Brief Report: Ordinate Scaling and Axis Proportions of Single-Case Graphs in Two Prominent EBD Journals From 2010 to 2019

2021 ◽  
pp. 019874292098258
Author(s):  
Corey Peltier ◽  
John W. McKenna ◽  
Tracy E. Sinclair ◽  
Justin Garwood ◽  
Kimberly J. Vannest
Keyword(s):  
Behavioral Disorders ◽  
Visual Analysis ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Functional Relation ◽  
Critical Factor ◽  
Graphical Display ◽  
Axis Ratio ◽  
Scaling Procedure ◽  
Data Points

Single-case experimental designs (SCEDs) are frequently used to evaluate whether a functional relation exists between interventions and student outcomes. A critical factor in decision making is the evaluation of graphical data, typically displayed in time-series graphs. Distortion in the graphical display of data can lead to invalid decisions on whether a functional relation exists, as well as overestimating the magnitude of an effect. Previous research has identified two potentially analysis-altering elements that when manipulated alter visual analysts’ decision regarding the presence of a functional relation and magnitude of effect. The purpose of this review was to evaluate the graphical display of data from SCEDs in the field of emotional and behavioral disorders (EBD). The review included 40 SCEDs, including 258 graphs, published in Behavioral Disorders and Journal of Emotional and Behavioral Disorders over the last 10 years (2010–2019). We identified large variation in the axis proportions of reviewed graphs, as measured using standardized x:y and the data points per x- to y-axis ratio (DPPXYR). A majority of graphs included an ordinate scaling procedure that aligns with findings from preliminary research on this analysis-altering element. We provide recommendations to the field on designing graphs to enhance the validity of visual analysis.

The Effects of Schema-Based Instruction on the Mathematical Problem Solving of Students With Emotional and Behavioral Disorders

2017 ◽  
Vol 43 (2) ◽  
pp. 277-289 ◽  
Author(s):  
Corey Peltier ◽  
Kimberly J. Vannest
Keyword(s):  
Problem Solving ◽  
Behavioral Disorders ◽  
Visual Analysis ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Mathematical Problem ◽  
Special Education Teacher ◽  
Second Grade ◽  
Intervention Package ◽  
Based Instruction

The current study examines the effects of schema instruction on the problem-solving performance of four second-grade students with emotional and behavioral disorders. The existence of a functional relationship between the schema instruction intervention and problem-solving accuracy in mathematics is examined through a single case experiment using a multiple baseline across participants design. Visual analysis and a non-parametric effect size (ES) demonstrate improvement in problem-solving accuracy for grade-level word problems involving addition and subtraction of two-digit integers without regrouping. Tau- U ESs for four participants ranged from 63% to 98%. The students and special education teacher reported the intervention package was socially valid.

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.

Function-Based Self-Advocacy Training for Students With or at Risk for Emotional and Behavioral Disorders in General Education Settings

2021 ◽  
pp. 106342662110397
Author(s):  
Tosha L. Owens ◽  
Ya-yu Lo
Keyword(s):  
At Risk ◽  
General Education ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Descriptive Analysis ◽  
Functional Relation ◽  
Self Advocacy ◽  
Multiple Probe

This study evaluated the effects of a function-based self-advocacy (FBSA) intervention, which provided systematic and explicit instruction to three students with or at risk for emotional and behavioral disorders on how to self-advocate their needs in regard to behavioral support based on the function of their behavior. We used a single-case, multiple-probe across-participants design and measured participants’ problem behaviors and replacement behaviors to determine the intervention effects. Results showed a functional relation between FBSA and reduction of problem behaviors. There also was an increase in replacement behaviors upon implementation of the FBSA training. In addition, a descriptive analysis of students’ ability to complete steps to self-advocate needs indicated an increase in the number of responses emitted or steps completed across both intervention and generalization settings.

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

2017 ◽  
Vol 42 (4) ◽  
pp. 185-195 ◽  
Author(s):  
Robin Parks Ennis ◽  
Kristine Jolivette ◽  
Mickey Losinski
Keyword(s):  
Behavioral Disorders ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Single Case Design ◽  
Written Narratives ◽  
Choice Making ◽  
Single Case Research ◽  
Writing Prompt ◽  
Story Elements

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.

