Single Subject Research How to use it as

Single Subject Research How to use it as a part of the teaching and research process

CLASS ACTIVITY 1 & 2 l l Independent and Dependent variables Categorical and quantitative variables

Purpose of Single Subject Design l Research that studies the effects of any specific intervention (s) or treatment (s) on a specific behavior l Utilized with small student sample (3 -8) over a longer period of time. l Each participant serves as their own control

Difference between l Group studies l Compare performance of groups of individuals l l l LD vs Average students Effects of peer tutoring vs direct instruction Difference between male and female Difference between older vs younger students l Single subject studies l l Comparisons based on averages of each group Data is usually analyzed after the experiment is completed. l Performance of individual subjects on various independent variables Comparison based on repeated trials of the same task under one/more interventions l Ex: Effects of peer tutoring on a student’s vocabulary Data is analyzed and graphed as it is being collected.

Fields that utilize Single subject research l l l l Education, Special Education Psychology Medicine Sports- Athletic training, sports medicine Management/ Industry Organizations and Journal (s) l l JABA www. abainternational. org

Research- Single Subject l Effects of Independent variable Treatment/intervention Individual Students Example Peer tutoring Dependent variable Behavior writing skills

Components of a single subject study l Typical graph- decreasing inappropriate behavior l Baseline Intervention

Components of a single subject study l Typical graph- Increasing appropriate behavior l Baseline Intervention

Components of a single subject study l Variables l l Behavior Accuracy/performance l Frequency § l Number of times a behavior/task occurred Latency § Time taken to get started on the task

Research Designs l l AB design ABAB design Multiple baseline l Across l l l Individuals Behaviors Settings Alternating treatment design Changing Conditions design Changing Criterion design

Research Designs l AB method l l l Ex: Effects of reinforcement (listening to music) on the amount of homework completion of a student Baseline period of 5 days -average of 0 homework turned in each day With Intervention -Average increased to 4 homework every day

Research Designs - AB Source: http: //www. msu. edu/user/sw/ssd/issd 10 b. htm

Research Designs l AB method l Pros/Cons l l l Simple and easy One cannot say confidently that the behavior changed as a result of the intervention very vulnerable to confounding variables

Research Designs l. ABA l l method Basic Withdrawal Design 3 phase design l l l no-intervention baseline phase (A), an intervention phase (B) no-intervention withdrawal phase (A).

Research Designs l ABA design. EXAMPLE

Research Designs l ABAB method l l l simple experimental control effects of single independent variable on a single dependent variable

Research Designs l Multiple baseline- measuring two or more participants or l performance/behaviors or l two more settings l

Research Designs l Multiple baseline l Across Behaviors three different behaviors across one student EXAMPLE – Increasing behaviors Effect of reinforcement on student’s - On task behavior - Number of assignments turned in - Help seeking behaviors

Research Designs l Multiple baseline l Across Behaviors three different behaviors across one student EXAMPLE – Decreasing behaviors Effect of time out on student’s - Talking out behavior - Tardiness - Out of seat behavior

Research Designs l Multiple baseline l Across Individuals One behavior across two or more individuals EXAMPLE Effect of Assisted Reading program on student with § § § Mild Mental retardation ADHD LD

Research Designs

Research Designs l Multiple baseline l Across Settings One individual across three different settings EXAMPLE Effect of music on student’s performance (number of worksheets completed) in - Language class - Math class - Science class

Research Designs l Multiple baseline l Why is it important for the baselines to be independent of each other? l In multiple baseline designs, it is important that the baselines are independent because if they changed together, it will not be possible to demonstrate a functional relationship. That is, if a change in one baseline is accompanied by changes in the other baselines, there will only be one demonstration of the effect.

Research Designs l Alternating Treatments -Effectiveness of two or more interventions is compared http: //www. jeffmcnair. com/Cal. Baptist/CBUTransition/alternating_treats_. htm

Research Designs l Alternating Treatments l Pros l l l No baseline necessary You can pick the most effective behavior and follow up Cons/ Challenges l l l Carry over effects Random order of presentation Time between sessions

Research Designs l Changing Conditions EXAMPLE Students were given math problems on a computer and asked to give verbal responses. Auditory distractions were randomly presented during some conditions. Squooshy ball was randomly presented during some conditions

Research Designs l Changing Conditions EXAMPLE A B C D

Research Designs l Changing Criterion l l An example of shaping. In a series of treatments, raise the bar (change the criterion)

Research Designs l Changing Criterion SOURCE: http: //www. vcu. edu/rrtcweb/techlink/iandr/voproj/chap 3 app. html

CLASS ACTIVITY 3 l Identifying Single subject Design

Criticisms of Single Subject Design l VALIDITY l External Validity- Generalization l l Internal Validity l l Solution: Replication across participants, settings, tasks Measurement of Participants’ performance Observer reliability Withdrawal of treatment Baseline Stability

Things to remember while designing and conducting Single subject designs l l l l l When you pick a design- read about all the factors associated with the design BEFORE you start collecting data. Baseline stability- no trends Clear and well defined definitions and variables Consistent procedures- tasks, examiners, settings Consistent assessments Reliability checks Graph data as you collect it- Ongoing visual inspection Account for student attrition/absence Number of sessions for data collection

REFERENCES l http: //www. msu. edu/user/sw/ssd/issd 10 b. htm l http: //www. vcu. edu/rrtcweb/techlink/iandr/voproj/chap 3 app. html l Belfiore, P. J. , Lee, D. L. , Scheeler, M. C. , & Klein, D. (2002). Implications of behavioral momentum and academic achievement for students with behavior disorders: Theory, application, and practice Psychology in the Schools, 39, 171 -179. campus. houghton. edu/orgs/psychology/Exp 11. ppt l

Homework l Listed in the attached handout