Constructing Single-Case Designs Based on Research Questions and Logic Models

1. Constructing Single-Case Designs Based on Research Questions and Logic Models Acknowledgement: Rob Horner Day 1: Research Questions and Conceptual Models Wendy Machalicek University of Oregon

2. Objectives • Four core elements of single case research questions • Add a specification of “expected effect” • Functions and features of conceptual models within Single Case methods.

3. Assumption: You are all excellent at writing research questions. You were funded. This is more about training new scholars Research Question • Four Elements: • Dependent variable: • The valued outcome or focus of the study • Independent variable • The variable that is actively manipulated by the researcher and is assumed to be causally linked to change in the dependent variable • Functional relation (causal relationship) • Documentation of description, prediction and control of change in dependent variable via manipulation of the independent variable. • Indicate the change predicted (level, trend, variability) • Predicted change in pattern • Level, trend, variability

4. Identify: IV, DV, Functional Relation, Expected Pattern Is there a functional relation between “water walking training” and level of scores on the “gait precision index” (GPI) under typical conditions? Research Question Examples • Is there a functional relation between instruction to build reading fluency and increased level of scores on reading comprehension assessments? • ----------------------------------------------------------------------- • Walking in water = IV • Improved gait for children with gait imbalance = DV • (write a research question) • Is there a functional relation between use of escape-extinction and reduction in the level of escape-motivated food refusal? • Write a research question with something other than “level” as the predicted pattern of change.

5. Examples: • Does functional communication training reduce problem behavior? • Is there a functional relation between functional communication training and reduction in the level of problem behavior for typical elementary school students? • Is “time-delay prompting” or “least-to-most prompting” more effective in teaching self-help skills for young children with severe intellectual disabilities? • Is there a functional relation between use of “time-delay prompting” versus “least-to-most prompting” on the rate of skill acquisition (slope) by young children with severe intellectual disabilities?

6. Research Question non- Examples • The study will provide a systematic analysis of the reduction in stuttering by adolescents. • Self-delivered consequences are a core element of any analysis of self-determination, and will be the focus of this research investigation.

7. What research questions are appropriate for single case research? • Examine effects of introducing or manipulating an independent variable on change in one or more dependent variables. • Examine effects of alternating between two or more interventions on change in a dependent variable. • Examine effects of adding or removing a component of a multi-component intervention on change in a dependent variable.

8. Variable Variable Variable Valued Social Outcome: DV The Role of Conceptual Models in Design of Single Case Research Setting Conditions Context • Conceptual Model Defined • A conceptual model identifies: • (a) the dependent variable, • (b) the multiple contextual variables that affect the dependent variable • (c) theoretical mechanism(s) by which the existing variable(s) in the natural setting affect the dependent variable, and • (d) the conceptual relationship among contextual variables.(interactions) Distinguish between “conceptual model” and “logic model”

9. What is the value of the Conceptual Model? • Promotes development of a program of research • Improves precision of research question • Defines features of study that should be held constant when main Independent Variable is manipulated. • Guides development ofmeasurement • Measurement of dependent variable(s) • Measurement of independent variable(s) • Provides foundation for adaptations to the study if expected results do not materialize. • Clarifies interaction effects (e.g., Cascading Logic)

10. Intervention: Teacher Training Change in Teacher Behavior Change in Student Behavior Intervention: Teacher Training Change in Student Behavior Cascading Logic Avoid

11. Building a Conceptual Model Core Core Core The Dependent Variable (what is it? How to measure it?) Setting Conditions How is social problem defined? Context Variables That Affect Core Variables mechanism

12. Classroom expectations defined and taught Rate of instructional success Write a research question focused on the impact of changing the rate of instructional pacing on classroom disruption. Curriculum content Opportunities to respond Instructional pacing Is there a functional relation between high versus low rates of instructional pacing and level of classroom disruption and non-compliance? Building a Conceptual Model State and Federal emphasis on academic and social success for all students School-wide behavior support practices Classroom disruption and non-compliance

13. Self-delivered consequences Tangible objects Victim attention Peer / bystander attention for bullying Example: Bullying Bullying: ------------- % of intervals with verbal and/or physical aggression Reprimand or period of time without attention: immediate antecedent School-wide discipline systems: __________ School-wide expectations School-wide consequences Social rewards for appropriate behavior Limited social initiation skills Adult models Media models and video examples

14. Bully Prevention In Positive Behavior Support Scott Ross & Rob HornerUtah State University and University of Oregon www.pbis.org

15. School-wide PBIS Data Use Bully Prevention Logic Student Use of BP-PBIS Elements of Effective Bully Prevention Faculty Implementation Advanced Support

