1. IES SUMMER RESEARCH INSTITUTE: SINGLE-CASE INTERVENTION DESIGN AND ANALYSIS Day 2 8:45-10:15 Rob Horner Overview of Complex and Unique Single-case Designs Complex Designs

2. Goals and Assumptions Assumption: Fluent with ABAB, Multiple Baseline and Alternating Treatment Designs Objectives Define features of Changing Criterion, and Multiple-Probe Designs Apply Single-case Design and Analysis logic to construction of more complex design challenges.

3. Defining Features of Changing Criterion Designs Within subject analysis Independent variable needs to have at least four levels Three demonstrations of effect Document baseline performance with first IV level Change the level of the IV and monitor change in DV Immediacy of change important Absence of trend and variability important Repeat level (criterion) change in IV two more times. Analysis involves same standard as other single-case designs: Three demonstrations of effect across three different points in time.

4. Example Examine the graphs below 1. What is the research question? 2. Is there a functional relationship? 3. Does the design document three demonstrations of an “effect” at three different points in time? Where?

5. BL: No Reinf Reinf < 17 Reinf < 12 Reinf < 5 Independent Variable: Schedule of Reinf Level 1: No Reinf Level 2: Reinf for fewer than 17 events Level 3: Reinf for fewer than 12 events Level 4: Reinf for fewer than 5 events. First Demonstration of Effect Second Demonstration of Effect Third Demonstration of Effect Research Question: Is there a functional relation between contingent delivery of reinforcement for reduced problems behavior and reduction in the level of problem behavior? Changing Criterion Analysis: 1.Stable within phase patterns 3. Five data points per phase 2.Immediacy of effect

6. BL: No Reinf Reinf < 17 Reinf < 12 Reinf < 5 No Demonstration of Experimental Control First Demonstration is Okay Second Demonstration is compromised by trend Third Demonstration is compromised by trend and floor effect

7. BL: No Reinf Reinf < 17 Reinf < 12 Reinf < 5 No Demonstration of Experimental Control

8. Would you use a Changing Criterion Design? If “yes” draw the design with expected data. Is there a functional relation between defining self- management criteria for smoking (20, 15, 10, 5) and reduction in the number of cigarettes smoked per day? Is there a functional relation between number of pages of reading needed to achieve free time, and the number of words read per reading session? Is there a functional relation between use of FCT and reduction in the level of problem behavior? Is there a functional relation between use of Ritalin versus Risperdal, and reduction in rate of stereotypy?

9. BL: 20 Cig 15 Cig 10 Ci g 5 Cig Cigarettes per day

11. Activity: Propose a new research question that would be appropriately addressed via a changing criterion design Propose a research question that would NOT be appropriately addressed via a changing criterion design

12. Repeated Acquisition Designs

13. Within subject comparison DV is a measure of skill acquisition Trials to criterion Errors per session Percent correct per session Design does NOT require reversal DV requires a pool of acquisition “items” that are logically defined as “equivalent” in acquisition difficulty Design involves comparing acquisition rate for items under different conditions.

14. Example Define the research question in the graph below Do the data document a functional relationship? Are there three demonstrations of an intervention effect at three points in time? Where?

15. Discovery Learning Direct Instruction Set A Set B Set C

16. Repeated Acquisition Examples

17. Activity Identify a research question (DV, IV) that would be appropriate for a Repeated Acquisition Design Draw the graph Identify a research question (DV, IV) that would NOT be appropriate for a Repeated Acquisition Design Define why the question does not fit the requirements of this design

18. MULTIPLE PROBE DESIGNS

19. Multiple Probe Design: A Variation of Multiple Baseline Multiple Probe Design: A variation of the Multiple Baseline Design in which baseline data are probed at different points in time rather than monitored continuously. Probe Data are always collected at the beginning of BL and just before Intervention. Probe Data may also be collected at points of intervention in other series within the design.

20. Conditions when Multiple-probe is Used Data collection is viewed as intrusive/expensive, and initial Baseline data document a stable pattern.

21. Standards for Multiple-Probe Meet Single Subject Design Standards 5 BL data points Active manipulation of IV At least three demonstrations of effect

24. AB AB AB AB AB Student 1 Student 2 Student 3 11 22 33 Actual Time

25. Time

26. Meets Evidence StandardsMeets Evidence Standards with Reservations Meet standards for a multiple baseline design Meets standardsMeets standards with reservations Overlapping initial pre-intervention sessions (Baseline) Each case has probe points in the initial three sessions Each case has at least one probe point in the first three sessions Probes prior to introducing the independent variable to a given case Three consecutive points just prior to introducing the independent variable and one probe point every eight sessions At least one point just prior to introducing the independent variable and one probe point every eight sessions Probes for subsequent cases when introducing the independent variable to a preceding case At least one point placed either immediately prior to the first intervention session for the earlier case or once the intervention criterion is reached for the earlier case. WWC Standards for Multiple Probe Designs

