scholarly journals Assessing Consistency in Single-Case A-B-A-B Phase Designs

2019 ◽  
Vol 44 (4) ◽  
pp. 518-551 ◽  
Author(s):  
René Tanious ◽  
Tamal Kumar De ◽  
Bart Michiels ◽  
Wim Van den Noortgate ◽  
Patrick Onghena
Keyword(s):  
Effect Size ◽  
Visual Analysis ◽  
Single Case ◽  
Experimental Designs ◽  
Future Research ◽  
Experimental Phase ◽  
Current Article

Previous research has introduced several effect size measures (ESMs) to quantify data aspects of single-case experimental designs (SCEDs): level, trend, variability, overlap, and immediacy. In the current article, we extend the existing literature by introducing two methods for quantifying consistency in single-case A-B-A-B phase designs. The first method assesses the consistency of data patterns across phases implementing the same condition, called CONsistency of DAta Patterns (CONDAP). The second measure assesses the consistency of the five other data aspects when changing from baseline to experimental phase, called CONsistency of the EFFects (CONEFF). We illustrate the calculation of both measures for four A-B-A-B phase designs from published literature and demonstrate how CONDAP and CONEFF can supplement visual analysis of SCED data. Finally, we discuss directions for future research.

scholarly journals Performance Criteria-based Effect Size (PCES) Measurement of Single-case Experimental Designs: A Real-World Data Study

2021 ◽  
Author(s):  
Orhan Aydin ◽  
René Tanious
Keyword(s):  
Field Test ◽  
Effect Size ◽  
Visual Analysis ◽  
Single Case ◽  
Calculation Model ◽  
Experimental Designs ◽  
Performance Criteria ◽  
Real World Data ◽  
The Relationship ◽  
Moderate Relationship

Visual analysis and nonoverlap-based effect sizes are predominantly used in analyzing single case experimental designs (SCEDs). Although they are popular analytical methods for SCEDs, they have certain limitations. In this study, a new effect size calculation model for SCEDs, named performance criteria-based effect size (PCES), is proposed considering the limitations of four nonoverlap-based effect size measures, widely accepted in the literature and blend well with visual analysis. In the field test of PCES, actual data from published studies were utilized, and the relationship between PCES, visual analysis, and the four nonoverlap-based methods was examined. In determining the data to be used in the field test, 1,012 tiers (AB phases) were identified from four journals, which have the highest frequency of SCEDs studies, published between 2015 and 2019. The findings revealed a weak or moderate relationship between PCES and nonoverlap-based methods due to its focus on performance criteria. Although PCES has some weaknesses, it promises to eliminate the causes that may create issues in nonoverlap-based methods, using quantitative data to determine socially significant changes in behavior and complement visual analysis.

scholarly journals Performance Criteria-Based Effect Size (PCES) Measurement of Single-Case Experimental Designs: A Real-World Data Study

2020 ◽  
Author(s):  
Orhan Aydin
Keyword(s):  
Field Test ◽  
Effect Size ◽  
Visual Analysis ◽  
Single Case ◽  
Real Data ◽  
Calculation Model ◽  
Experimental Designs ◽  
Performance Criteria ◽  
Real World Data ◽  
Effect Size Measurement

To date, several effect size measurement methods have been proposed to determine the effect sizes of single case experimental designs (SCEDs) based on probability, mean or overlap. All these methods have certain considerable limitations. In this study, a new effect size calculation model for SCEDs, named performance criteria-based effect size (PCES), is proposed considering the limitations of four nonoverlap-based effect size measures, which are widely accepted in the literature and blend well with visual analysis. In the field test of PCES, real data from published studies were utilized and the relationship between PCES, visual analysis and the four nonoverlap-based methods was examined. In determining the data to be used in the field test, 1,012 tiers (AB phases) were identified from the issues of the four journals, which have most frequency SCEDs studies, published in the last five years. The findings revealed a weak or moderate relationship between PCES and nonoverlap-based methods due to its focus on performance criteria. Although PCES has some weaknesses, it was found to be promising in eliminating the cases that may create issues in nonoverlap-based methods, using quantitative data to determine the presence of socially important changes in behavior and complementing the visual analysis.

Integrating Visual and Bayesian Statistical Analyses in Single Case Experimental Research to Evaluate the Effectiveness and Magnitude of a Comprehensive Behavioral Intervention

2018 ◽  
Author(s):  
Prathiba Natesan ◽  
Smita Mehta
Keyword(s):  
Behavioral Intervention ◽  
Effect Size ◽  
Rate Ratio ◽  
Visual Analysis ◽  
Single Case ◽  
Small Sample ◽  
Statistical Analyses ◽  
Data Types ◽  
Ratio Effect ◽  
Small Sample Sizes

