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Overview of the Group Activity

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1 Overview of the Group Activity
IES Single Case research summer institute Madison, Wisconsin Wendy Machalicek and Joel Levin

2 Group activity Overview
Purpose: Provide you with scaffolded opportunities to apply the concepts and strategies presented throughout the Institute Outcome: Develop a feasible and technically sound SCR design proposal Selection of appropriate advanced single-case research design Develop logic model that articulates behavioral mechanism underlying change in DVs Specifies IV, measurement, and design options Selection of data analysis strategy Assessment: On Friday, each group will present final design and proposed analysis Group activity Share and tell

3 Daily activities Day 1 (4:00 - 5:00): Initial group meetings. Selection of DVs. Develop logic model and research questions Day 2 (3:45 - 4:45): Selection of IV, Firm up logic model and research questions Day 3 (4:30 - 5:30): Determine single-case research designs X2 and randomization strategies Day 4 (2:45 - 3:45): Powerpoint presentation created Day 5 (9:00 -12:15): Group presentations to assembly Group activity Share and tell

4 Group Activity Content and Schedule

5 Tuesday (Primary “floating” topic: Logic model -- Wendy)
Decide on substantive topic, intervention, logic model, participants, outcome measures, and predicted outcomes.

6 Wednesday (Primary “floating” topic: Visual-analysis components and practice – Wendy, Tom)
Visual-analysis practice (create data that display various changes/no changes in level, trend, and variability; along with immediate vs. delayed change, combined with abrupt vs. gradual change) For the group project, select both a preferred and an alternate single-case design that includes: (1) N ≥ 3 “replications,” consisting of either participants, participant pairs, or multiple-baseline tiers (except for the ABAB design, with N = 2 participants); (2) intervention start-point randomization (except for the alternating treatment design); and (3) at least one additional form of randomization, from either:

7 Designs that currently meet WWC Standards: alternating treatment, ABAB, or multiple baseline.
B. Some type of modified/extended AB design (e.g., randomized phase orders; crossover; two-sample (XY) design/ randomized pairs). Note: Groups may or may not get to implement their initially preferred design, so that a variety of designs will be represented across groups. Groups will be “awarded” their preferred design on a “first come, first served” basis. Refine aspects of the group’s study, including number of participants, number of measures per phase, and specific randomization components.

8 Thursday (Primary “floating” topics: Masked visual analysis; “ideal” data generation -- John, Joel)
Masked visual analysis practice. Generate “ideal” data associated with the group’s study predictions for all outcome measures being investigated. Generate “actual” data with computer-simulated autocorrelated random errors, with the help of instructor.

9 Friday (Primary “floating” topic: the ExPRT randomization-test program –Joel, John)
ExPRT analysis of “actual” (instructor-provided, computer-simulated) data. Effect-size determination Group discussion of study results, limitations, etc.; preparation of Day 5’s presentation.

10 Saturday Individual groups present their study results to the full assembly in a “Professional Conference” format consisting of the following components: Brief introduction of the social, educational, or clinical issue(s) being investigated Logic model Research question(s)

11 Method Participants and setting Operational definition and exemplars of dependent variable(s) Measurement decisions Interrater reliability procedures, procedural fidelity procedures, and plan for assessment of social validity Independent variable(s) Type of single-case intervention design, types of randomization incorporated, and statistical analysis selected

12 Results Visual analysis Statistical analysis Effect-size determination Social validity Discussion, including limitations of the present study (if any) and suggestions for future research Note: Each group will be given approximately 20 minutes of presentation time, with about 10 additional minutes for questions and comments.

13 Group 1 (Math and Literacy Interventions) − Room- Jessica Hunt
Group Composition Group 1 (Math and Literacy Interventions) − Room- Jessica Hunt Jiwon Hwang Bryan Matlen Stephanie Morano Corey Peltier Wendy Rodgers Lesly Wade-Wolley

14 Group 2 (Interventions for Children and Youth with Intellectual and Developmental Disability) − Room- Laura Bassette John Davis Rachel Cagliani Kerrie Chitwood Emily Quinn Melissa Savage Laci Watkins

15 Group 3 (Language and Writing Interventions) − Room-
Karen Chenausky Susan De La Paz Sarah Douglas Sara Flanagan Elizabeth Kelley Christina Meyers-Denman Kristi Morin

16 Group 4 (Interventions for Children with Behavior Disorders) − Room-
Jessica Akers Elizabeth Bettini Tai Collins Art Dowdy Ambra Green Krystal Kennedy Li-Ting Chen

17 Group 5 (Early Childhood/Early Intervention) − Room-
Ya-Chih Chang Meghan Davidson Steve Knotek Anne Larson Heather Lavigne Mollie Romano Stephanie Shire

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