The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education

1. The following presentation is a compilation of several presentations from other instructors at other universities. They are: The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education ROBERT H. HORNER EDWARD G. CARR State University of New York at Stony Brook Also “Single Subject Research” Del Siegle, Psychology the University of Connecticut “Single Subject Research Design” Bill Miller – Phd, UBC school of rehab sciences Rich Vodde

2. SSRD Defined SSRD involves studying a single individual or system by taking repeated measurements of 1 or more dependent variables and systematically applying & sometimes, withdrawing or varying the independent variable. (Ottenbacher, 1986; Bloom & Fischer, 1982) Taken from Miller.

3. Why Chose SSRD? • • Demonstrates individual differences • • SSRD is relatively easy to do • • Helps validate practice • • Demonstrate treatment (tx) effectiveness Taken from Horner and Carr

4. Single-Subject Research Single-subject research usually involves collecting data on one subject at a time. Single-subject researchers generally use line graphs to illustrate the effect of their intervention. Created by Del Siegle for EPSY 341 del.siegle@uconn.edu www.delsiegle.info

5. Suppose a researcher wished to investigate the effect of praise Baseline Praise

6. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions

7. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

8. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. Baseline 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

9. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

10. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

11. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

12. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

13. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

14. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day for several days. Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

15. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day for several days. In the example below, the target student was disruptive seven times on the first day Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

16. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day for several days. In the example below, the target student was disruptive seven times on the first day, six times on the second day Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

17. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day for several days. In the example below, the target student was disruptive seven times on the first day, six times on the second day, and seven times on the third day. Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

18. Once a baseline of behavior has been established (when a consistent pattern emerges with at least three data points), the intervention begins. Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

19. A baseline is a record of the problem over time before the treatment begins. • Baselines have at least 3 to 5 measurements of the problem or problem behavior before the treatment begins. • Baselines give us a picture or graph of the problem. • Baselines are important because they let us compare the problem before treatment to what happens to the behavior after treatment begins.

20. A baseline should be • Thorough • Specific (frequency, duration or magnitude) • Measurable (quantifiable) • Observable – must be able to somehow observe (directly or indirectly) the problem • Valid – it measures the problem and what you are trying to change • Sensitive to changes – that is it can change • Individualized – focuses on the particular client and her problem

21. Examples of Measures • Ability to bring glass to mouth & drink • Ability to button • Length of time sitting in seat • Frequency of positive peer contact • Frequency of outbursts or fights • Attention to task during specific times • Number of interruptions during story time, playground, lunch time, classroom Notice how all of these have the dimensions listed in the previous slide

22. Baseline • Period of no tx - reflects natural state of problem • Provide standard for evaluating tx effect • Measurements usually repeated until stability • demonstrated • 3 to 5 or more data points • Problems must be operationalized – this means observable or describable in behavioral terms

23. An example of a baseline On the left, you List the specific Behaviors or measures, i.e. #times crying, Daily ratings of self-esteem etc days Below is a measure of time. It can be days, hours, weeks # of therapy sessions. Keep in mind that change occurs Over time

24. BASF.LlNE/COMPAklSON CONDITION Single-subject research designs typically compare the effects of an intervention with performance during a baseline, or comparison, condition. The baseline condition is similar to a treatment as usual condition in group designs. Single-subject research designs compare performance during the baseline condition, and then contrast this pattern with performance under an intervention condition. The emphasis on comparison across conditions requires measurement during, and detailed description ot, the baseline (or comparison) condition. Description of the baseline condition should be sufTicicntly precise to allow replication of the condition by other researchers. Measurement of the dependent variable during a baseline should occur until the observed pattern of responding is sufficiently consistent to allow prediction of future responding. Documentation of a predictable pattern during baseline

25. Once a baseline of behavior has been established (when a consistent pattern emerges with at least three data points), the intervention begins. The researcher continues to plot the frequency of behavior Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

26. Once a baseline of behavior has been established (when a consistent pattern emerges with at least three data points), the intervention begins. The researcher continues to plot the frequency of behavior while implementing the intervention of praise. Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

27. In this example, we can see that the frequency of disruptions decreased once praise began. Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

28. In this example, we can see that the frequency of disruptions decreased once praise began. The design in this example is known as an A-B design. A B Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

29. In this example, we can see that the frequency of disruptions decreased once praise began. The design in this example is known as an A-B design. The baseline period is referred to as A A Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

30. In this example, we can see that the frequency of disruptions decreased once praise began. The design in this example is known as an A-B design. The baseline period is referred to as A and the intervention period is identified as B. B Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

31. In this example, we can see that the frequency of disruptions decreased once praise began. The design in this example is known as an A-B design. The baseline period is referred to as A and the intervention period is identified as B. A B Baseline Praise 8 7 6 5 4 3 2 1 0 Frequency of disruptions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day

32. Intervention Phase Introduce intervention = independent variable Multiple treatments/interventions are alright Repeated measurement of dependent variable

33. Dependent Variable = problem or condition. It is the variable you are expecting to change. (self-esteem # times crying etc). it needs to be quantifiable. It is first measured in the BASELINE Does not require a standardized test although you can use them. Can be frequency, duration, magnitude i.e. episodes of self-abuse / walk time / pain intensity

34. Independent variable is the treatment or intervention. THE “B” phase! For example • One therapy session • Challenging a faulty belief • Praise, when a child does something right • a medication change • ignoring a temper tantrum Simply, it is what you (or an agent such as the client, parents or teachers do to intervene in the problem!

35. A depressed client has the Faulty belief that “I am a Failure”. The therapist uses An S.U.D. scale where the Client self-rates self-worth On a scale of 1 to 10 This is the baseline The dependent variable On the right hand side, the worker, begins to Challenge the faulty belief by using several interventions asking the client to Provide evidence, praise and Support, de-catastrophizing, Giving the client affirmations To recite as homework etc. The therapist, then asks the client to self-rate the previous Week at the beginning of each Therapy session based on the same S.U.D. scale. This is the B phase or Treatment phase. The independent variable

36. End of part 1