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Single Subject Research

Single Subject Research. How to use it as a part of the teaching and research process. CLASS ACTIVITY 1 & 2 . Independent and Dependent variables Categorical and quantitative variables. Purpose of Single Subject Design.

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Single Subject Research

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  1. Single Subject Research How to use it as a part of the teaching and research process

  2. CLASS ACTIVITY 1 & 2 • Independent and Dependent variables • Categorical and quantitative variables

  3. Purpose of Single Subject Design • Research that studies the effects of any specific intervention (s) or treatment (s) on a specific behavior • Utilized with small student sample (3-8) over a longer period of time. • Each participant serves as their own control

  4. Single subject studies Performance of individual subjects on various independent variables Comparison based on repeated trials of the same task under one/more interventions Ex: Effects of peer tutoring on a student’s vocabulary Data is analyzed and graphed as it is being collected. Difference between • Group studies • Compare performance of groups of individuals • LD vs Average students • Effects of peer tutoring vs direct instruction • Difference between male and female • Difference between older vs younger students • Comparisons based on averages of each group • Data is usually analyzed after the experiment is completed.

  5. Fields that utilize Single subject research • Fields that utilize Single subject research • Education, Special Education • Psychology • Medicine • Sports- Athletic training, sports medicine • Management/ Industry • Organizations and Journal (s) • JABA • www.abainternational.org

  6. Research- Single Subject • Effects of Independent variableDependent variable Treatment/intervention Behavior Individual Students Example Peer tutoring writing skills

  7. Components of a single subject study • Typical graph- decreasing inappropriate behavior • Baseline Intervention

  8. Components of a single subject study • Typical graph- Increasing appropriate behavior • Baseline Intervention

  9. Components of a single subject study • Variables • Behavior • Accuracy/performance • Frequency • Number of times a behavior/task occurred • Latency • Time taken to get started on the task

  10. Research Designs • AB design • ABA design • ABAB design • Multiple baseline • Across • Individuals • Behaviors • Settings • Alternating treatment design • Changing Conditions design • Changing Criterion design

  11. Research Designs • AB method • Ex: Effects of reinforcement (listening to music) on the amount of homework completion of a student • Baseline period of 5 days -average of 0 homework turned in each day • With Intervention -Average increased to 4 homework every day

  12. Research Designs - AB Source: http://www.msu.edu/user/sw/ssd/issd10b.htm

  13. Research Designs • AB method • Pros/Cons • Simple and easy • One cannot say confidently that the behavior changed as a result of the intervention • very vulnerable to confounding variables

  14. Research Designs • ABA method • Basic Withdrawal Design • 3 phase design • no-intervention baseline phase (A), • an intervention phase (B) • no-intervention withdrawal phase (A).

  15. Research Designs • ABA design- EXAMPLE

  16. Research Designs • ABAB method • simple • experimental control • effects of single independent variable on a single dependent variable

  17. Research Designs • Multiple baseline- measuring two or more • participants or • performance/behaviors or • two more settings

  18. Research Designs • Multiple baseline • Across Behaviors three different behaviors across one student EXAMPLE – Increasing behaviors Effect of reinforcement on student’s • On task behavior • Number of assignments turned in • Help seeking behaviors

  19. Research Designs • Multiple baseline • Across Behaviors three different behaviors across one student EXAMPLE – Decreasing behaviors Effect of time out on student’s • Talking out behavior • Tardiness • Out of seat behavior

  20. Research Designs • Multiple baseline • Across Individuals One behavior across two or more individuals EXAMPLE Effect of Assisted Reading program on student with • Mild Mental retardation • ADHD • LD

  21. Research Designs

  22. Research Designs • Multiple baseline • Across Settings One individual across three different settings EXAMPLE Effect of music on student’s performance (number of worksheets completed) in • Language class • Math class • Science class

  23. Research Designs • Multiple baseline • Why is it important for the baselines to be independent of each other? • In multiple baseline designs, it is important that the baselines are independent because if they changed together, it will not be possible to demonstrate a functional relationship. That is, if a change in one baseline is accompanied by changes in the other baselines, there will only be one demonstration of the effect.

  24. Research Designs • Alternating Treatments -Effectiveness of two or more interventions is compared http://www.jeffmcnair.com/CalBaptist/CBUTransition/Transition/alternating_treats_.htm

  25. Research Designs • Alternating Treatments • Pros • No baseline necessary • You can pick the most effective behavior and follow up • Cons/ Challenges • Carry over effects • Random order of presentation • Time between sessions

  26. Research Designs • Changing Conditions EXAMPLE Students were given math problems on a computer and asked to give verbal responses. Auditory distractions were randomly presented during some conditions. Squooshy ball was randomly presented during some conditions

  27. Research Designs • Changing Conditions EXAMPLE A B C D

  28. Research Designs • Changing Criterion • An example of shaping. • In a series of treatments, raise the bar (change the criterion)

  29. Research Designs • Changing Criterion SOURCE: http://www.vcu.edu/rrtcweb/techlink/iandr/voproj/chap3/chap3app.html

  30. CLASS ACTIVITY 3 • Identifying Single subject Design

  31. Criticisms of Single Subject Design • VALIDITY • External Validity- Generalization • Solution: Replication across participants, settings, tasks • Internal Validity • Measurement of Participants’ performance • Observer reliability • Withdrawal of treatment • Baseline Stability

  32. Things to remember while designing and conducting Single subject designs • When you pick a design- read about all the factors associated with the design BEFORE you start collecting data. • Baseline stability- no trends • Clear and well defined definitions and variables • Consistent procedures- tasks, examiners, settings • Consistent assessments • Reliability checks • Graph data as you collect it- Ongoing visual inspection • Account for student attrition/absence • Number of sessions for data collection

  33. REFERENCES • http://www.msu.edu/user/sw/ssd/issd10b.htm • http://www.vcu.edu/rrtcweb/techlink/iandr/voproj/chap3/chap3app.html • Belfiore, P. J., Lee, D. L., Scheeler, M. C., & Klein, D. (2002). Implications of behavioral momentum and academic achievement for students with behavior disorders: Theory, application, and practice Psychology in the Schools, 39, 171-179. • campus.houghton.edu/orgs/psychology/Exp11.ppt

  34. Homework • Listed in the attached handout

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