group), and the comparison group typically experiences no treatment (the control group). However, studies can be conducted in which two separate treatments are being compared. It is called |
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Definition
|
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Term
When a quantitative measure is used to determine the effect of the intervention, the quantitative measure is the dependent variable and the presence or absence of the treatment is the independent variable. This is the |
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Definition
|
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Term
| When random assignment is not used, any change in scores may not necessarily |
|
Definition
| be attributed to the independent variable. |
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Term
| The primary advantage of the pretest–posttest control group design is the assurance of |
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Definition
| equality at the onset of the study between the treatment group and control group. |
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Term
| When comparison groups are used without random assignment, the design is known as |
|
Definition
|
|
Term
| Threats to external validity are related to |
|
Definition
| the artificiality of the experimental condition |
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Term
| The pretest can sensitize participants to the study and have |
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Definition
an unintended influence throughout the course of the study |
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Term
| Random assignment is a preventive measure for the threat of |
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Definition
interaction of testing and treatment( the higher memory scores could be due to the participants in the treatment group attending more to the method of the pretest, rather than the higher scores resulting from yoga practice) |
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Term
| the researcher can be certain of the degree of equal groups at the onset of the study when |
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Definition
| the pretest posttest control model is used |
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Term
| The Solomon Four Group model is where |
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Definition
participants are randomly assigned to one of four groups: (a) a treat- ment group that receives both a pretest and a posttest, (b) a treatment group that receives a posttest only, (c) a control group that receives both a pretest and a posttest, or (d) a control group that receives a posttest only. Thus, only one treatment group and one control group are administered a pretest. pretest |
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Term
| Using the Solomon Four Group |
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Definition
the researcher can be certain of the equivalence of the groups at the onset of the study and assess the impact of the pretest to ascertain whether or not a testing effect exists. |
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Term
| Factorial designs are an additional element to |
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Definition
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Term
| The purpose of a factorial design is to study change in the dependent variable |
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Definition
| across two or more independent variables. |
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Term
When more than one independent variable is studied simultaneously, the statistical analysis can become quite complex because results may not be able to be generalized across both independent variables. This is known as |
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Definition
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Term
| The best way to demonstrate the concept of an interaction effect is |
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Definition
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Term
| A factorial design can be applied to any of the experimental designs and has the added benefit of |
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Definition
| gaining more information because more than one independent variable is being examined. |
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Term
| A within-group design is utilized when a change in the dependent variable in a group is measured |
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Definition
across time, or when participants in a group are exposed to two or more treatments simultaneously and the outcome of the treatments are evaluated across time |
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Term
| it is the different sequences of a treatment or series of treatments that |
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Definition
| is highlighted in a within-group design |
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Term
| In a crossover design, the effect of |
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Definition
| two treatments can be observed across a single group. |
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Term
| The Crossover design has the advantage of eliminating the |
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Definition
sequencing effect and allowing the researcher to compare observations and treatments |
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Term
| A Latin square design is appropriate when |
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Definition
three or more treatments will be measured across a group. |
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Term
Using the Latin square model as a counterbalancing measure and random assignment is employed with three or more treatments, not only does the design become more complex, |
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Definition
| but sample size must be quite a bit larger |
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Term
| Observation1 Treatment1 Observation2 Treatment2 Observation3 is the format for a |
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Definition
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Term
| The Latin square design is ideal if the researcher has |
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Definition
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Term
Using the Latin Square, rather than participants being randomly assigned to a treatment, participants are randomly assigned to |
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Definition
| a sequence of treatments. |
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Term
the purpose for running this design is to increase statistical power when small sample size is an issue, it is called |
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Definition
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Term
by running repeated tests with several different groups with small samples, the likelihood of finding a difference where one does not truly exist is increased. This is called |
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Definition
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Term
| A split plot design combines aspects of a repeated measures design and |
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Definition
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Term
| Generalizability depends on |
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Definition
random sampling, instrumentation, experi- mental design, and statistical tests. |
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Term
Random sampling ensures that the participants in the study are |
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Definition
| representative of the target population. |
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Term
Instrumentation includes the use of |
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Definition
| accurate measures that are utilized appropriately for the study of particular phenomena. |
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Term
Threats to internal validity call into question |
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Definition
whether or not the independent variable truly had an effect on the dependent variable or whether the change was possibly due to an extraneous variable. |
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Term
| Testing threat to internal validity is known as |
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Definition
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Term
| Instrumentation threat to internal validity can be |
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Definition
| instrument reliability and rater reliabilty |
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Term
| statistical regression threat to internal validity is |
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Definition
| that baseline and ceiling effects tend to even out over time, go toward the mean |
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Term
| Selection bias threat to internal validity is a common problem in |
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Definition
pre-experimental and quasi- experimental designs in which random assignment does not occur or intact groups are utilized. in random assigment , MATCHING GROUPS technique is a pretest and 'matching' participants with equivalent scores into two 'random 'groups |
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Term
| INTERACTION OF SELECTION AND MATURATION is a threat to internal validity in |
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Definition
| that groups of different ages can have different scores, random assignment corrects this |
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Term
| Her majesty's tiara at st regis exhibited both selected baubles in search of magnificence...HMMTISrEbSbIsm |
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Definition
| threats to internal validity -history, maturity, mortality, testing,instrumentation, statistical regression, experimenter and selection biases, interaction of selection and maturation |
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Term
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Definition
| Soloman four group design for between groups plan |
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Term
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Definition
factorial design in between groups,allow researcher to determine the effect of more than one IV on a DV Interaction effects – the change in the DV is not the same across the IV’s |
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Term
triangle with 4 groups of X O X O X X O O |
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Definition
| Solomon Four design for Between groups design |
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Term
| Posttest only and the posttest and pretest are both what kind of experimental design |
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Definition
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Term
| The four types of Between group experiment designs are |
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Definition
| FActorial, Solomon four, Posttest only and Posttest with pretest |
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Term
| The four types of within groups experiment design are |
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Definition
| One group Pretest and Posttest,Times series, Crossover and Latin square |
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Term
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Definition
| Hawthorn effect, Interaction, prior treatment, Sample, Testing, Treatment |
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Term
| “True” experiment– comparison of |
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Definition
| variables across 2 or more groups under tightly controlled experimental conditions; random assignment to groups |
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Definition
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