27. Rate of Disengagement

28. Meets Design Standard Five BL data points for all series (3 overlap) Three Pre- intervention data points per series At least one data point per 8 BL sessions At least one data point per series for Prior- intervention series Meets WWC Standards

30. Meets Design Standards with reservation One common BL data point per series At least one Pre-Inter data point per series At least one data point per 8 BL sessions At least one data point per series for Prior- intervention series Meets WWC Standards With Reservation

31. Does NOT Meet WWC Standards

32. Percent Correct in ReadingPercent Correct in Reading

33. Percent Correct in ReadingPercent Correct in Reading

34. Percent Correct in ReadingPercent Correct in Reading Meets WWC Design Std

35. Considerations for Multiple Probe Decreases the logical and fiscal cost of data collection across long Baselines. Should NOT be viewed as a strong control for measurement effects (Instrumentation… number of times participant experiences measurement). Number of data points per “probe” WWC standard Issues for consideration in the field

36. Increasing Complexity in Single-Case Designs

37. For each study Define the research question(s) Determine if the design allows assessment of functional relation Determine if the data within the design document a functional relation (per research question)

38. EVALUATION OF A CAFETERIA SOCIAL SKILLS PROGRAM IN AN ELEMENTARY SCHOOL IMPLEMENTING SCHOOL-WIDE PBS Jennifer Jeffery

39. Proportion of Intervals with Disruptive Behavior Sessions Teaching Session 1 Teaching Session 2 Teaching Session 3 Group 1 Group 2 Group 3 Aide Training BaselineCafeteria Social Skills Program Figure 5. Effect of the Cafeteria Social Skills Program on disruptive behaviors in the cafeteria. Jennifer Jeffery Intervention package Breaks in timeline Measure A

40. Assigned Lunch Tables Group 1 Group 2 Group 3

41. THE EFFECTIVENESS OF INTERVENTION STRATEGIES BASED ON FUNCTIONAL BEHAVIORAL ASSESSMENT. Kimberly L. Ingram, Teri Lewis-Palmer and George Sugai University of Oregon,

42. Question of Interest Is there a decrease in the level of problem behavior when a behavior support plan is based on behavioral function? Conduct a functional assessment: Plan A: Indicated by functional assessment Plan B: Contra-indicated by functional assessment

43. Ingram et al A B C B C B’

44. FUNCTION-BASE SUPPORT BY TYPICAL SCHOOL BEHAVIOR SUPPORT TEAMS Melissa K. Bergstrom University of Oregon

45. Research Questions Is there a functional relation between implementation of function- based support by independent school teams and reduction in the level of student problem behavior? Are the hypothesis statements developed by school teams valid? Is function-based support in the school context feasible (i.e. acceptable, efficient, completed with integrity)?

46. Melissa Bergstrom

47. EFFECTS OF THE BEHAVIOR EDUCATION PROGRAM ON PROBLEM BEHAVIOR IN MIDDLE SCHOOL Leanne Hawken University of Oregon

48. Leanne Hawken

49. USING FCT TO ACHIEVE GENERALIZED REDUCTION OF PROBLEM BEHAVIOR Holly Reed Schindler and Rob Horner

50. Three Research Questions Main Research Question Is there a functional relationship between reduction in the level of problem behavior in the secondary settings and implementation of a Trans-situational Intervention (TSI)? Additional Research Questions 2)Is there a functional relationship between reduction in level of problem behavior in the primary implementation setting and implementation of a TSI? 3)Are TSI procedures rated as efficient and socially acceptable?

51. Critical Features of Design Document problem behavior in primary setting during Baseline. Document problem behavior in secondary settings with introduction of low effort intervention. (Low Effort alone is ineffective) Document that introduction of Intervention in primary setting is associated with: Reduction of problem behavior in primary setting No change in problem behavior in secondary settings (TSI alone does not produce change in secondary settings) Document that introduction of TSI + Low Effort is associated with reduction of problem behavior in secondary settings.

53. Holly Reed Schindler

57. The Second Grade Project Sarah Fairbanks & George Sugai University of Connecticut David Guardino University of Oregon Margaret Lathrop Bethel School District

58. Study 1: Independent Variable- Check- in & Check-out Intervention Based on Hawken & Horner’s (2003) model Participants carried behavior cards throughout the day. Teachers assessed points after each time block. Points were added up at the end of the day. If participants earned a certain percentage of points (range, 70% to 90%) the whole class earned a reward (e.g., extra recess, class game). Intervention included frequent and regular opportunities for feedback Non-function based group intervention

59. School Days Percent of Intervals Engaged in Problem Behavior Class B Results Descriptive not experimental

60. Fairbanks et al., Study 2 For students who did not respond to CICO, is there a functional relation between delivery of function-based interventions, and reduction in level of problem behavior?

