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Single-Subject Research. Advantages of Single-Subject Research Methods. Useful for: behavior modification research diagnosing teaching and learning problems studying classroom management methods development of students’ skills. Advantages of Single-Subject Research Methods (2). Useful for:
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Advantages of Single-Subject Research Methods • Useful for: • behavior modification research • diagnosing teaching and learning problems • studying classroom management methods • development of students’ skills
Advantages of Single-Subject Research Methods (2) • Useful for: • training studies with special needs students • studying a problem in great detail • functioning simultaneously as teacher and researcher (action research)
PROCEDURES USED TO ACHIEVE EXPERIMENTAL CONTROL IN SINGLE SUBJECT RESEARCH DESIGNS • Multiple, reliable observations of student behavior • Detailed description of the treatment (IV) • Replication of the treatment effects (across subjects, settings, and/or behaviors)
Procedures for obtaining reliable observations of behaviors • Operational definition of to-be-observed (target) behaviors • Careful training of observers • Frequent checks of observer reliability • Control of observer bias
Basic to all single-subject research is “A-B” logic: • Condition A: environmental conditions are constant; target behavior is observed to occur at consistent, stable rate. • Condition B: one of the environmental conditions changes and there is a corresponding change observed in the target behavior.
Logical inference: The change in environmental conditions had something to do with the observed change in behavior; if we can assume that the behavior would have remained at its stable rate as long as Condition A remained in effect.Change in environment: the “treatment”
Research Designs • A-B design • A-B-A design • Multiple baseline designs: • A-B-A-B design • B-A-B design • A-B-C-B design • (“C” is a 2nd, different treatment.)
Problems with the A-B design: • Low in internal validity • Cannot attribute observed changes in the target behavior to the treatment • Other factors may be responsible for observed changes in behavior • Use only when no suitable alternative is available (or for pilot study)
Problems with A-B-A design • Sometimes behaviors that are “treated” during the treatment phase (B) do not return to baseline because the behaviors cannot be “unlearned” or reversed. • Therefore, it is difficult to show that the treatment has, in fact, brought about the observed change in behavior.
A Multiple Baseline Design Behavior: 1 0 0 0 0 0 X 0 X 0 X 0 X 0 0 2 0 0 0 0 0 0 0 0 0 0 X 0 X 0 X 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 X 0
Multiple Baseline Designs • Multiple baseline designs are used when: • you cannot withdraw or reverse a treatment, or • you cannot demonstrate a treatment effect with an A-B-A design
MBD across behaviors • (1) Take baseline measure on two or more behaviors of one student. • (2) Treatment is applied to Behavior A after baseline stabilizes. • (3) After observed change in Behavior A occurs, treatment is applied to Behavior B.
MBD across situations • (1) one behavior of one student is observed across two or more situations (e.g., classroom, playground); • (2) after baseline rates stabilize in setting 1, treatment is applied; • (3) after behavior changes in setting 1, treatment is then applied in setting 2.
MBD across individuals • (1) a problem behavior of two students is targeted for treatment • (2) after baseline rate of the behavior of student A stabilizes, the treatment is applied to Student A; • 3.) after Student A behavior is observed to change, the treatment is then applied to Student B.
Various combinations of these MBDs can be used: • MBD across behaviors and situations • MBD across behaviors and individuals • MBD across situations and individuals • MBD across behaviors, situations, and individuals
Sometimes, multiple, and different treatments can be used in the same single-subject design.
Sometimes, single-subject research begins with the treatment phase, followed by a baseline phase, and then a second treatment phase (B-A-B) design
Wood, Frank, & Wacker (1998). “Teaching multiplication facts to students with learning disabilities”
Single subject study... • Example of multiple-baseline across subjects and across behaviors research. • Allowed investigators to determine if • simple practice increases student learning • instruction generalizes to other multiplic. facts • Purposes: (1) improve students’ multiplication skills; (2) evaluate efficacy of instructional program.
Students taught four skills: • Ask selves a question about multiplication problem; • problem-solving strategy; • mnemonic strategy (key-word method); • attribution of success to correct use of strategies.
