Single-subject Research Methodology Research Articles

An Analysis of Teaching Menstrual Care Skills Using Single-Subject Methodology: A Systematic Literature Review.

There is a paucity in research supporting procedures to teach skills needed during an individual's menstrual cycle. The purpose of this study was two-fold. First, a literature review was conducted to find publications on the topic of menstrual care. Second, the studies found were evaluated against What Works Clearinghouse™ (WWC) standards and analyzed to determine the presence of clinical components relevant to teaching these skills. A literature review was conducted according to PRISMA guidelines. The review identified publications that taught menstrual care skills to individuals diagnosed with autism spectrum disorder (ASD) or other disabilities. The review focused specifically on studies that employed single-subject research methodology. Studies found were analyzed against the WWC's criteria to assess the rigor of each studies' methodology. Finally, studies were categorized across indicators that are clinically relevant to teaching menstrual care skills. The results highlighted a lack of empirical support for teaching menstrual care skills. 7 single-subject design studies were identified in the previous 40years of research. One study met all criteria required to receive the WWC's highest rating. The complexity and private nature of menstrual care skills can make intervention development daunting. This paper was intended to provide menstrual care researchers with guidance in implementing high-quality studies. Additionally, scientist-practitioners can find guidance regarding important considerations to support programming that is both effective and respectful.

Behavioral Interventions for Inappropriate Sexual Behavior in Individuals With Developmental Disabilities and Acquired Brain Injury: A Review.

Inappropriate sexual behavior (ISB) is a common, but understudied, issue for individuals diagnosed with developmental disabilities (DD), intellectual disability (ID), and/or acquired brain injuries (ABI). We conducted a systematic review to identify, analyze, and synthesize published behavior-analytic approaches to intervention for ISB in DD, ID, or ABI populations. Twenty-three studies employing single-subject research methodology were identified and evaluated using quality indicators described by Horner et al. (2005) . Results of our analysis suggest insufficient evidence exists to consider any specific response-suppression technique an overarching treatment for decreasing ISB using the Horner et al. criteria. However, broadly speaking, behavior analytic approaches have been highly effective. Practitioners should consider function-based intervention and draw from studies identified as having strong supporting evidence.

Evaluating the iPad Mini® as a Speech-Generating Device in the Acquisition of a Discriminative Mand Repertoire for Young Children With Autism

There has been an increased interest in research evaluating the use of handheld computing technology as speech-generating devices (SGD) for children with autism. However, given the reliance on single-subject research methodology, replications of these investigations are necessary. This study presents a replication with variation, of a method for the acquisition of picture-symbol discrimination during mand training, while using the iPad® and application Proloquo2Go™ as an SGD in young children with autism. In a four-phased training procedure, three children with a diagnosis of autism acquired the ability to mand and discriminate between four picture-symbols on the screen of the device, while using the iPad Mini® as an SGD. In addition, for all three participants, the acquired repertoires maintained following the discontinuation of training. These results provide continued support for the use of handheld computing devices as SGD for children with autism.

Frequently Assigned Readings in Behavior Analysis Graduate Training Programs.

Demand for behavior-analytic services has greatly increased in recent years, resulting in the development of many new graduate training programs. The purpose of the present study was to identify frequently assigned readings from the course syllabi of behavior-analytic training programs with the highest pass rates on the Board Certified Behavior Analyst® (BCBA®) examination. The readings are categorized by curriculum area (e.g., ethics, behaviorism, single-subject research methodology) to provide a resource for new program development and language translation efforts.

Efficacy of interventions to improve feeding difficulties in children with autism spectrum disorders: a systematic review and meta-analysis.

Feeding difficulties are relatively common in children with autism spectrum disorders (ASD), but current evidence for their treatment is limited. This review systematically identifies, reviews and analyses the evidence for intervention in young children with ASD and feeding difficulties. A comprehensive search strategy was used to identify studies from January 2000 to October 2013. Studies were included if they described interventions where the goal was to increase desirable eating behaviours or decrease undesirable eating behaviours using an experimental design, including single-subject research methodology. Studies were reviewed for descriptive information, and research quality was appraised using a formal checklist. Individual study findings were compared using Improvement Rate Difference (IRD), a method for calculating effect size in single-subject research. Overall, 23 papers were included. All studies reviewed had five or fewer participants, and reported on operant conditioning style intervention approaches, where the child is prompted to perform an action, and receives a contingent response. Where quality measures were not met, it was primarily due to lack of detail provided for the purposes of replication, or failure to meet social validity criteria. Meta-analysis indicated a medium-large effect size [mean = 0.69, 95% confidence interval (CI) 0.60 to 0.79] when the outcome measured was an increase in desirable behaviours (e.g. consuming food), but a small-negligible effect size (mean = 0.39, 95% CI 0.18 to 0.60) when the outcome measured was a decrease in undesirable mealtime behaviours (e.g. tantrums). Only a small proportion of studies reported outcomes in terms of increased dietary variety rather than volume of food consumed. The reviewed literature consisted primarily of low-level evidence. Favourable intervention outcomes were observed in terms of increasing volume, but not necessarily variety of foods consumed in young children with ASD and feeding difficulties. Further research in the form of prospective randomized trials to further demonstrate experimental effect in this area is required.

