For each scenario, identify the threat to internal validity (MRS SMITH), explain why that scenario consists of that threat, then brainstorm a way to avoid that threat to internal validity. Hint: Each threat is only shown below once. BACKGROUND INFORMATION
Research has shown that child abduction is a major problem in our society, the vast majority of young children are susceptible, and that abductions may be prevented by teaching children to resist enticements. The goal in this study was to teach children, upon being enticed by stranger, to say "No, I have to go ask my teacher" and then to quickly run away. The experimenter wanted to evaluate the effectiveness of a 20-minute interactive videotape program that was specially designed to teach children these behaviors in a school setting. She selected for subjects students in first grade classes at an elementary school, all of whom participated with parental consent.
In the Experimental condition, children viewed the interactive video; in the Control condition, children viewed a cartoon of equal duration having nothing to do with child abduction.
A Generalization Probe tested what each child would do in a potential abduction situation. While the children were silently working on their math homework, a new student teacher removed the children from class, individually, under the pretense of participating in sports. The student teacher pretended to forget something and left the child alone in the school yard. A stranger approached the child, made small talk, and then attempted to lure the child into his car by promising treats. When the stranger walked away (with or without child), the student teacher called out the child's name and the stranger moved quickly out of sight. The child was then returned to class. The roles of student teacher and stranger were played by graduate students of the experimenter.
For purposes of data analysis, a score of zero was given if a child went with the abductor, a score of one if the child stayed nearby with no refusal, a score of two if the child stayed nearby but verbally refused, a score of three if the child ran away with no refusal, and a score of four if the child ran away and verbally refused.

SCENARIO 1
It so happened that there were an equal number of boys and girls in the classes, so for convenience the boys were assigned to the Control Group and the girls to the Experimental Group. One day at school, the boys were told to go to one room and the girls to another room, where they were exposed to their respective conditions. Two days later, the Generalization Probe was conducted. The mean score for children in the Control Group was 1.2 and the mean score for children in the Experimental Group was 3.4. We conclude that the 20-minute interactive video improved the children's self-protection skills in a potential abduction situation.
Threat and explanation: Click or tap here to enter text.
Way to avoid that threat: Click or tap here to enter text.

SCENARIO 2
During a class early in the school year, the children viewed the 20-minute cartoon (Control condition). Two days later, the Generalization Probe was conducted. The experimenter fell ill soon afterwards, and so it wasn't until a class late in the school year that the children viewed the 20-minute interactive video (Experimental condition). Two days after that, a second Generalization Probe was conducted. The mean score for the children on the first Generalization Probe was 1.2 and their mean score on the second Generalization Probe was 3.4. We conclude that the 20-minute interactive video improved the children's self-protection skills in a potential abduction situation.
Threat and explanation: Click or tap here to enter text.
Way to avoid that threat: Click or tap here to enter text.

SCENARIO 3
Due to time constraints, the experiment was run over four consecutive days. On Day 1, children viewed the 20-minute cartoon (Control condition). On Day 2, the Generalization Probe was conducted. On Day 3, the children were exposed to the 20-minute interactive video (Experimental condition). Finally, on Day 4, a second Generalization Probe was conducted. The mean score for children on the first Generalization Probe was 1.2 and their mean score on the second Generalization Probe was 3.4. We conclude that the 20-minute interactive video improved the children's self-protection skills in a potential abduction situation.
Threat and explanation: Click or tap here to enter text.
Way to avoid that threat: Click or tap here to enter text.