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

2. 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

3. 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

4. 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

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

6. 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.

7. 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

8. 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

9. 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),
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

10. 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

11. 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

12. 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)

13. 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.

14. 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

15. 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

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