Single-case Research Design Research Articles

Emailed implementation supports to promote treatment integrity: Comparing the effectiveness and acceptability of prompts and performance feedback

Teachers struggle to maintain high levels of treatment integrity, which are associated with efficient improvements in student outcomes. To address this challenge, school psychologists can provide implementation support, such as prompts or performance feedback, to increase teachers' treatment integrity when it is low. Implementation prompts are an emerging implementation support having been investigated in one previous study, but are feasible and require little time to provide. Performance feedback is an evidence-based practice, but requires more time for school psychologists to coordinate and deliver. The current study sought to compare the emailed delivery of prompts and performance feedback directly. Three elementary school teachers from a diverse setting participated with their students in this experimental multiple baseline single-case design research study. Teachers were trained to implement a classwide group contingency intervention and, when treatment integrity was low, received prompts and then performance feedback. Direct observation of treatment integrity and classwide behavior indicated that performance feedback was slightly more effective at increasing treatment integrity, but implementation prompts were modestly effective, took less time to provide, and were viewed as more acceptable by teachers. Furthermore, student outcomes (academic engagement and disruptive behavior) were relatively stable across the emailed prompts and performance feedback phases, suggesting the supports were similarly effective. Future research might further investigate these findings and continue to build the research base for implementation supports to promote treatment integrity.

Evaluating Tau-U With Oral Reading Fluency Data and the Impact of Measurement Error.

Recently, researchers have argued that using quantitative effect sizes in single-case design (SCD) research may facilitate the identification evidence-based practices. Indices to quantify nonoverlap are among the most common methods for quantifying treatment effects in SCD research. Tau-U represents a family of effect size indices that were developed to address criticisms of previously developed measures of nonoverlap. However, more research is necessary to determine the extent to which Tau-U successfully addresses proposed limitations of other nonoverlap methods. This study evaluated Tau-U effect sizes, derived from multiple-baseline designs, where researchers used curriculum-based measures of reading (CBM-R) to measure reading fluency. Specifically, we evaluated the distribution of the summary Tau-U statistic when applied to a large set of CBM-R data and assessed how the variability inherent in CBM-R data may influence the obtained Tau-U values. Findings suggest that the summary Tau-U statistic may be susceptible to ceiling effects. Moreover, the results provide initial evidence that error inherent in CBM-R scores may have a small but meaningful influence on the obtained effect sizes. Implications and recommendations for research and practice are discussed.

Single-case synthesis tools II: Comparing quantitative outcome measures

Varying methods for evaluating the outcomes of single case research designs (SCD) are currently used in reviews and meta-analyses of interventions. Quantitative effect size measures are often presented alongside visual analysis conclusions. Six measures across two classes—overlap measures (percentage non-overlapping data, improvement rate difference, and Tau) and parametric within-case effect sizes (standardized mean difference and log response ratio [increasing and decreasing])—were compared to determine if choice of synthesis method within and across classes impacts conclusions regarding effectiveness. The effectiveness of sensory-based interventions (SBI), a commonly used class of treatments for young children, was evaluated. Separately from evaluations of rigor and quality, authors evaluated behavior change between baseline and SBI conditions. SBI were unlikely to result in positive behavior change across all measures except IRD. However, subgroup analyses resulted in variable conclusions, indicating that the choice of measures for SCD meta-analyses can impact conclusions. Suggestions for using the log response ratio in SCD meta-analyses and considerations for understanding variability in SCD meta-analysis conclusions are discussed.

Single-case synthesis tools I: Comparing tools to evaluate SCD quality and rigor

Tools for evaluating the quality and rigor of single case research designs (SCD) are often used when conducting SCD syntheses. Preferred components include evaluations of design features related to the internal validity of SCD to obtain quality and/or rigor ratings. Three tools for evaluating the quality and rigor of SCD (Council for Exceptional Children, What Works Clearinghouse, and Single-Case Analysis and Design Framework) were compared to determine if conclusions regarding the effectiveness of antecedent sensory-based interventions for young children changed based on choice of quality evaluation tool. Evaluation of SCD quality differed across tools, suggesting selection of quality evaluation tools impacts evaluation findings. Suggestions for selecting an appropriate quality and rigor assessment tool are provided and across-tool conclusions are drawn regarding the quality and rigor of studies. Finally, authors provide guidance for using quality evaluations in conjunction with outcome analyses when conducting syntheses of interventions evaluated in the context of SCD.