61. Percent of Intervals Engaged in Problem Behavior Study 2 Results School Days

62. Percent of Intervals Engaged in Problem Behavior Study 2 Results School Days

63. Fidelity of First Step to Success Implementation Billie Jo Rodriguez Sheldon Loman Rob Horner

64. Research Question The purpose of the study was to assess the impact of incorporating a specific performance feedback procedure (coach-provided feedback to teacher) within the design of FSS intervention protocols. The primary research question asked if there was a functional relation between the implementation of coach-provided performance feedback package and level of teacher fidelity in implementation of FSS. A secondary research question focused on the relation between teacher fidelity of FSS implementation and sustained reduction in level of student problem behavior.

65. 1.Is there a functional relation between CF and change in problem behavior? 2.Is there a functional relation between CF and FSS (card) fidelity?

68. THE EFFICACY OF TRAINING SCHOOL PERSONNEL TO BUILD BEHAVIORAL INTERVENTIONS FROM FUNCTIONAL BEHAVIORAL ASSESSMENT INFORMATION Kathleen Strickland-Cohen

69. Building Local Behavioral Capacity Two Main Ideas Behavior support is more effective and efficient when it is built from an FBA. Functional behavioral assessments can be done accurately and efficiently by typical building personnel for “BASIC” problems.

70. District School

71. District School

72. Question of Interest Is there a functional relation between implementation of a behavior support plan by a Team Lead who has received Basic BSP Development training, and reduction in the level of problem behavior by students?

73. Basic FBA to BSP Trainer’s Manual Sheldon Loman, Ph.D. Portland State University M. Kathleen Strickland-Cohen, Ph.D. University of Oregon Chris Borgmeier, Ph.D. Portland State University Robert Horner, Ph.D. University of Oregon

74. Defining & Understanding Behavior FBA: Conducting FBA Interviews FBA: Observing & Summarizing Behavior Critical Features of Behavior Support Plans * Core elements Building Behavior Support Plans from FBA Information * Technically Sound WITH Contextual Fit Implementation and Evaluation Planning Leading a Team through the Behavior Support Planning Process Instructional Content Many School Personnel are Skilled at Collecting FBA Information but NOT skilled at identifying if behavior support plan elements are consistent with the FBA

75. ParticipantPre TestPost TestPercent Change 1 63% (A) 96% (B)+33% 2 67% (A) 84% (B)+17% 3 69% (A) 94% (B)+25% 4 65% (A) 86% (B)+21% 5 60% (A) 88% (B)+28% 6 63% (A) 90% (B)+27% 7 43% (A) 82% (B)+39% 8 61% (B) 92% (A)+31% 9 63% (B) 82% (A)+19% 10 45% (B) 80% (A)+35% 11 67% (B) 90% (A)+23% 12 61% (B) 86% (A)+25% 13 80% (B) 94% (A)+14% Mean62%88%+26% Pre/Post-Test Results: Assessment of BSP Knowledge

76. % 10 sec intervals Sessions Baseline Implementation of Function-based BSP Non- concurrent Multiple Baseline Fidelity/ Problem Behavior Strickland-Cohen & Horner

77. Sessions % 10 sec intervals Baseline Implementation of Function –based BSP Strickland-Cohen & Horner Non- concurrent Multiple Baseline Fidelity/ Academic Engagement

78. District Field-Test Sustained use of Basic FBA-BSP approach District effectiveness at “whole district” implementation.

79. Implications If you are the behavior specialist for a district: 1. Continue to provide direct assistance for complex behavior support cases. 2. Use the Basic FBA and BSP materials to train building-level personnel to do “BASIC” FBA and BSP development. (www.pbis.org)

80. Day, H. M., Horner, R. H., & O'Neill, R. E. (1994). Multiple functions of problem behaviors: Assessment and intervention. Journal of Applied Behavior Analysis, 27, 279-289.

83. Adapting Single Case Designs

84. Carl Angelissa Marion Aaron Aaron Moves to Toledo Baseline Nifty Intervention 1.What is research question? 2.Are Baseline Data Acceptable? 3.Is intervention with Angelisa at Day 11 acceptable? 4.What issues exist at Day 21? 5.Suggest options to save study

85. USING FUNCTION-BASED ACADEMIC AND BEHAVIOR INTERVENTION TO REDUCE PROBLEM BEHAVIORS AND IMPROVE ENGLISH READING PERFORMANCE FOR ENGLISH LANGUAGE LEARNERS IN ELEMENTARY GRADES IN THAILAND Chanisa Apichatabutra

86. Research Question Is there a functional relationship between a function- based academic and behavior intervention that (a) is based on behavioral function, (b) employs effective literacy instruction, and (c) is matched to the learners’ culture and a decrease in level of problem behaviors during English reading class for third and fourth grade ELLs in Thailand?

92. Application Define research question Identify design adequacy Interpret the extent to which the data document a functional relation.

93. Figure Baseline 1 Treatment Baseline 2 Treatment 2 Baseline 1 Treatment 1 Baseline 2 Treatment 2 Self-management DRO Define research question(s) Define design What effects are documented?