+ All Categories
Home > Documents > Single -Subject Designs - Ch 5 “Data collection allows teachers to make statements about the...

Single -Subject Designs - Ch 5 “Data collection allows teachers to make statements about the...

Date post: 18-Dec-2015
Category:
Upload: randolph-ward
View: 217 times
Download: 0 times
Share this document with a friend
Popular Tags:
25
Single -Subject Designs - Ch 5 “Data collection allows teachers to make statements about the direction and magnitude of behavioral changes” (p. 116). In short, teachers can verify that their instruction/intervention is AT5.ppt
Transcript

Single -Subject Designs - Ch 5

“Data collection allows teachers to make statements about the direction and magnitude of behavioral changes” (p. 116).

In short, teachers can verify that their instruction/intervention is working based on data.

AT5.ppt

Big Idea: An array of ABA designs exists

Certain ABA designs (a.k.a. formats) can indicate experimentally to others ‘what is working’ in your classroom for your students.

Of all 6 designs, 3 do yield functional relationships (ABAB, Changing Criterion, and Multiple Baseline)

Of all 6 designs, 3 do not yield functional relationships (AB, Changing Conditions, and Alternating Treatment) See glossary - p.425 for definition of functional relationship See page 118 (‘Single-subject experimental designs allow…

cause of the effects’) for explanation of functional relationships.

AT5.ppt

Preface: The social sciences use two methods to test hypotheses.

1. Group designs compare the performance of one sample of individuals (e.g., people who don’t smoke, or rabbits who don’t have smoke blown into their cages) with another (e.g., people who do smoke, or rabbits who do have smoke blown into their cages).

2. Single-subject designs compare the performance of an individual* before and after a specified intervention.

1. Read pages 119-20 (‘Applied behavior analysis...they will work.’)

2. *Note: Sometimes single-subject design procedures are applied to groups (e.g., designated driver or graffiti studies).

AT5.ppt

ABA - Baseline Requirements“Baseline data are measures of the level of behavior (the dependent variable) as it occurs naturally, before intervention.”

In order to evaluate whether your instruction is achieving changes in your students’ school life, you should begin with a baseline.

Baseline data are measures of the level of behavior (recall the description of dependent variables) as it occurs naturally (prior to your intervention).

Certain rules govern the collection of valid baeline data.

AT5.ppt

ABA - Baseline Rules

General Assumption: Baseline will have at least 5 data points.

Stability of the baseline must be demonstrated

n Stability is based on whether the baseline data represent the group or vary a lot – highs and lows but no real average group. Stability has also been called “variability.”

n How the baseline data are trended - ascending or descending - is also important.

AT5.ppt

ABA - Baseline Requirements

When baselines are unstable (variable), the first thing to examine is the definition of the target behavior. A lack of stability in the baseline may suggest the operational definition of the target behavior is not sufficiently descriptive to allow for accurate and consistent recording or that the data collector is not being consistent in the procedure used for data collection (p. 120).

AT5.ppt

ABA - Baseline Requirements

Example: # correct (16, 5, 9, 11, 10, 9)A. Find the mean (average) 60/6 = 10B. Divide the mean in half = 5C. Add & subtract B from the mean

= 5 and 15A. Determine if all baseline data fall

between the high & low range in C. No.

Stability is based on whether the data vary a lot. This has been termed “variability” and “stability.”

Here’s how you determine this facet of baseline stability.

AT5.ppt

Wor

ds C

orre

ct

ABA - Baseline Requirements

Examples: If this chart is a picture of # correct on a spelling test, we can say that the data are appropriately trended. That is they are going in the opposite direction of what we seek - increasing spelling performance.

If this chart is a picture of # tattles on the playground, we can say that the data are not appropriately trended. That is, they are going in the direction of what we seek - decreasing tattling.

Stability is also based on how the data are trended - ascending or descending. “…3 successive data points in the same direction” (p. 121).

AT5.ppt

Wor

ds C

orre

ct

ABA - Baseline Requirements

Examples: If this chart is a picture of # correct on a spelling test, we can say that the data are appropriately trended. That is they are going in the opposite direction of what we seek - increasing spelling performance.

If this chart is a picture of # tattles on the playground, we can say that the data are not appropriately trended. That is, they are going in the direction of what we seek - decreasing tattling.

Stability is also based on how the data are trended - ascending or descending. “…3 successive data points in the same direction” (p. 121).

AT5.ppt

Tat

tling

Eve

nts

Single Subject Designs AB (a.k.a. “teacher”) Design

Some Considerations Simplicity Cannot be used to establish functional

relationship Very vulnerable to confounding variables or

coincidental events• See example on next slide.

AT5.ppt

Single Subject Designs 1.AB (a.k.a. “teacher”) Design

0

5

10

15

20

25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Example: Spelling test performance for Jo-Jo

Note: Teacher cannot confirm that intervention produced the successful results.

AT5.ppt

A BW

ords

Cor

rect

Single Subject Designs 2.ABAB (a.k.a. “reversal”) Design

Some Considerations +Simplicity +Functional relationship is established -Takes longer -Necessity of withdrawing an effective intervention -Not appropriate with dangerous behaviors Could appear as a BAB if behavior did not intitially

exist in subject’s repertoire• See example on next slide.

