From where did single-case research emerge?

What is the logic behind SCDs?

What is high quality research? What are the quality indicators for SCDs? SPCD 619

Week 2

Foundations of Single-case Design

Psychology

Biology

Medicine

Single-Case Design

Applied Behavior Analysis

Pavlov: Respondent (classical) Conditioning

Food (UCS) paired with CS (tone) = Salivation (Response)Tone (CS) = Salivation (Response)

John Watson & Lil’ Albert

History of Applied Behavior Analysis

1930s to today Experimental analysis of

behavior B.F. Skinner

Mid-1950s to 1960s Laboratory with children and

adults Don Baer, Sidney Bijou,

Allyon & Michael 1960s to present

“Real world” applications, including educational settings

Broad application

Another Pioneer: Dr. Brian Iwata

Functional Analysis of behavior

Applied Behavior Analysis

“systematic application of behavioral principles to change socially significant behavior to a meaningful degree”(p. 531, Alberto & Troutman, 2003)

Use of these principles allows us to establish a functional relationship between a behavior and an intervention.

Characteristics of ABA (Baer, Wolf, & Risley. (1968)

Applied

Behavioral

Analytic

Technological

Conceptually systematic

Effective

Generalizable

Logic/Foundations of Single-Case Research Focus on causation:

Experimental vs. correlational or descriptive Pinpoint factors responsible for behavior change

Focus on individual vs. group performance (usually)

Measurement: Overt (physical) behaviors Direct observation Continuous (repeated) measurement Operationalized definitions of variables

Inductive approach Social (clinical) significance Intervention oriented (experimental)

Research Questions that can be answered with SCDs Does the independent variable produce a change

in the dependent variable? (demonstration) (evaluating IV effects relative to baseline)

Comparison of effectiveness of one or more IVs (comparison) (does intervention A or B result in a greater increase in social initiations?)

Which component of an IV accounts the change in the DV? (component analysis)

How “much” of an IV is needed to produce a meaningful change in the DV? (parametric)

What is high-quality research?Who gets to decide?How does this affect teachers and students?

Questions to Consider

Quality Indicators for Single-case Research Studies: Description of Participants, Setting(s), & Selection Process

Operational descriptions Specific, precise language Allow for replication

Precise descriptions of criteria used to select participants

Quality Indicators: Dependent Variables (DV) DV is an important target for the

participants Operational definitions of each DV

Operational Definition Measures that allow direct observation

and empirical summary Measurement procedures are specifically

and clearly defined DV(s) are measured repeatedly Assessed IOA for each DV; IOA meets

minimum standards

Operational Definition “agreed upon description of

observable and measurable characteristics of the motor performance of the behavior . . . Clearly stated so that everyone can agree that is has or has not been performed” (p. 31, Alberto & Troutman).

Includes examples and non-examples of the behavior

Example of operationalizing a DVName: On-task behaviorDefinition: Orientation of the student

toward the appropriate object or personExamples include: following directions

given by the teacher, paying attention to the speaker (peer or adult), and working on assigned tasks.

Non-examples include: playing Free Cell during independent reading activity on computer; talking about girlfriend during science cooperative learning group; staring out of window during independent seat work

Quality Indicators: Independent Variables (IV) Operational definitions Explicit descriptions of

materials and procedures Systematic manipulation of IV Measurement of treatment

fidelity (procedural implementation or procedural fidelity)

Quality Indicators: Baseline Precise descriptions Demonstrates predictable

pattern

Quality Indicators: Internal Validity Minimum of three demonstrations

of experimental control at three different points in time

Control of threats to internal validity

Quality Indicators: External Validity Utilizes multiple participants,

settings, materials, and/or targets (behaviors)

Replication occurs across multiple studies and researchers

Uses operational descriptions

Quality Indicators: Social Validity Target behaviors (DVs) are

socially important Degree of change in DV after

intervention is socially significant

Intervention is acceptable to participants and practitioners

Implementation of the intervention is practical and can be used by “typical” practitioners/parents

WWC Design Standards: Nine Defining Features of SCD1 Experimental Control2 Individual is unit of analysis3 IV is actively manipulated4 DV is measured repeatedly5 Baseline6 Design controls for threats to internal

validity7 Use of visual analysis (statistical

analysis is emerging)8 Systematic replication9 Experimental flexibility

Next Week For next week, 2/1/12, read

Chapters 3 & 4 in the Gast text.

Find a single-case research study on any topic; bring it to class. Look at how the article is organized and pay special attention to the way in which the research question is framed.