ABA_534_M6_Study_Questions

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M6 Study Questions Kazdin, A.E. (2021). Single-case research designs: Methods for clinical and applied settings . New York: Oxford University Press. Chapter 7: 1. Describe the multiple-baseline design. What are the major features? How is the multiple- baseline design conducted? Multiple-baselines designs refer to data that is collected separately on two or more behaviors, or the behaviors of two or more individuals, and other variations of the same type. Inferences are based on examining performance across several different baselines (across different behaviors of one individual, for a given behavior across different individuals, or for the behavior of a given individual across different situations). First, baseline data are gathered on two or more behaviors. After performance is stable for each behavior, the intervention is applied to the first behavior, while still collecting data on the other behaviors. After performance stabilizes across all behaviors, the intervention is applied to the second behavior. Intervention is given to the first two behaviors, while baseline data is collected on the other behaviors. After continuing observation of all behaviors, the intervention is applied to the final behavior. 2. How does the multiple baseline design control threats to internal validity that are characterized by the extraneous factors of history and maturation? By introducing interventions one behavior at a time while simultaneously tracking baseline data on the other behaviors, extraneous factors are minimized. If these extraneous factors were the cause for changes in behavior, then it would be expected to affect more than one behavior. The repeated demonstration that behavior changes in response to staggered applications of the intervention usually makes the influence of extraneous factors implausible. 3. Describe each of the five variations of the multiple-baseline design mentioned by Kazdin in this chapter. Define, describe, and provide an example of each. Design variation Definition Description Example Multiple baseline across individuals Baseline data are gathered for a specific behavior performed by two or more persons Observations of baseline performance of the same behavior for each person. After the behavior of each person has reached a stable rate, the intervention is applied to only one of them, while baseline conditions are continued for the other(s). When behaviors stabilize for all persons, the intervention is extended to Teaching servers at a restaurant proper carrying form. Collect baseline data on all servers, then when stable, introduce intervention to one server. Collect data on all servers. When data is stable, introduce intervention to the next server, and continue the pattern until all are trained using the

another person and is continued in a staggered fashion until all the persons receive the intervention. intervention. Multiple baseline across situations, settings, or time Baseline data are gathered for a behavior performed by one or more persons. The data is collected during different situations, settings, or time periods of the day Observations of baseline performance in each of the situations. After the behavior is stable in each situation, the intervention is applied to alter behavior in one of the situations while baseline conditions are continued for the others. When behavior stabilizes in all the situations, the intervention is extended to performance in the other situations. This continues until all situations receive the intervention. Intervention to lower health-care worker (nurse and surgeon) injury. Neutral zone would be created where two people do not touch the same instrument. Baseline data collected in two operating settings. When baseline data was stable, intervention was introduced into one of the settings. Data collected for both. When data stabilized, intervention was introduced into the second setting. Concurrent and non- concurrent baselines Concurrent: participants are observed at the same time. Non-concurrent: participants are NOT observed at the same time Baseline data for participants are collected at the same time. Baseline data and intervention is introduced to different individuals (or behaviors, or situations) at different points in time. Three participants' observations of baseline begin on the same day, and when the intervention is first introduced to participant number 1, participants 2 and 3 are being observed on that same day as well, even though they have yet to receive the intervention. While collecting baseline data and beginning the intervention phase, another participant is added and begins at baseline. Number of baselines The number of baselines contributes to the strength of the demonstration. Observations must be obtained for an absolute minimum of two baselines, three is typically used. Example of the healthcare workers again. Two baselines were used (the two settings), demonstrating the effect of the intervention. Partial applications of the intervention The first intervention was not applied to all the behaviors, The intervention may be applied to the first behavior (individuals or situations) and produce little or no Intervention was used to increase the frequency that drivers would stop at stop signs at three separate

