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Due Oct 5 by 10:59pm
Points 50
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2
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SINGLE-CASE, QUASI-EXPERIMENTAL,
AND DEVELOPMENTAL RESEARCH
In basic experimental design, participants are randomly assigned to the condition with the
independent variable, and a dependent variable is measured to determine whether the independent
variable had an effect. Because all other variables are held constant, the resulting observed
differences on the dependent variable are presumed to be due to the independent variable,
therefore, indicating high internal validity in the research design.
In the social sciences, however, researchers often want to conduct studies in situations where they
cannot control certain aspects of the study. It would be disappointing to give up on studying an
important topic just because the researcher cannot exert control over all the variables in the study
for logistical or ethical reasons. Chapter 11 focuses on three types of research designs that have
been devised to address special research problems: single-case experiments, quasi-experimental
designs, and developmental research designs. As with all research designs covered throughout this
course, each of these three designs has its distinct advantages and limitations. In this Assignment,
you will apply concepts related to these three designs and identify associated benefits and
limitations.
(
LgRendition/AdobeStockLicense_281743914.jpeg)
To prepare:
Read Chapter 11.
Think of a desirable behavior you would like to increase for a young child or a pet or,
conversely, a problematic behavior you would like to decrease for a child or pet. Design a
single-case experimental reversal design for your selected behavior that consists of a
baseline condition (A), treatment condition (B), and return to baseline (A). Consider how you
would determine the effectiveness of the intervention.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Review previous chapters if you need to.
Cozby, P. C., & Bates, S. C. (2024). Methods in behavioral
research (15th ed.). McGraw Hill.
Chapter 11, “Single Case, Quasi-Experimental, and
Developmental Research”
Avilla, R. (2015, January 3). Alternative methods: 5 –
developmental research (
v=xbVXc5–NGA) [Video]. YouTube.
v=xbVXc5–NGA
Research Methods and Statistics. (2016, September 11). 3.9 quasi-
experimental designs | quantitative methods | research designs |
UvA (v=3N-DKY09GM4) [Video].
YouTube. v=3N-DKY09GM4
ABA Exam Review – Behavior Tech & Behavior Analyst. (2022,
September 25). Single subject experimental design: Reversal,
multiple baseline, multielement, changing criterion
(v=2SbRfU6Y6d8) [Video].
YouTube. v=2SbRfU6Y6d8
Readings
Media
Select a quasi-experimental design that you would implement to compare the effectiveness
of two different teaching methods on improving memory retention in college students. Plan
how the design would be set up and carried out, and consider the strengths and limitations
of using the selected design applied to the study and its variables of interest.
Consider a contemporary topic or issue in developmental psychology that you could
investigate with a cross-sectional design (e.g., the effects of social media usage on self-
esteem across age groups) and how you would set up the design demonstrating at least
three cross-sections (e.g., ages) of your population of interest. Assess the advantages and
limitations of the cross-sectional design for investigating causal relationships for your
topic/issue compared to other developmental research designs, such as longitudinal and/or
true experiments.
Submit a 2- to 3-page paper that responds to the following:
With the “To Prepare” directions in mind, respond to the following prompts in essay format. The
responses for the three numbered prompts below (including the sub-bullets under each
number) are designed to be completed concisely within one to two thorough paragraphs for
each numbered prompt.
1. Briefly explain the behavior of interest that you would like to either increase or decrease for
a young child or a pet.
Describe the single-case experimental reversal design set up that you devised (i.e., the
ABA conditions).
Explain how you would determine the effectiveness of the intervention.
2. Describe the quasi-experimental design, set up, and implementation you would use in order
to compare the effectiveness of two teaching methods on improving memory retention in
college students. Also, include:
Your rationale for selecting the design (over the other quasi-experimental designs)
One strength and one limitation of using the selected design applied to the study and
variables of interest
3. Briefly present the contemporary topic or issue in developmental psychology that you could
investigate with a cross-sectional Next:
Describe how you would set up and execute the design.
Explain one possible benefit and one limitation of the cross-sectional design for
investigating causal relationships related to your topic/issue compared to other
developmental research designs, such as longitudinal and/or true experiments.
Note: Support your responses within your Assignment with evidence from the assigned
Learning Resources. Provide a reference list for resources you used for this Assignment. Use
APA style for in-text citations and references.
BY DAY 7
PSYC_3003_Week6_Assignment_Rubric
Before submitting your final assignment, you can check your draft for authenticity. To check
your draft, access the Turnitin Drafts from the Start Here area.
1. To submit your completed assignment, save your Assignment as
WK6Assgn_LastName_FirstInitial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.
