1. Single Subject Research
How to use it as a part of the teaching and research process

2. CLASS ACTIVITY 1 & 2 Independent and Dependent variables
Categorical and quantitative variables

3. Purpose of Single Subject Design
Research that studies the effects of any specific intervention (s) or treatment (s) on a specific behavior
Utilized with small student sample (3-8) over a longer period of time.
Each participant serves as their own control

4. Difference between Single subject studies Group studies
Performance of individual subjects on various independent variables
Comparison based on repeated trials of the same task under one/more interventions
Ex: Effects of peer tutoring on a student’s vocabulary
Data is analyzed and graphed as it is being collected.
Group studies
Compare performance of groups of individuals
LD vs Average students
Effects of peer tutoring vs direct instruction
Difference between male and female
Difference between older vs younger students
Comparisons based on averages of each group
Data is usually analyzed after the experiment is completed.

5. Fields that utilize Single subject research
Education, Special Education
Psychology
Medicine
Sports- Athletic training, sports medicine
Management/ Industry
Organizations and Journal (s)
JABA

6. Research- Single Subject
Effects of
Independent variable Dependent variable
Treatment/intervention Behavior
Individual Students
Example
Peer tutoring writing skills

7. Components of a single subject study
Typical graph- decreasing inappropriate behavior
Baseline Intervention

8. Components of a single subject study
Typical graph- Increasing appropriate behavior
Baseline Intervention

9. Components of a single subject study
Variables
Behavior
Accuracy/performance
Frequency
Number of times a behavior/task occurred
Latency
Time taken to get started on the task

10. Research Designs AB design ABA design ABAB design Multiple baseline
Across
Individuals
Behaviors
Settings
Alternating treatment design
Changing Conditions design
Changing Criterion design

11. Research Designs AB method
Ex: Effects of reinforcement (listening to music) on the amount of homework completion of a student
Baseline period of 5 days -average of 0 homework turned in each day
With Intervention -Average increased to 4 homework every day

12. Research Designs - AB
Source:

13. Research Designs AB method Pros/Cons Simple and easy
One cannot say confidently that the behavior changed as a result of the intervention
very vulnerable to confounding variables

14. ABA method Research Designs Basic Withdrawal Design 3 phase design
no-intervention baseline phase (A),
an intervention phase (B)
no-intervention withdrawal phase (A).

15. Research Designs
ABA design-
EXAMPLE

16. Research Designs ABAB method simple experimental control
effects of single independent variable on a single dependent variable

17. Research Designs Multiple baseline- measuring two or more participants
performance/behaviors
two more settings

18. Research Designs Multiple baseline
Across Behaviors
three different behaviors across one student
EXAMPLE – Increasing behaviors
Effect of reinforcement on student’s
On task behavior
Number of assignments turned in
Help seeking behaviors

19. Research Designs Multiple baseline
Across Behaviors
three different behaviors across one student
EXAMPLE – Decreasing behaviors
Effect of time out on student’s
Talking out behavior
Tardiness
Out of seat behavior

20. Research Designs Multiple baseline
Across Individuals
One behavior across two or more individuals
EXAMPLE
Effect of Assisted Reading program on student with
Mild Mental retardation
ADHD LD

21. Research Designs

22. Research Designs Multiple baseline
Across Settings
One individual across three different settings
EXAMPLE
Effect of music on student’s performance (number of worksheets completed) in
Language class
Math class
Science class

23. Research Designs Multiple baseline
Why is it important for the baselines to be independent of each other?
In multiple baseline designs, it is important that the baselines are independent because if they changed together, it will not be possible to demonstrate a functional relationship. That is, if a change in one baseline is accompanied by changes in the other baselines, there will only be one demonstration of the effect.

24. Research Designs
Alternating Treatments -Effectiveness of two or more interventions is compared

25. Research Designs Alternating Treatments Pros Cons/ Challenges
No baseline necessary
You can pick the most effective behavior and follow up
Cons/ Challenges
Carry over effects
Random order of presentation
Time between sessions

26. Research Designs Changing Conditions EXAMPLE
Students were given math problems on a computer
and asked to give verbal responses. Auditory
distractions were randomly presented during some
conditions. Squooshy ball was randomly presented
during some conditions

27. Research Designs
Changing Conditions
EXAMPLE A B C D

28. Research Designs Changing Criterion An example of shaping.
In a series of treatments, raise the bar (change the criterion)

29. Research Designs Changing Criterion
SOURCE:

30. CLASS ACTIVITY 3
Identifying Single subject Design

31. Criticisms of Single Subject Design
VALIDITY
External Validity- Generalization
Solution: Replication across participants, settings, tasks
Internal Validity
Measurement of Participants’ performance
Observer reliability
Withdrawal of treatment
Baseline Stability

32. Things to remember while designing and conducting Single subject designs
When you pick a design- read about all the factors associated with the design BEFORE you start collecting data.
Baseline stability- no trends
Clear and well defined definitions and variables
Consistent procedures- tasks, examiners, settings
Consistent assessments
Reliability checks
Graph data as you collect it- Ongoing visual inspection
Account for student attrition/absence
Number of sessions for data collection

33. REFERENCES http://www.msu.edu/user/sw/ssd/issd10b.htm
Belfiore, P. J., Lee, D. L., Scheeler, M. C., & Klein, D. (2002). Implications of behavioral momentum and academic achievement for students with behavior disorders: Theory, application, and practice Psychology in the Schools, 39,
campus.houghton.edu/orgs/psychology/Exp11.ppt

34. Homework
Listed in the attached handout