AT5.ppt

Single Subject Designs ABAB (a.k.a. “reversal”) Design

Example: Spelling test performance for Jo-Jo

Note: Teacher can confirm that intervention produced the successful results.

0

5

10

15

20

25

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31

A AB B

AT5.ppt

Wor

ds C

orre

ct

Single Subject Designs 3.Changing Criterion Design

Some Considerations +Gradual acquisition may not be appropriate here +Functional relationship is established (w. 3 successful phases) +Continually progresses toward target behavior - no reversal +Appropriate in ‘shaping’ behaviors Requires setting interim and final goals“After the student has reached the established level of performance in

a predetermined number of consecutive sessions (usually 2, or in 2 out of three consecutive sessions of a subphase), the level of performance required for reinforcement should be adjusted in the direction of the desired level…Each successive interim level of performance should be determined using the same mathematical difference established at the first interim level of performance” (p. 131).

OYO Read 4 strategies on page 131.AT5.ppt

Single Subject Designs Changing Criterion Design

Example: Spelling test performance for Jo-Jo

Note: Teacher can confirm that intervention produced the successful results (w. 3 successful phases).

0

5

10

15

20

25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Treatment Sessions

#correct / 20

A B1 B2 B3

AT5.ppt

Single Subject Designs 4.Multiple Baseline Design

Some Considerations +Functional relationship is established w/o withdrawing

intervention - this is based on continuous data collection of baseline

-Not appropriate when intervention is needed immediately Subsequent interventions are based on

• 3 data points trended appropriately• Predetermined criteria (e.g., 4 of 5 appropriately trended points)

Second, third, etc. introductions of the intervention yielding results constitutes replication

• See example on next slide.

AT5.ppt

Single Subject Designs Multiple Baseline DesignExample: Spelling test performance for Jo-Jo & D-D

Note: Teacher can confirm that intervention produced the successful results

0

2

4

6

8

10

12

14

16

18

20

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Sessions

Number Correct

0

2

4

6

8

10

12

14

16

18

1 2 3 4 5 6 7 8 9 10 11 12

Sessions

Number Correct

A

A B

B

AT5.ppt

Single Subject Designs 5.Alternating Treatment Design(a.k.a. multiple schedule, alternating conditions, multiple element)

Some Considerations To fairly compare 2 (or more) interventions, counterbalance

administrations Specify which intervention you are implementing “Now we are going

to use the CAI, not the TDI intervention Applying the more effective intervention to the content can affirm that

the more effective intervention works better Extending the effective intervention into an ABAB study can produce

a functional relationship Allows teachers to make decisions about “what works” in classrooms Use Wilson et. al (1996) example on p. 111 for further explanation.

• See example on next slide.

AT5.ppt

Single Subject Designs Alternating Treatment Design

Example: Spelling test performance for Jo-Jo

Note: Teacher cannot confirm that an intervention produced the successful results.

A B

AT5.ppt

Teacher Presented

Computer Presented

Single Subject Designs 6.Changing Conditions Design(a.k.a. ABC)

Some Considerations Used to compare 2 (or more) interventions +Helpful in deciding what will work for a specific student after

Functional Behavioral Analysis -No functional relationship occurs as a result May include a return to baseline between each condition

(AB AC AD)• See example on next slide.

AT5.ppt

Single Subject Designs Changing Conditions Design

Example: Spelling test performance for Jo-Jo

Note: Teacher cannot confirm that an intervention produced the successful results.

0

2

4

6

8

10

12

14

16

18

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Sessions

Number Correct

A B C

AT5.ppt

Earns Candy

Earns Money

How are results evaluated? Successfully repeating the intervention with a

subject adds credibility Changes that produce “meaningful” results are

valued Visually inspecting the data provides the best

evidence of effectiveness Change in means Levels of performance Trends in performance

AT5.ppt

How are results evaluated?

Change in means - difference between baseline mean and intervention mean(s):

0

2

4

6

8

10

12

14

16

18

1 2 3 4 5 6 7 8 9 10 11 12

Sessions

Number Correct

Baseline mean = 8.16

Intervention mean = 13.5

Change in means = 5.34

AT5.ppt

13.50-8.16 5.34

How are results evaluated?

Level of performance - difference between last baseline data point and first intervention data point:

0

2

4

6

8

10

12

14

16

18

1 2 3 4 5 6 7 8 9 10 11 12

Sessions

Number Correct

Last baseline data point = 5

First intervention data point = 12

Level of performance difference = +7

AT5.ppt

0

2

4

6

8

10

12

14

16

18

1 2 3 4 5 6 7 8 9 10 11 12

Sessions

Number Correct

How are results evaluated? Trend in performance - focuses on systematic

and consistent increases or decreases in intervention performance

Average of first half of intervention data points = 13

Average of second half of intervention data points = 14.3

Connect the points and determine if line ascends, descends, remains unchanged.

AT5.ppt


Recommended