Teaching and Promoting Generalization of Peer Imitation With Preschoolers With Disabilities

2021 ◽  
pp. 105381512110550
Author(s):  
Mollie J. Todt ◽  
Erin E. Barton ◽  
Jennifer R. Ledford ◽  
Gabriela N. Robinson ◽  
Emma B. Skiba
Keyword(s):  
Instructional Strategies ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Multiple Baseline ◽  
Typically Developing ◽  
Intervention Package ◽  
Progressive Time Delay ◽  
Preschoolers With Disabilities ◽  
Reinforcer Assessments

Researchers have identified effective instructional strategies for teaching peer imitation, including embedded classroom-based interventions. However, there is a dearth of strategies that have been effective for teaching generalization of imitation skills to novel contexts. Building on previous research, we examined the use of progressive time delay to increase peer imitation in the context of a play activity for four preschoolers with disabilities. We conducted preference and reinforcer assessments to identify effective reinforcers for each child prior to intervention. We conducted a multiple baseline across participants design meeting contemporary single case standards and used visual analysis to identify a functional relation: the intervention package was associated with an increase in the participants’ peer imitation in training contexts. The intervention also led to levels of peer imitation comparable to those of typically developing peers, as measured by a normative peer sample, and generalization to novel contexts.

Effects of Video Modeling for Young Adults With Autism in Community Employment Settings

2020 ◽  
Vol 43 (4) ◽  
pp. 209-225
Author(s):  
Leslie Ann Bross ◽  
Jason C. Travers ◽  
Howard P. Wills ◽  
Jonathan M. Huffman ◽  
Emma K. Watson ◽  
...  
Keyword(s):  
Young Adults ◽  
Customer Service ◽  
Video Modeling ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Adults With Autism ◽  
Target Behaviors ◽  
Young Adults With Autism

This single case design study evaluated the effects of a video modeling (VM) intervention on the customer service skills of five young adults with autism spectrum disorder (ASD). Verbalization of greeting, service, and closing phrases contextualized to community employment settings were the target behaviors. A systematic approach to visual analysis indicated the presence of a functional relation for all participants. Coworkers, job coaches, and supervisors successfully applied the VM intervention during the generalization condition. Maintenance probes conducted at 2 and 4 weeks indicated that most customer service skills were maintained. Results indicated VM was also effective in enhancing the quality of interactions with customers. Implications for research and practice related to the competitive employment of young adults with ASD are discussed.

Cover-Copy-Compare for Multiplication With Students With Emotional and Behavioral Disorders: A Brief Report

2018 ◽  
Vol 45 (1) ◽  
pp. 22-28
Author(s):  
Kristen S. Schrauben ◽  
Andrew J. Dean
Keyword(s):  
Behavioral Disorders ◽  
Initial Level ◽  
Emotional And Behavioral Disorders ◽  
Functional Relation ◽  
Effect Sizes ◽  
Multiple Baseline ◽  
Future Studies ◽  
Cover Copy Compare ◽  
Fact Fluency ◽  
Students With Ebd

A multiple-baseline across participants design was used to investigate the effect of the Cover-Copy-Compare (CCC) intervention on multiplication-fact fluency for students with emotional and behavioral disorders (EBD). Although CCC is a well-researched intervention for mathematics, limited research has been conducted with students with EBD even though these students often struggle academically. Results indicate that a functional relation was established between CCC and an improved number of digits correct per minute for multiplication problems for only one of three elementary-age boys with EBD. Tau-U effect sizes ranged from no effect for one participant to a large effect for another participant. The length of the intervention and the initial level of a student’s skills may be related to the effectiveness of CCC for students with EBD and should be explored in future studies.

Improvement Rate Differences of Academic Interventions for Students With Emotional and Behavioral Disorders

2010 ◽  
Vol 32 (6) ◽  
pp. 521-534 ◽  
Author(s):  
Kimberly J. Vannest ◽  
Judith R. Harrison ◽  
Kimberly Temple-Harvey ◽  
Lunda Ramsey ◽  
Richard I. Parker
Keyword(s):  
Instructional Practices ◽  
Behavioral Disorders ◽  
Large Scale ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Academic Interventions ◽  
Improvement Rate ◽  
Research Students ◽  
The Individual ◽  
Students With Ebd

Academic interventions for students with emotional and behavioral disorders (EBD) is a critical area of practice and one that has not been fully developed by large-scale research. Students with EBD are characterized by an ability to achieve academically but demonstrate a failure to do so. Some research on effective instructional practices for students with EBD does exist, but the predominance of single-case research in this area does not typically demonstrate or report a statistical effect size, making the selection and application of effective instructional strategies sometimes difficult. This article provides a thorough review of the existing research on instructional interventions for students with EBD and calculates effect sizes so that recommending effective instructional practices is more easily accomplished. The authors found 16 “types” of academic interventions and reported the individual and mean improvement rate differences.

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.

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