SUBMISSION INFORMATION
Criteria Ratings Pts
Brief
explanation of
the behavior of
interest to either
increase or
decrease for a
young child or a
pet
5 pts
Description of
the single-case
experimental
reversal design
set up and
explanation of
how to
determine the
effectiveness of
the intervention
10 pts
5 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources.
4.25 pts
B
Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources.
3.75 pts
C
Response is
somewhat
complete
and/or is
somewhat
accurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources.
3.25 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources.
0 pts
F
Response is
incomplete or
not provided;
answers are
inaccurate
and/or not
explained;
does not
include
supporting
information
from the
Learning
Resources.
10 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources.
8.5 pts
B
Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources.
7.5 pts
C
Response is
somewhat
complete
and/or is
somewhat
accurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources.
6.5 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources.
0 pts
F
Response is
incomplete or
not provided;
answers are
inaccurate
and/or not
explained;
does not
include
supporting
information
from the
Learning
Resources.
Criteria Ratings Pts
Description of
the quasi-
experimental
design, set up,
and
implementation,
including the
rationale for
selecting the
design
5 pts
Description of
one strength
and one
limitation of
using the
design in this
instance
10 pts
5 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources.
4.25 pts
B
Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources.
3.75 pts
C
Response is
somewhat
complete
and/or is
somewhat
accurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources.
3.25 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources.
0 pts
F
Response is
incomplete or
not provided;
answers are
inaccurate
and/or not
explained;
does not
include
supporting
information
from the
Learning
Resources.
10 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources.
8.5 pts
B
Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources.
7.5 pts
C
Response is
somewhat
complete
and/or is
somewhat
accurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources.
6.5 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources.
0 pts
F
Response is
incomplete or
not provided;
answers are
inaccurate
and/or not
explained;
does not
include
supporting
information
from the
Learning
Resources.
Criteria Ratings Pts
Brief overview
of the
contemporary
developmental
psychology
topic that could
be investigated
with a cross-
sectional
design,
including a
description of
the set up and
execution of the
design as well
as an
explanation of
one benefit and
one limitation of
using cross-
sectional design
for investigating
causal
relationships
compared to
longitudinal
and/or true
experiments
10 pts
Quality of
Writing
10 pts
10 pts
A
Response is
complete and
accurate;
contains
sufficient
details and/or
explanation;
includes
supporting
information
from the
Learning
Resources.
8.5 pts
B
Response is
complete and
mostly
accurate;
contains
some details
and/or
explanation;
includes
supporting
information
from the
Learning
Resources.
7.5 pts
C
Response is
somewhat
complete
and/or is
somewhat
accurate;
and/or does
not contain
sufficient
details and/or
explanation;
includes
some
supporting
information
from the
Learning
Resources.
6.5 pts
D
Response is
incomplete or
is mostly
inaccurate;
lacks
sufficient
details and/or
explanation;
does not
include
supporting
information
from the
Learning
Resources.
0 pts
F
Response is
incomplete or
not provided;
answers are
inaccurate
and/or not
explained;
does not
include
supporting
information
from the
Learning
Resources.
10 pts
A
Writing is clear
and organized
with few or no
errors in
mechanics,
usage,
grammar, or
spelling
8.5 pts
B
Writing is
mostly clear
and organized
with few
MUGS errors.
Writing is
original (i.e.,
use of own
7.5 pts
C
Writing is
somewhat
clear and
organized
with some
MUGS errors.
Most writing
is mostly
6.5 pts
D
Writing is
mostly
unclear and
disorganized
and/or
contains
many MUGS
errors. There
0 pts
F
Writing is
mostly
unclear
and/or mostly
disorganized
and/or
contains
many MUGS
Criteria Ratings Pts
Total Points: 50
(MUGS).
There is a
preponderance
of original
writing (i.e.,
use of own
words and
proper
paraphrasing).
Information
from the
Learning
Resources is
fully provided
and correctly
documented
with citation(s)
and
reference(s) in
correct APA
style.
words and
proper
paraphrasing).
Information
from the
Learning
Resources is
mostly
provided and
correctly
documented
with citation(s)
and
reference(s) in
correct APA
style.
original (i.e.,
use of own
words and
proper
paraphrasing)
but may rely
on the use of
some direct
quotations.
Information
from the
Learning
Resources is
partially
provided
and/or
incorrectly
documented
with
citation(s)
and/or
reference(s),
and/or
citations(s)
and
reference(s)
do not follow
correct APA
style.
is an overuse
of direct
quotations
and/or
ineffective
paraphrasing.
Information
from the
Learning
Resources is
significantly
lacking and/or
is incorrectly
documented
and/or
citation(s)
and
reference(s)
do not follow
correct APA
style.
errors. There
is an
underuse of
original
writing and an
overuse of
directly
quoted
content.
Information
from the
Learning
Resources is
absent and/or
is not cited or
referenced in
any way.
