1. Single-subject research usually involves collecting data on one subject at a time. Single-subject researchers generally use line graphs to illustrate the effect of their intervention. Created by Del Siegle for EPSY 5601 del.siegle@uconn.edu www.delsiegle.info

2. Suppose a researcher wished to investigate the effect of praise Baseline Praise

3. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior Frequency of disruptions 876543210876543210 Baseline Praise

4. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

5. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline

6. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

7. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

8. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

9. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

10. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

11. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day for several days. Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

12. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day for several days. In the example below, the target student was disruptive seven times on the first day Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

13. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day for several days. In the example below, the target student was disruptive seven times on the first day, six times on the second day Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

14. Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day for several days. In the example below, the target student was disruptive seven times on the first day, six times on the second day, and seven times on the third day. Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

15. Once a baseline of behavior has been established (when a consistent pattern emerges with at least three data points), the intervention begins. Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

16. Once a baseline of behavior has been established (when a consistent pattern emerges with at least three data points), the intervention begins. The researcher continues to plot the frequency of behavior Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

17. Once a baseline of behavior has been established (when a consistent pattern emerges with at least three data points), the intervention begins. The researcher continues to plot the frequency of behavior while implementing the intervention of praise. Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

18. In this example, we can see that the frequency of disruptions decreased once praise began. Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

19. In this example, we can see that the frequency of disruptions decreased once praise began. The design in this example is known as an A-B design. Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

20. In this example, we can see that the frequency of disruptions decreased once praise began. The design in this example is known as an A-B design. The baseline period is referred to as A Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

21. In this example, we can see that the frequency of disruptions decreased once praise began. The design in this example is known as an A-B design. The baseline period is referred to as A and the intervention period is identified as B. Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise

22. In this example, we can see that the frequency of disruptions decreased once praise began. The design in this example is known as an A-B design. The baseline period is referred to as A and the intervention period is identified as B. Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise A B

23. Another design is the A-B-A design. An A-B-A design (also known as a reversal design) involves discontinuing the intervention and returning to a baseline. Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise Baseline

24. Another design is the A-B-A design. An A-B-A design (also known as a reversal design) involves discontinuing the intervention and returning to a baseline. Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise Baseline A B A

25. Sometimes an individual’s behavior is so severe that the researcher cannot wait to establish a baseline and must begin with an intervention. In this case, a B-A-B design is used. The intervention Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Praise

26. Sometimes an individual’s behavior is so severe that the researcher cannot wait to establish a baseline and must begin with an intervention. In this case, a B-A-B design is used. The intervention is followed by a baseline Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Praise Baseline

27. Sometimes an individual’s behavior is so severe that the researcher cannot wait to establish a baseline and must begin with an intervention. In this case, a B-A-B design is used. The intervention is followed by a baseline followed by the intervention. Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Praise Baseline Praise

28. Sometimes an individual’s behavior is so severe that the researcher cannot wait to establish a baseline and must begin with an intervention. In this case, a B-A-B design is used. The intervention is followed by a baseline followed by the intervention. Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Praise Baseline Praise B A B

29. Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise Ordinate Condition change line Data points Data path Abscissa Measure of time Unit of time Dependent measure Condition identificationsIndependent variable Regardless of the research design, the line graphs used to illustrate the data contain a set of common elements.

30. Frequency of disruptions Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 876543210876543210 Baseline Praise Ordinate Condition change line Data points Data path Abscissa Measure of time Unit of time Dependent measure Condition identificationsIndependent variable Regardless of the research design, the line graphs used to illustrate the data contain a set of common elements. Please read Chapter 14 in your text to learn more about Single-Subject Research and other Single-Subject Research Designs.