A meta-analysis of self-monitoring on reading performance of K-12 students.

The published single-case design (SCD) research (N = 19 articles) on self-monitoring and reading performance was synthesized. The following inclusion criteria were used: (a) the study must have been peer-reviewed, (b) implemented an intervention targeting student self-monitoring of reading skills, (c) included data on at least 1 reading outcome, (d) included visual representation of the data, and (f) the study must have used an SCD to assess the topic of interest. A total of 67 participants, 45 males and 22 females, ranging in age from 7:8 -18:7 were included in the current meta-analysis. Ethnicity was reported for 42 students: 23 were Caucasian, 12 were African American, and 7 were Latino/Hispanic. Studies were compared with those meeting What Works Clearinghouse (WWC) standards and those not meeting standards. The Tau-U effect size (ES) method was the main calculation method used; however, Phi ES estimates are included for comparison purposes. Results indicated that self-monitoring had an overall significant large positive effect on the reading performance of K-12 students, Tau-U = 0.79, 95% confidence interval (CI) [0.64, 0.93], p < .0001. However, self-monitoring for studies that met WWC criteria yielded a larger overall positive ES, Tau-U = 0.93, 95% CI [0.79, 1.07], p < .0001. Although the current meta-analysis is limited to peer-reviewed SCD studies, the findings provide support for self-monitoring as an evidence-based reading intervention for students in Grades K-12. Furthermore, findings indicate that larger ES values were identified when consolidating studies based on WWC guidelines as compared with consolidating across all studies. (PsycINFO Database Record

Effectiveness of earmuffs in protecting hearing during shooting practice: a case-study

Objective: This investigation was designed to determine the effectiveness of earmuffs worn by a single individual during shooting practice.Design: Single subject experimental design. Study sample: A 21-year old female recreational shooter, who practiced shooting on a regular basis while using earmuffs participated in the study. She reported occasional noise exposures of other types including car races and demolition derbies but no hearing difficulties or symptoms such as tinnitus. Her auditory sensitivity was within normal limits. On each test-day, distortion product otoacoustic emissions (DPOAEs) were recorded in a sound-attenuated booth before and after a shooting practice session conducted while using earmuffs. Data were collected across six different days, across six weeks, to allow recovery from each of the six shooting practice sessions. The participant was requested to refrain from other noisy activities in between sessions. Results: Significant changes in DPOAE signal-to-noise ratios (SNRs) were apparent following the shooting sessions, at 1184 and 4761 Hz in the left ear suggesting that the hearing protection worn by the individual was insufficient to completely protect her hearing. Conclusions: It is possible to assess the effectiveness of hearing protection worn by individual shooters using repeated measurements of DPOAEs embedded in a single case-research design.

The role of disengagement in the psychology of competence drift.

The framing of competence as a binary "either-or" process may be shaped by the measurement tools and assessment methods used to define it. Blunt measures such as passing or failing a licensure examination, or revoking/suspending a license after a single dispensing error fosters anxiety amongst professionals and potentially leads to behaviours where learning needs are actually hidden from educators, employers or regulators. Such framing may not accurately capture the lived experience of those labelled "incompetent" and in fact may be counterproductive to remediation and skills enhancement. To examine the construct of competence as a lived experience amongst pharmacists who had been identified and labelled as incompetent by their regulatory body. A multiple single-case research design (described by Kratochwill and Levin) involving 14 practicing pharmacists identified as not meeting competence standards by their regulatory body in Ontario, Canada was used for this research. Constant-comparative qualitative analysis of semi-structured interview data was coded, categorized and used to identify and describe major research themes. Two major themes were identified, related to the personal and professional consequences of being labelled "incompetent" by one's regulatory body, and the importance of psychological engagement in one's own profession in facilitating maintenance of competence. This study highlighted the importance of disengagement as both a cause and consequence of competence drift and pointed to the impact of regulatory policies, practices, and assessment systems that may actually inadvertently contribute to this disengagement.