16. Core Features of an Effective Bully Prevention Effort Five Student Skills For Faculty/Staff • School-wide behavioral expectations (respect) • Stop routine when faced with disrespectful behavior • Bystander stop routine when observing disrespectful behavior • Stopping routine if someone tells you to “stop” • A recruit help routine to recruit adult help if you feel unsafe • Agreement on logic for bully prevention effort • Strategy for teaching students core skills • Strategy for follow-up and consistency in responding • Clear data collection and data use process • Advanced support options

17. Stop Talk Walk Predictable, consistent, positive and safe social culture (expectations defined, taught, acknowledged) Everyone can identify “respectful” and non-respectful behavior Change in the rewards for bullying Change in likelihood of bullying

18. Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42(4), 747-759. • Three Schools • Six students identified for high rates of verbal and physical aggression toward others • Whole school implementation of SWPBIS • Whole school addition of Stop-Walk-Talk • Direct observation of problem behavior on playground

19. 1.88 .88 3.14 72%

20. 19% decrease 28% increase BP-PBS, Scott Ross

21. 22% decrease 21% increase BP-PBS, Scott Ross

22. Build a Conceptual ModelVariables, Relationships, Mechanisms • Patterson et al • Antisocial boys: Coercion Theory • Engelmann & Carnine • Theory of Instruction • Walker • Social competence • Sugai • School-wide Positive Behavior Support

23. Examples of Conceptual Models • Social Learning Theory: Coercion Model (Patterson et al) • DV = antisocial behavior • IV = social interactions with adults • Mechanism = negative reinforcement • Prediction: • Adult contingent removal of demands based on tantrum will increase likelihood of tantrum.

24. Less likely to make requests/ demands Sustainable Positive Behavior Support:Building Constructive vs. Coercive Relationships (Patterson et al) • Coercion Cycle Person A (adult) Person B (child) 2. Responds with aversive event (B) Delivery of aversive event (A) Request, demand Scream, tantrum 3. Aversive event (A) removed or reduced 4. Aversive event (B) removed Remove request Stop scream/tantrum

25. More likely to scream when demand is made Sustainable Positive Behavior Support:Building Constructive vs. Coercive Relationships • Coercion Cycle Person A (adult) Person B (child) 2. Responds with aversive event (B) Delivery of aversive event (A) Request, demand Scream, tantrum 3. Aversive event (A) removed or reduced 4. Aversive event (B) removed Remove request Stop scream/tantrum

26. More likely to remove demand when tantrum occurs Sustainable Positive Behavior Support:Building Constructive vs. Coercive Relationships • Coercion Cycle Person A (adult) Person B (child) 2. Responds with aversive event (B) Delivery of aversive event (A) Request, demand Scream, tantrum 3. Aversive event (A) removed or reduced 4. Aversive event (B) removed Remove request Stop scream/tantrum

27. Effects of Coercion Model(Behavioral Mechanisms: Positive punishment, Negative reinforcement) • Parent teaches child to tantrum • Child teaches parent to • Decrease demands • Remove demands • The use of aversive events within a self-regenerating cycle. • Application to family dynamics • Application to school (teacher/student) dynamics • Application to personal relationships

28. Adult removal of demand given tantrum Adult delivery of rewards given compliance Dependent Variable: 1. Likelihood of a tantrum following an adult request Diagram Conceptual Model Adult delivery of a request/ demand to do a non-preferred behavior Child Tantrum Child Compliance

29. Lucyshyn et al., 2013

30. Conceptual Model:First Step to Success (Walker) • First Step To Success • K-3 Intervention • Identify student with problem behavior • Attach a “first step coach” • Teaching appropriate behavior • Prompts appropriate behavior • Reward appropriate behavior • Redirects problem behavior • Remove attention for problem behavior • Establish group contingencies • Apply additional consequences for problem behavior • Use “Red Card/Green Card” to transfer control to teacher • Direct observation of fidelity and impact to guide adaptation

31. Conceptual Model: First Step to Success

32. Task Difficulty Peer Prompts Rate of Praise from Teacher Teacher attention Dependent Variable: (a) Level of disruptive behavior, (b) academic engagement Adult Attention Peer Attention Escape from Tasks Disruptive Behavior Academic Engagement

33. Build a conceptual model for the following research question? • Is there a functional relation between improved level of oral reading fluency and immediacy of instructional feedback?

34. Summary • Research Questions • Include prediction of pattern of responding • Conceptual Model/Conceptual Logic • Define core conceptual variables to improve precision and flexibility