Single case experimental designs (SCEDs) have become an indispensable methodology where randomized control trials may be impossible or even inappropriate. However, the nature of SCED data presents challenges for both visual and statistical analyses. Small sample sizes, autocorrelations, data types, and design types render many parametric statistical analyses and maximum likelihood approaches ineffective. The presence of autocorrelation decreases interrater reliability in visual analysis. The purpose of the present study is to demonstrate a newly developed model called the Bayesian unknown change-point (BUCP) model which overcomes all the above-mentioned data analytic challenges. This is the first study to formulate and demonstrate rate ratio effect size for autocorrelated data, which has remained an open question in SCED research until now. This expository study also compares and contrasts the results from BUCP model with visual analysis, and rate ratio effect size with nonoverlap of all pairs (NAP) effect size. Data from a comprehensive behavioral intervention are used for the demonstration.

scholarly journals Comparing “Visual” Effect Size Indices for Single-Case Designs

Methodology ◽  
2010 ◽  
Vol 6 (2) ◽  
pp. 49-58 ◽  
Author(s):  
Rumen Manolov ◽  
Antonio Solanas ◽  
David Leiva
Keyword(s):  
Effect Size ◽  
Visual Analysis ◽  
Psychological Treatment ◽  
Single Case ◽  
Data Sets ◽  
Intervention Effect ◽  
Applied Study ◽  
Data Points ◽  
Single Case Designs ◽  
Meta Analyses

Effect size indices are indispensable for carrying out meta-analyses and can also be seen as an alternative for making decisions about the effectiveness of a treatment in an individual applied study. The desirable features of the procedures for quantifying the magnitude of intervention effect include educational/clinical meaningfulness, calculus easiness, insensitivity to autocorrelation, low false alarm, and low miss rates. Three effect size indices related to visual analysis are compared according to the aforementioned criteria. The comparison is made by means of data sets with known parameters: degree of serial dependence, presence or absence of general trend, and changes in level and/or in slope. The percent of nonoverlapping data showed the highest discrimination between data sets with and without intervention effect. In cases when autocorrelation or trend is present, the percentage of data points exceeding the median may be a better option to quantify the effectiveness of a psychological treatment.

A Systematic Review of Interventions to Promote Varied Social-Communication Behavior in Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 43 (6) ◽  
pp. 790-818 ◽  
Author(s):  
Katie Wolfe ◽  
Sara Pound ◽  
Meka N. McCammon ◽  
Laura C. Chezan ◽  
Erik Drasgow
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Design Standards ◽  
Communication Behaviors

Individuals with autism spectrum disorder (ASD) may engage in repetitive social-communication behaviors that can limit their skill acquisition, access to reinforcement, and access to less restrictive settings. Basic and applied research indicates that variability, or the extent to which responses are topographically different from one another, is influenced by antecedent and consequence interventions. Our purpose in this study is to systematically review the literature on interventions to increase variable social-communication behaviors in individuals with ASD. We identified 32 studies through a database search and screened them using the What Works Clearinghouse (WWC) Single-Case Design Standards. Eighteen studies containing 55 cases met WWC Design Standards. We coded the descriptive characteristics and strength of evidence based on visual analysis from each of these 18 studies and calculated effect sizes using Tau-U. Our results indicate that most cases (65%) provide strong evidence of a functional relation between the interventions and varied social-communication behaviors, and the median Tau-U was .82. We discuss the implications of our results for practice and for future research on interventions designed to increase variability with this population.

A Systematic Review of Effects of Social Stories Interventions for Individuals With Autism Spectrum Disorder

2015 ◽  
Vol 33 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Cathy H. Qi ◽  
Erin E. Barton ◽  
Margo Collier ◽  
Yi-Ling Lin ◽  
Charisse Montoya
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Visual Analysis ◽  
Causal Relation ◽  
Single Case ◽  
Social Stories ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Design Standards

The purpose of this systematic review was to synthesize 22 single-case research design (SCRD) studies on social stories intervention for individuals with autism spectrum disorder (ASD). We used the What Works Clearinghouse (WWC) SCRD standards to analyze study rigor and evidence of a causal relation. We calculated four nonoverlap indices to evaluate intervention, maintenance, and generalization effects. Results suggested that all studies met the WWC design standards with or without reservations. Seven studies (32%) provided strong or moderate evidence of a causal relation. Nonoverlap indices calculations indicated social stories intervention was effective. Using the WWC 5-3-20 guidelines to determine evidence of social stories, social stories intervention would not be considered an evidence-based practice (EBP) for individuals with ASD based on visual analysis, but would be deemed an EBP based on nonoverlap indices. It is worth noting that WWC used visual analysis, not nonoveralap indices, to determine whether an intervention meets the 5-3-20 replication rule. Findings of the systematic review showed there were discrepancies. Implications for future research and practice are discussed.

