IES Summer Research Institute: Single Case Methods Day 1: Research Questions and Conceptual Models Rob Horner

Objectives Emphasis on Training New Researchers --------------------------------------------------------------------- Four core elements of single case research questions Add a specification of “expected effect” Functions and features of conceptual models within Single Case methods.

Research Question Dependent variable: Assumption: You are all excellent at writing research questions. You were funded. This is more about training new scholars 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

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. Is there a functional relation between “water walking training” and level of scores on the “gait precision index” (GPI) under typical conditions? Identify: IV, DV, Functional Relation, Expected Pattern

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?

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.

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. Please provide an example Please provide an example Please provide an example

The Role of Conceptual Models in Design of Single Case Research Distinguish between “conceptual model” and OSEP’s “logic model” 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) Context Variable Valued Social Outcome: DV Setting Conditions Variable Variable

What is the value of the Conceptual Model? 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)

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

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

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

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

Build a Conceptual Model Variables, Relationships, Mechanisms Patterson et al Antisocial boys: Coercion Theory Engelmann & Carnine Theory of Instruction Blundell Psychobiology of weight control Walker Social competence Sugai School-wide Positive Behavior Support

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.

Less likely to make requests/ demands Sustainable Positive Behavior Support: Building Constructive vs. Coercive Relationships (Patterson et al) Less likely to make requests/ demands 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

More likely to scream when demand is made Sustainable Positive Behavior Support: Building Constructive vs. Coercive Relationships More likely to scream when demand is made 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

More likely to remove demand when tantrum occurs Sustainable Positive Behavior Support: Building Constructive vs. Coercive Relationships More likely to remove demand when tantrum occurs 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

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

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

Lucyshyn et al., 2013

Conceptual Model: First Step to Success (Walker) 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

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

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?

Application Using a research area of interest to you. Build conceptual model Define one or more research questions.

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