Generalization and maintenance of functional communication training for individuals with developmental disabilities: A systematic and quality review

BackgroundFunctional communication training (FCT) is considered an evidence-based practice for treating problem behavior in individuals with developmental disabilities (e.g. autism, intellectual disabilities, down syndrome, etc.). However, there is little known on how to sustain behavioral change following FCT interventions. This systematic and quality review synthesizes the current literature base evaluating the maintenance and generalization of behavioral effects following FCT. MethodA systematic review identified 37 studies that met the pre-set inclusion criteria. Those studies were summarized in terms of: (a) generalization dimension, (b) generalization assessment design, (c) maintenance assessment design, (d) maintenance and generalization teaching strategy, and (e) latency to maintenance probes. All studies employed single-case research designs and were evaluated using the What Works Clearinghouse pilot single-case research standards (Kratochwill et al., 2013) as adapted by Maggin, Briesch, and Chafouleas (2013). Maintenance and generalization data were evaluated using a researcher-developed rubric based on the WWC standards. Results and discussionResults indicate that 30 studies met standards or met standards with reservations while only six studies also met all of the maintenance and generalization standards. Of the six studies, five did not implement any additional strategies beyond the contacting natural contingencies that is inherent in the FCT intervention. Implications for future research and practice are discussed.

A Comparison of Two Treatment Approaches for Agrammatic Broca's Aphasia: Script Therapy vs. Verb Network Strengthening Treatment

A Comparison of Two Treatment Approaches for Agrammatic Broca's Aphasia: Script Therapy vs. Verb Network Strengthening Treatment

A Synthesis on the Effects of App-Based Smart Learning for Students With Disabilities: Focusing on Single-Case Research Designs

A Synthesis on the Effects of App-Based Smart Learning for Students With Disabilities: Focusing on Single-Case Research Designs

Effects of Task-oriented Training by Wearing Weighted Vest on the Self-esteem and Activities of Daily Living for Children with Down’s Syndrome: Single System Design

The purpose of this study was to examine the effects of task-oriented training on the self-esteem and activities of daily living for children Down syndrome. ABA single case research design was applied to this study. Study subjects were instructed to perform task oriented training by wearing weighted vest 12 times in total at the rate of 2 times a week and for 40 minutes each during the intervention, and self-esteem and activities of daily living were measured 3 times in total at the baseline, intervention line and the 2nd baseline stages. There was statistically significant differences in total Pediatric Evaluation of Disability Inventory and activities of daily living scores in accordance with the baseline, intervention line, the 2nd baseline stages (p<.05). This study suggests that task-oriented training by wearing weighted vest improve the total Pediatric Evaluation of Disability Inventory and activities of daily living scores in children with Down’s syndrome.

A Systematic Review of Single-Case Research Studies on Using Video Modeling Interventions to Improve Social Communication Skills for Individuals With Autism Spectrum Disorder

Video modeling (VM) interventions have increasingly been examined as a means of teaching social communication skills to individuals with autism spectrum disorder (ASD). However, the research, which primarily used single-case research designs (SCRDs), pointed to inconsistent results across participants within studies and across studies. The purpose of this review was to synthesize 24 research studies using SCRD to examine the effects of VM for individuals with ASD on social communication skills. We applied the What Works Clearinghouse (WWC) SCRD design standards, conducted our own independent visual analysis, and calculated four nonoverlap indices to synthesize this research. Findings from the synthesis of the 24 SCRD studies concluded that VM intervention is an evidence-based practice according to the WWC standards for increasing social communication skills of individuals with ASD. Implications for future research and practice are discussed.

A Meta-Analysis of Functional Communication Training Effects on Problem Behavior and Alternative Communicative Responses

We conducted a meta-analysis of single-case research design (SCRD) studies on functional communication training (FCT). First, we used the What Works Clearinghouse (WWC) Standards to evaluate each study. Next, we calculated effect sizes using Tau-U. Then, we aggregated the effect sizes across the studies to produce an omnibus effect size. Results indicate that more than half of the SCRD studies met the WWC Standards and that FCT was effective in decreasing the level of problem behavior and in increasing the level of the alternative communicative response (ACR), but effectiveness varied according to such factors as type of disability and age. Furthermore, the results of visual analysis corresponded with Tau-U effect sizes in more than half of the cases. Implications for researchers and practitioners are discussed.