persons, or situations, because that intervention was not very effective. A new intervention is then introduced. change. Continuing to apply this intervention to other behaviors may not be useful. A second intervention may be applied following a sort of ABC design for the first behavior. intersections. First intervention was used, with little significant changes in stopping behavior, and was not applied to other baselines. Second intervention was introduced, . 4. What are some potential ethical and applied problems and limitations of the multiple-baseline design? Limitations of multiple-baseline designs include interdependence of baselines, inconsistent effects of the intervention and prolonged baselines. Interdependent Baselines: Change in one of the baselines carries over to another baseline before that latter baseline has received the intervention Inconsistent Effects: Some behaviors are altered when the intervention is introduced and others are not, or some pattern in varying degrees. Prolonged baseline: Applied and ethical considerations may argue against withholding the intervention for extended periods during baseline data collection. 5. How might one avoid the problems that may result from prolonged baselines? First, instead of everyday, observations could be made only occasionally for some of the baselines, especially if the baselines are stable. A second option is to begin assessments at different points. 6. What are probe assessments, and how can they be used in baseline assessments? The periodic or intermittent assessment of behavior when interventions are not in effect for that behavior is referred to as probes or probe assessment. They are used in baseline assessments by contriving a “test” or situation where behavior data can be collected. At baseline, data is collected on behavior with no intervention, then done again after the intervention to measure changes in behavior. 7. What advantages of the multiple-baseline design allow for use within the applied setting? The designs do not depend on withdrawing treatment to show that behavior change is a function of the intervention. The designs require applying the intervention to one behavior (person or situation) at a time. The gradual application of the intervention across the different behaviors helps with intervention implementation. 8. How is the effectiveness of an intervention demonstrated in the multiple-baseline design? The application to only one behavior or baseline at a time permits a test of the effectiveness of the procedure. One looks at the ongoing data and makes adjustments to the intervention to improve outcome. The procedures are at once methodologically sound (can draw causal relations) and clinically sensitive. Multiple-baseline designs demonstrate the effects of an

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intervention by presenting the intervention to each of several different baselines at different points in time. 9. In summary, multiple-baseline designs demonstrate the effects of an intervention by presenting the intervention to each of several different baselines at different points in time . A clear effect is evident if performance changes when and only when the intervention is applied. . Several different variations of the design exist, depending primarily on whether the multiple- baseline data are collected across behaviors, persons, situations, settings, or time. Sarokoff, R. A., & Sturmey, P. (2004). The effects of behavioral skills training on staff implementation of discrete‐trial teaching. Journal of Applied Behavior Analysis , 37 (4), 535-538. 1. A behavioral skills training package was used to train 3 teachers to correctly implement discrete-trial teaching. 2. In this study, what was the: a. Independent variable: behavioral skills training package b. Dependent variable: percentage correct usage of 10 components during 10 consecutive discrete trials. 3. The training package consisted of: instructions, feedback, rehearsal, and modeling. 4. After reading the abstract, would you conclude that the training was effective? Why? Based on the abstract, I would conclude that the training was effective. 3 different people saw significant changes in correct teaching responses, close to near 100% correct responding. 5. The participants were three special education teachers and one 3- year-old child with autism . 6. Training took place in a small room in the child’s home. . 7. A multiple baseline design across subjects was used. 8. Describe how the design was implemented: Baseline data was collected on the teachers ability to use DDT with no intervention. Then training would begin, and the teachers were provided a written copy of procedures and reviewed each component. Rehearsals and modeling with feedback were then provided. Posttraining would then begin, and the treacher would engage in DTT with the child with no prompting. The trends in the baseline for the three participants were as follows: Teacher 1 (select one of the following) Increasing Decreasing Stable Teacher 2 (select one of the following) Increasing Decreasing Stable

Teacher 3 (select one of the following) Increasing Decreasing Stable What was the level and trend of the data for participant 1 during post-training that would indicate that treatment could be started for participant 2? Level changed to be higher and no trend is seen, so it is stable. The stability of the data would indicate that treatment for participant 2 can begin. What was the level and trend of the data showing for participant 2 that would indicate that treatment could be started for participant 3? Like with participant 1, participant 2’s level changed to be significantly higher, and no trend is observable, indicating the data is stable. The stability of the data indicates that treatment for participant 3 can begin. What was the trend in the baseline data for participant 3 that indicated the treatment could be started? Although it has high variability, the trend is stable, indicating that treatment can be started. 9. The dependent measure was correct usage of discrete trials. 10. How was the percentage of correct responses calculated? The percentage of correct responses was calculated by dividing the total number of correct teacher responses by the total number of correct and incorrect responses (10 total), and multiplying the result by 100%. 11. What was the formula for calculating interobserver agreement? Calculated by dividing the total number of agreements by the total number of agreements plus disagreements and multiplying by 100%. 12. RESULTS: During baseline all teachers showed low performance, and following training all 3 teachers showed a large improvement in implementing discrete-trial teaching. 13. How could we conclude that there was a functional relationship between the independent and dependent variables in this study (HINT: With the implementation of the multiple baseline design, when did you see an improvement in the target behavior?) The improvement in targeted behavior was seen when and only when the intervention was implemented.

ABA_534_M6_Study_Questions

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