IES Advanced Training Institute on Single-Case Research Methods Logic Models and Theory of Change Rob Horner and Wendy Machalicek

Objectives: Following this Module Participants will be able to: Define the role of logic models in single case research Build a logic model Construct precise research questions from a logic model

The Role of Logic Models in Design of Single Case Research Logic Model Defined A logic 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) Single Case Research ---------------------------- Start with the DV Measurement precision Context Variable Socially Valued Outcome: DV Setting Conditions Variable Variable

What is the value of the Logic Model? Study 1 Promotes development 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 of measurement 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) Study 2 Study 3

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

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

Example: Bullying Bullying: ------------- Contingent Bystander Attention School-wide behavioral expectations Media modeling of bullying behavior Peer and Adult modeling of bullying behavior outside school Contingent Victim Attention Bullying: ------------- % of intervals with verbal and/or physical aggression Contingent Tangible Objects Contingent Self-delivered Consequences

Using the prior Logic Model 1. Define research question 2. Identify DV and IV 3. Suggest a functional design ----------------------------------------------------------------------------------------------------- Is there a functional relation between removing the attention delivered from victims and bystanders following a bullying behavior and the rate of bullying behaviors? DV Frequency or rate of bullying behaviors IV Program to reduce social attention following bullying behavior. (BP-PBS) Design Multiple baseline across participants

72% Number of Incidents of Bullying Behavior 3.14 1.88 .88 School Days Baseline Acquisition Full BP-PBS Implementation Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42(4), 747-759. Rob School 1 Number of Incidents of Bullying Behavior Bruce Cindy School 2 Scott Anne School 3 Ken 72% 3.14 1.88 .88 School Days

Building Logic Models: Given the following… propose a Logic Model We are interested in looking at the relationship between instructional demands and problem behavior. Our hypothesis is that instructional demands become aversive when (a) instructional content is beyond student skill level, (b) pacing of instruction is beyond student performance level, or (c) teacher’s correction protocol is aversive. We believe that problem behavior in these conditions is rewarded by escaping from these demands. Dependent variable: Proportion of 10 sec intervals with problem behavior Independent variable: Instructional vs Punitive Correction Protocol Variables of Interest: Difficulty of Instructional Content, Pacing of Instruction, Teacher correction protocol Context: Classrooms with predictable, consistent, positive and safe behavioral expectations Setting: School-wide consistency, opportunities to recruit assistance

Build a Logic Model Now Try Building a Logic Model Using Content within your Expertise School-wide academic and social supports Classroom Expectations and Routines Difficulty of content Problem behavior in the classroom Pacing of Instruction Teacher Correction Protocol

Evaluation Question #1 The elements of a logic model include which of the following (check all that apply)? ___ the dependent variable, ___ the multiple contextual variables that affect the dependent variable ___ theoretical mechanism(s) by which the existing variable(s) in the natural setting affect the dependent variable, and ___ the conceptual relationship among contextual variables.(interactions)

Evaluation Question #2 The VALUE of logic models include which of the following (check all that apply)? ___ Promotes programs of multiple studies focused on a common topic. ___ Defines variables that need to be held constant when an independent variable is manipulated. ___ Clarifies funding requirements. ___ Encourages researcher collaboration.

Evaluation Question #3 Dependent Variable _____________________ Using the logic model below, indicate the following: Dependent Variable _____________________ Independent Variable _____________________ Variable(s) to be held constant _____________________ Context in which study will be conducted _____________________ Schools using PBIS Classroom using effective classroom-wide Behavior Support Adult delivers demand Escape from demands Tantrums per school day Peer delivers demand Attention from peers 5 min without adult attention Attention from adults 5 min without peer attention Access to preferred activities/ materials Access to preferred activity/material blocked

Evaluation Question #4 Using the logic model below, write the research question being addressed: Schools using PBIS Classroom using effective classroom-wide Behavior Support Adult delivers demand Escape from demands Tantrums per school day Peer delivers demand Attention from peers 5 min without adult attention Attention from adults 5 min without peer attention Access to preferred activities/ materials Access to preferred activity/material blocked

Evaluation Question: #5 Propose the elements of a simple logic model that may have guided design of the study below