A Meta-analysis of the Taped Problems Intervention

Taped problems is an intervention strategy for addressing mathematics fluency that has been evaluated in multiple single-case design studies. Although its efficacy has been supported in individual studies, no comprehensive quantitative synthesis has been conducted on taped problems. The purpose of this study was to synthesize the literature that examined this intervention using parametric and nonparametric effect size computations. We examined (a) the effectiveness of taped problems across effect size comparisons, (b) maintenance over time, (c) the degree to which studies met single-case design research standards, and (d) potential moderating variables. Parametric and nonparametric analyses yielded moderate and large effect sizes and indicated that taped problems appears to be an efficacious intervention.

Using data collection apps and single-case designs to research transformative learning in adults

To overcome situational hurdles when researching transformative learning in adults, we outline a research approach using single-case research designs and smartphone data collection apps. This approach allows researchers to better understand learners’ current lived experiences and determine the effects of transformative learning interventions on demonstrable outcomes. We first discuss data collection apps and their features. We then describe how they can be integrated into single-case research designs to make causal inferences about a learning intervention’s effects when limited by researcher access and learner retrospective reporting. Design controls for internal validity threats and visual and statistical data analysis are then discussed. Throughout, we highlight applications to transformative learning and conclude by discussing the approach’s potential limitations.

Evaluating the Effects of Creative Journal Arts Therapy for Survivors of Domestic Violence

ABSTRACTThe authors implemented a small series (N = 3) single-case research design to assess the effectiveness of a 9-session creative arts therapy treatment program for adult survivors of domestic violence. Analysis of participants’ scores on the Outcome Questionnaire (OQ-45.2) and Brief Resilience Scale using the percentage of nonoverlapping data procedure yielded treatment effects indicating that a creative arts therapy treatment program may be effective for reducing mental health symptoms and improving resiliency. It is recommended that this body of research continue for other educational, work, and health settings.

Examining the effects of rational emotive behavior therapy on performance outcomes in elite paralympic athletes.

Traditionally a psychotherapeutic intervention, rational emotive behavior therapy (REBT) is receiving increasing attention within the extant literature as an intervention to enhance the athletic performance and psychological well-being of competitive athletes. Whilst the benefits of REBT on psychological health are established, less is understood about the effects on athletic performance. This study aimed to examine the immediate and maintained effects of REBT on physiological, psychological, and performance outcomes with elite Paralympic athletes. Using a single-case research design, eight athletes recruited from the same Paralympic sport (M=40.12, SD=12.99) received five, one-to-one REBT sessions. Measures of irrational beliefs were collected weekly, whereas the remaining psychological and physiological measures were collected at a pre-, post-, and at a 9-month follow-up time point. Visual and statistical analyzes of the data indicates reductions in irrational beliefs were coupled with reductions in systolic blood pressure indicative of an adaptive physiological response, improved athletic performance during competition simulations, and reductions in avoidance goals. Furthermore, social validation data indicated greater self-awareness, emotional control, and enhanced focus during competition as a result of the REBT intervention. This study contributes to growing literature supporting the efficacy of REBT as an intervention that not only facilitates psychological health but also enhances athletic performance. Results are discussed with reference to theory, limitations, and future recommendations.

シングルケースデザインと質的研究 : 質的研究と行動分析学との協働(記念シンポジウム)

シングルケースデザインと質的研究 : 質的研究と行動分析学との協働(記念シンポジウム)

研究法と評価法を実践場面で柔軟に使うために : 吉田(2015)・藤(2015)へのリプライ(リプライ,記念シンポジウム)

研究法と評価法を実践場面で柔軟に使うために : 吉田(2015)・藤(2015)へのリプライ(リプライ,記念シンポジウム)

The Effects of Writing Choice Prompt on the Written Narratives of Students With Emotional and Behavioral Disorders: A Case Study of an Abandoned Single-Case Design

In this study, we investigated the effects of choice of writing prompt on the number of story elements included in written narratives. The investigation took place in a residential facility for students with emotional and behavioral disorders. Participants included six female students in a mixed-grade-level course (students had just completed Grades 7–10). A withdrawal single-case research design was planned for each participant. However, the study was abandoned after only initial baseline and intervention phases because choice of writing prompt appeared to have null or countertherapeutic effects on the number of story elements written. Potential explanations for why these findings are inconsistent with other studies using choice making, including considerations of the file drawer effect for studies with null findings, are presented. Limitations and future directions also are discussed.