Single subject research: applications to special education

Single subject research is a scientific research methodology that is increasingly used in the field of special education. Therefore, understanding the unique characteristics of single subject research methodology is critical both for educators and practitioners. Certain characteristics make single subject research one of the most preferred methodologies in special education. However, the design is not without limitations. The purpose of this article, by Orhan Cakiroglu, an assistant professor at Karadeniz Technical University, Turkey, is to provide an overview of the single subject research method's critical defining features and basic designs, and discuss what types of research questions single subject research is best suited to answer by providing examples from special education literature. Additionally, the key advantages and limitations of applying single subject research to the field of special education are discussed.

A Dynamic Seating Intervention for Wheelchair Seating Discomfort

The objective of this study was to examine the effectiveness of a new user-adjustable wheelchair seating system designed to relieve discomfort for long-duration wheelchair users. This objective was carried out using the newly developed Tool for Assessing Wheelchair disComfort (TAWC) as the primary outcome measure. Two wheelchair users each tested two different designs and feedback from the wheelchair users regarding the first design was used to guide development of the second design. A single-subject research methodology was used, allowing long-duration (up to 2 wks per test) evaluation of the wheelchair seating systems and comparison of subject discomfort levels with those experienced during a baseline period using their own wheelchairs. The experimental wheelchair seating systems employed existing automotive seating with embedded pneumatic bladders that allowed adjustment of the seat and back-support characteristics. The test wheelchair also had tilt, recline, and elevating leg rests. The two subjects completed limited periods of testing with the first design, both finding poor results with either stable or increased levels of discomfort. Subject feedback was used to redesign the wheelchair seat. After redesign, both subjects tested the second design and found it substantially more comfortable. The selected research methodology was a very positive method for a progressive wheelchair seating design and the second design provided improved comfort for both users when compared with that experienced using their own wheelchairs and the first test wheelchair. Future research of this type of user-controlled technology is recommended.

Using Visual Interventions as a Component of Positive Behavioral Support for a Student with Aggressive Behaviors and Mental Retardation

Aggressive behaviors are among the most ostracizing types of comportment observed across the educational spectrum. Aggressive behaviors may isolate the aggressor socially, academically, and educationally. The following study utilizes functional behavior assessment and single subject research methodology to assess and address aggressive behaviors in a student with a severe intellectual disability. Visual interventions were utilized as a component of a positive behavioral support system to reduce aggressive behaviors. Behavioral improvement was measured.

Educational Validity Revisited

In 1983, Voeltz and Evans introduced a set of criteria for establishing educational validity. Their intent was to improve the documentation of quality educational programs for learners with severe disabilities. Although the concept of educational validity is sound, we feel that Voeltz and Evans were not justified in rejecting single-subject research methodology as a vehicle for assessing educational validity. The present paper (a) provides a summary of the arguments of Voeltz and Evans against the use of single-subject research designs in establishing educational validity, (b) addresses each of the major concerns of Voeltz and Evans with single-subject research methodology, and (c) demonstrates how single-subject research methodology can be used to demonstrate educational validity.

Single-subject research methodology: an underutilized tool in the field of deafness.

The purpose of this article is to provide a brief review of single-subject research methods that will stimulate the use of these procedures with both researchers and practitioners. Problems inherent in experimental and quasi-experimental designs are delineated, and the robustness of single subject techniques against these problems is discussed. In addition, fundamental single subject designs are described and examples of their potential application in practical settings with deaf subjects are provided.

Experimental-longitudinal methods in assessment, research, and treatment.

The experimental-longitudinal methods to be described here have a long history of development (Staats, 1957, 1963, 1968, 1975, 1977). The present author, to begin, made the first behavior analyses for the modification of problem behaviors, analyses which were formally verified by Ayllon and Michael (1959). Relatively simple behaviors and (primarily) social reinforcers were employed in the author's early demonstrations and in Ayllon and Michael's study. These are not apropos, however, to the complex human behaviors that are acquired over long periods of time. On the one hand, Skinner's (Ferster & Skinner, 1957; Sidman, 1960)singlesubject research methodology with animals is not appropriate with long-term learning involving complex, variegated stimuli and behaviors. But on the other hand, neither are the group methods of traditional experimental psychology. Traditional educational research, while dealing with complex learning tasks and behavior, sometimes over long periods of time, does not analyze training procedures and achievements in detail. Further, although longitudinal studies have been made in child development, the conditions that produce such development have not been specifically observed, on the assumption that much of development is due to maturation. These various methods of research thushave provided important knowledge, but they do not answer questions concerning specific training procedures for specific behavioral skills involving complex learning procedures and long duration of training, where repertoires of skills, instead of simple responses, are involved, possibly arranged in hierarchical order with one repertoire basic to the next (see Staats, 1968). In continuing the work he had introduced, the author extended the principles of classical and instrumental conditioning to more complex functional behaviors by use of the experimental-longitudinal methods first developed in naturalistic situations involving his own infant child. Behavior analyses were first made of a number of behavioral repertoires, and the author then devised training 323