Implementing Electronic Check-In/Check-Out to Reduce Challenging School Bus Behavior

2021 ◽  
pp. 016264342110044
Author(s):  
Brittany Hott ◽  
Kathleen M. Randolph ◽  
Janet Josephson ◽  
Sarah Heiniger
Keyword(s):  
Visual Analysis ◽  
Hot Spot ◽  
Single Case ◽  
Functional Relation ◽  
Case Manager ◽  
Rural Students ◽  
Future Research ◽  
Wireless Internet ◽  
Target Behaviors ◽  
Overlapping Data

The purpose of this study was to explore the efficacy of an electronic check-in, check-out (eCICO) intervention. The district’s case manager (i.e., guidance counselor) implemented the eCICO intervention remotely via FaceTime on an iPad in collaboration with the bus driver who facilitated student wireless internet access to a mobile hot spot. Results of the single-case multiple baseline across behaviors study suggest a functional relation between eCICO and the target bus behaviors of two rural students with emotional and behavioral disabilities. Further, low rates of target behaviors were maintained after eCICO was withdrawn. Implications for implementing eCICO interventions, limitations, and future research directions are discussed. Results of the study are reported using visual analysis, Tau-U, and percentage of non-overlapping data points.

Common Practice Elements for Improving Social, Emotional, and Behavioral Outcomes of Young Elementary School Students

2018 ◽  
Vol 27 (2) ◽  
pp. 76-85 ◽  
Author(s):  
Kevin S. Sutherland ◽  
Maureen A. Conroy ◽  
Bryce D. McLeod ◽  
Rachel Kunemund ◽  
Kim McKnight
Keyword(s):  
Single Case ◽  
Behavioral Outcomes ◽  
Experimental Designs ◽  
Emotional And Behavioral Problems ◽  
Future Research ◽  
Evidence Based ◽  
Social Emotional ◽  
Practice Elements ◽  
Quasi Experimental ◽  
Students With Ebd

Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems experienced by students with EBD is a priority for the field, but there exist implementation challenges in authentic classroom settings. The purpose of this article is to address one implementation barrier by distilling the common practice elements found in evidence-based programs (EBPs) and practices delivered by teachers designed to target the social, emotional, and behavioral problems in young students. We conducted a systematic review of EBPs and early elementary classroom practices that have been evaluated in randomized group designs, quasi-experimental designs, and single-case experimental designs. A total of 103 articles employing 68 group ( n = 53 randomized group designs, n = 15 quasi-experimental designs) and 35 single-case designs were identified, and an iterative process was used to identify common practice elements. Twenty-five practice elements were identified and submitted to review by experts. After expert review, 24 practice elements remained. Implications for practice and training as well as future research are discussed.

scholarly journals Mindfulness-based Intervention in Elementary School Students With Anxiety and Depression: A Series of n-of-1 Trials on Effects and Feasibility

2017 ◽  
Vol 22 (4) ◽  
pp. 856-869 ◽  
Author(s):  
Catherine Malboeuf-Hurtubise ◽  
Eric Lacourse ◽  
Catherine Herba ◽  
Geneviève Taylor ◽  
Leila Ben Amor
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Visual Analysis ◽  
Single Case ◽  
Anxiety And Depression ◽  
Future Research ◽  
Single Subject ◽  
School Students ◽  
Modeling Strategy

Mindfulness-based interventions constitute a promising option to address anxiety and depression in elementary school students. This study evaluated the effect of a mindfulness-based intervention on anxiety and depression in elementary school students with a diagnosis of anxiety or depression disorder. A single-subject experimental A-B-A design was used. Participants were three elementary school students from grades three and four, along with their teacher. Anxiety and depression were measured on 10 occasions at baseline, during the intervention, and at follow-up. Primary hypotheses were tested using a univariate single case multilevel modeling strategy and visual analysis. Following intervention, 2 participants reported improvements on anxiety and depression, while their teachers reported deteriorating scores on these variables. Results from this n-of-1 trial design is consistent with other work suggesting caution with regard to the overall impact and efficacy of mindfulness-based interventions as a universal treatment option for youth. Future research is warranted.

An Evaluation of Single-Case Reading Intervention Study Quality for Students With and At Risk for Emotional and Behavioral Disorders

2017 ◽  
Vol 41 (6) ◽  
pp. 868-906 ◽  
Author(s):  
John William McKenna ◽  
Min Kyung Kim ◽  
Mikyung Shin ◽  
Kathleen Pfannenstiel
Keyword(s):  
At Risk ◽  
Behavioral Disorders ◽  
Reading Intervention ◽  
Cognitive Mapping ◽  
Visual Analysis ◽  
Reading Interventions ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Future Research ◽  
Behavioral Strategies

Researchers have noted the lack of research to guide reading practice for students with and at risk for emotional and behavioral disorders (EBD). Although comprehensive syntheses have identified promising practices and areas for future research, none have evaluated the rigor of studies according to quality indicators. The current study evaluated the extant single-case reading intervention research for this student population according to the What Works Clearinghouse (WWC) standards. Thirty studies met article selection criteria, 20 (66.6%) of which had at least one dependent variable that did not meet design standards. Study findings suggest a need for researchers to employ stronger designs and place a greater emphasis on investigating the effects of reading instructional practices in inclusive settings. Overall, two reading interventions were identified as potentially promising: cognitive mapping and a listening while reading accommodation. Furthermore, findings suggest that it may be advantageous to embed behavioral strategies within reading interventions. Study limitations include the exclusive use of single-case design studies and a reliance on visual analysis to determine intervention effectiveness.

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