2. From where did single-case research emerge? What is the logic behind SCDs? What is high quality research? What are the quality indicators for SCDs? SPCD 619 Week 2

3. Foundations of Single-case Design Psychology Biology Medicine Single-Case Design Applied Behavior Analysis

4. Pavlov: Respondent (classical) Conditioning Food (UCS) paired with CS (tone) = Salivation (Response) Tone (CS) = Salivation (Response)

5. John Watson & Lil’ Albert

6. History of Applied Behavior Analysis  1930s to today  Experimental analysis of behavior  B.F. Skinner  Mid-1950s to 1960s  Laboratory with children and adults  Don Baer, Sidney Bijou, Allyon & Michael  1960s to present  “Real world” applications, including educational settings  Broad application

7. Another Pioneer: Dr. Brian Iwata Functional Analysis of behavior

8. Applied Behavior Analysis “systematic application of behavioral principles to change socially significant behavior to a meaningful degree”(p. 531, Alberto & Troutman, 2003) Use of these principles allows us to establish a functional relationship between a behavior and an intervention.

9. Characteristics of ABA (Baer, Wolf, & Risley. (1968)  Applied  Behavioral  Analytic  Technological  Conceptually systematic  Effective  Generalizable

10. Logic/Foundations of Single-Case Research  Focus on causation: Experimental vs. correlational or descriptive Pinpoint factors responsible for behavior change  Focus on individual vs. group performance (usually)  Measurement: Overt (physical) behaviors Direct observation Continuous (repeated) measurement Operationalized definitions of variables  Inductive approach  Social (clinical) significance  Intervention oriented (experimental)

11. Research Questions that can be answered with SCDs  Does the independent variable produce a change in the dependent variable? (demonstration) (evaluating IV effects relative to baseline)  Comparison of effectiveness of one or more IVs (comparison) (does intervention A or B result in a greater increase in social initiations?)  Which component of an IV accounts the change in the DV? (component analysis)  How “much” of an IV is needed to produce a meaningful change in the DV? (parametric)

12. What is high-quality research? Who gets to decide? How does this affect teachers and students?

13. Questions to Consider

14. Quality Indicators for Single-case Research Studies: Description of Participants, Setting(s), & Selection Process  Operational descriptions Specific, precise language Allow for replication  Precise descriptions of criteria used to select participants

15. Quality Indicators: Dependent Variables (DV)  DV is an important target for the participants  Operational definitions of each DV Operational Definition Operational Definition  Measures that allow direct observation and empirical summary  Measurement procedures are specifically and clearly defined  DV(s) are measured repeatedly  Assessed IOA for each DV; IOA meets minimum standards

16. Operational Definition  “agreed upon description of observable and measurable characteristics of the motor performance of the behavior... Clearly stated so that everyone can agree that is has or has not been performed” (p. 31, Alberto & Troutman).  Includes examples and non-examples of the behavior

17. Example of operationalizing a DV Name: On-task behavior Definition: Orientation of the student toward the appropriate object or person Examples include: following directions given by the teacher, paying attention to the speaker (peer or adult), and working on assigned tasks. Non-examples include: playing Free Cell during independent reading activity on computer; talking about girlfriend during science cooperative learning group; staring out of window during independent seat work

18. Quality Indicators: Independent Variables (IV)  Operational definitions  Explicit descriptions of materials and procedures  Systematic manipulation of IV  Measurement of treatment fidelity (procedural implementation or procedural fidelity)

19. Quality Indicators: Baseline  Precise descriptions  Demonstrates predictable pattern

20. Quality Indicators: Internal Validity  Minimum of three demonstrations of experimental control at three different points in time  Control of threats to internal validity

21. Quality Indicators: External Validity  Utilizes multiple participants, settings, materials, and/or targets (behaviors)  Replication occurs across multiple studies and researchers  Uses operational descriptions

22. Quality Indicators: Social Validity  Target behaviors (DVs) are socially important  Degree of change in DV after intervention is socially significant  Intervention is acceptable to participants and practitioners  Implementation of the intervention is practical and can be used by “typical” practitioners/parents

23. WWC Design Standards: Nine Defining Features of SCD 1Experimental Control 2Individual is unit of analysis 3IV is actively manipulated 4DV is measured repeatedly 5Baseline 6Design controls for threats to internal validity 7Use of visual analysis (statistical analysis is emerging) 8Systematic replication 9Experimental flexibility

24. Next Week  For next week, 2/1/12, read Chapters 3 & 4 in the Gast text.  Find a single-case research study on any topic; bring it to class. Look at how the article is organized and pay special attention to the way in which the research question is framed.