Evaluation

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Lasalle University *

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660

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Health Science

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Nov 24, 2024

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Uploaded by ChiefIce6701

1 Evaluation Alfremiri Florentino La Salle University SWK 660; Advance Practice Prof. Janine Mariscotti, MSW, LCSW Due date

2 The A-B-A-B Design There are four stages to the A-B-A-B design used in experimental research. The A phase is the period before any intervention is implemented and serves as a baseline against which the client's initial performance may be evaluated. The second phase is the B phase, the intervention period when the intervention is introduced and tested on the client. The third phase is the A phase, the re-baseline period when the intervention is removed, and the client's performance is measured again to see if there have been any changes. The fourth phase is the B phase, which is the follow-up period after the intervention has been removed and is used to measure the client's performance and how it has changed since the introduction of the intervention (Tanious et al., 2019). This design is used to evaluate the effectiveness of the practice intervention with the client in foster care. The A-B-A-B design allows the researcher to assess both the short-term and long-term outcomes of the intervention. Rationale The A-B-A-B design is an ideal choice for this intervention since it effectively evaluates the intervention's effects on the client's progress. According to a study by Kazdin (2018), the A- B-A-B design is especially useful in situations where the intervention is aimed at analyzing the effects of a single intervention on a specific target behavior. This design allows the practitioner to compare the intervention results while controlling for the possible effects of external variables. The practitioner can track the intervention's success over time with the A-B-A-B model. The practitioner can monitor the progress of the intervention and make adjustments as necessary. Therefore, the A-B-A-B design is a practical choice for this intervention as it allows for the efficient evaluation of the intervention's effects on the client's progress.

3 Evaluation Process The A-B-A-B design is a form of evaluation that involves alternating between two interventions (A and B) to measure their effectiveness. In this case, Intervention A would be the old way of dealing with the client's issues, while Intervention B would be a new way. The A-B- A-B design involves four steps: 1. A (Baseline): A baseline assessment would be performed using the previous method of treatment in order to better tailor the new approach to better understand the client's current state of affairs. 2. B (Intervention): The new intervention would be implemented, which would involve providing the client with a safe and supportive home environment, helping them develop trusting relationships with adults, and helping them cope with their ADHD and Oppositional Defiant Disorder. 3. A (Post Intervention): Data on the client's behavior will be collected after the new intervention has been introduced and compared to the baseline to demonstrate its efficacy. 4. B (Follow-up): Maintaining the new intervention and collecting further data to evaluate the client's development and the intervention's long-term impacts would constitute the follow-up. Here, the A-B-A-B design is used to assess whether or not the practice intervention is indeed beneficial in assisting the client in accomplishing his objectives. The client's pre- and post-intervention behaviors may be compared, and the intervention's long-term impacts can be gauged, using the data collected at each stage of the assessment process. The client's A-B-A-B design progress may be measured with a single research graph into the system. Research designs such as the A-B-A-B design involve a series of three separate tests: a baseline test, an intervention test, and a control test (A) previous to the start of the intervention, throughout, and after the therapy (B), a return to baseline (A) and then the second period of treatment (B). The single system research graph would plot the client's progress over the four

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4 phases. It would plot out the client's scores for each goal (e.g., safe and supportive home environment, trusting relationships with adults, coping with ADHD and Oppositional Defiant Disorder, and success in school) over the four phases. The graph would track the progress over time and determine whether the intervention was effective in helping the client meet his goals (Wolfe et al., 2019). Intervening variables that could be considered in the A-B-A-B design include the client's age because the client's age may influence the outcome of the intervention. For example, a younger child may respond differently to the intervention than an older child. The intervention's efficacy and its effect on the client's aims may also be impacted by the client's age. Since the A- B-A-B design alternates between an intervention and control period to examine the effect of the intervention, the number of foster homes the client has been in is another variable in the experiment. In this case, the number of foster homes the client has been in can act as a variable that affects the outcome of the intervention. For example, if the client was in fewer foster homes, it could indicate that the intervention was more effective in providing a safe and supportive home environment. On the other hand, if the client was in more foster homes, it could indicate that the intervention was less effective in achieving the desired outcomes. Because the research's baseline period needs to take place in the same home context as the client's present placement, the length of time the client has been in the foster family becomes an intervening variable. If the client has been in the home for a more extended period, then the baseline period should reflect the time the client has been in the home. With this lag in place, we can be sure that the client's behavior changes are due to the intervention and not just a general adjustment to the new surroundings.

5 Effectiveness Whether or whether the intervention's intended effects are realized is a key determinant of its success. Suppose the client is able to find a safe and supportive home environment, build trusting relationships with adults, cope with his ADHD and Oppositional Defiant Disorder, and succeed in school and his future endeavors. In that case, the intervention can be deemed successful. However, it is essential to note that the success of the intervention may not be immediate. It may take time for the client to adjust to the new environment, develop trusting relationships, and learn to cope with his disorders. The client may also need ongoing support from his foster family and mental health professionals to ensure that the goals of the intervention are achieved. References

6 Kazdin, A. E. (2018). Single-case experimental designs. Evaluating interventions in research and clinical practice. Behaviour Research and Therapy , 117 . https://doi.org/10.1016/j.brat.2018.11.015 Tanious, R., De, T. K., Michiels, B., Van den Noortgate, W., & Onghena, P. (2019). Assessing Consistency in Single-Case A-B-A-B Phase Designs. Behavior Modification , 44 (4), 518– 551. https://doi.org/10.1177/0145445519837726 Wolfe, K., Barton, E. E., & Meadan, H. (2019). Systematic Protocols for the Visual Analysis of Single-Case Research Data. Behavior Analysis in Practice , 12 (2), 491–502. https://doi.org/10.1007/s40617-019-00336-7

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