What is the defining characteristic of a multiple-treatment reversal design?

In a study using a multiple-treatment reversal design, a researcher evaluates two different strategies to reduce a student's disruptive behavior. Match each component of the study's design with its primary role or purpose.

A researcher is studying how 'Fidget Spinners' (B) and 'Squeeze Balls' (C) affect the focus of students with ADHD, compared to a 'No Tool' baseline (A). Arrange the phases below in the correct chronological order to form a multiple-treatment reversal design that returns to baseline between each intervention.

In a multiple-treatment reversal design using an ABCACB sequence, if the participant's behavior during the second 'A' phase does not return to the levels observed in the initial baseline, the researcher can still validly analyze the independent effectiveness of treatment 'C'.

True or False: In a multiple-treatment reversal design, it is common to return to a baseline phase ($A$) between the introduction of different treatment phases (such as $B$ and $C$).

In a multiple-treatment reversal design using an $A-B-A-C-A$ sequence, what is the primary scientific purpose of the baseline phase ($A$) that occurs between treatment $B$ and treatment $C$?

A researcher using an $ABCACB$ design observes that behavior in the middle 'A' phase does not return to baseline levels. To properly evaluate the study's internal validity, the researcher must conclude that the comparison between treatments is likely confounded by _____ effects.

A researcher is applying a multiple-treatment reversal design to evaluate how positive teacher attention and mild punishment affect a student's studying behavior. Match each phase of the study to its corresponding description.

In a multiple-treatment reversal design, returning to a baseline phase between distinct treatment phases allows the researcher to control for _____ effects, which could otherwise confound the results.

A researcher is planning a multiple-treatment reversal study using an ABCACB design to evaluate the effects of positive teacher attention (B) and mild punishment (C) on studying behavior compared to baseline (A). Order the phases of this study chronologically from start to finish.

Describe the basic structure of a multiple-treatment reversal design and explicitly state the primary reason a researcher would return to a baseline phase between different treatment phases.

Based on this scenario, explain how the school psychologist has implemented a multiple-treatment reversal design. In your explanation, identify what each part of the sequence represents using standard design notation (e.g., $A$, $B$, $C$).

A researcher wants to compare the effectiveness of two clinical therapies, Therapy $X$ and Therapy $Y$, on reducing depressive symptoms. They plan to use a multiple-treatment reversal design to evaluate both therapies while strictly controlling for carryover effects. Propose a specific, standard phase sequence using letters (e.g., $A$, $B$, $C$) that the researcher could use, and briefly define what each letter represents in your sequence.