A Classroom Demonstration of Single-Subject Research Designs

1997 ◽  
Vol 24 (3) ◽  
pp. 188-190 ◽  
Author(s):  
James E. Carr ◽  
John Austin
Keyword(s):  
Repeated Measures ◽  
Single Subject ◽  
Single Subject Research ◽  
Psychology Majors ◽  
Research Designs ◽  
Undergraduate Psychology ◽  
Reversal Design ◽  
Single Subject Designs

This article provides a brief overview of single-subject designs and describes a classroom demonstration useful in teaching these designs to undergraduate psychology majors. Using a reversal design as a methodological frame, students collect repeated measures of their own behavior, and they graph and visually interpret the data.

Repeated Measures Designs

1999 ◽  
Vol 27 (4) ◽  
pp. 552-578 ◽  
Author(s):  
Michael V. Ellis
Keyword(s):  
Repeated Measures ◽  
Single Subject ◽  
Psychology Research ◽  
Applied Psychology ◽  
Single Subject Research ◽  
Repeated Measures Design ◽  
Wide Range ◽  
Research Designs ◽  
Repeated Measures Designs

To facilitate innovation in applied psychology research, investigators need to be well-informed about available research designs. The purpose of this article is to provide an overview of repeated measures research designs (e.g., participants exposed to more than one treatment or measured on more than one occasion). My intent is twofold. First, I underscore the wide range of repeated measures research designs available to researchers in applied psychology. Second, I argue that the differentiation and polarity of group and single-subject research designs is largely arbitrary. I use examples to illustrate each repeated measures design and present its strengths and limitations.

The Applied Behavior Analysis Research Paradigm and Single-Subject Designs in Adapted Physical Activity Research

2015 ◽  
Vol 32 (4) ◽  
pp. 285-301 ◽  
Author(s):  
Justin A. Haegele ◽  
Samuel Russell Hodge
Keyword(s):  
Physical Activity ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Single Subject ◽  
Adapted Physical Activity ◽  
Single Subject Research ◽  
Present Information ◽  
Research Designs ◽  
Key Aspects ◽  
Single Subject Designs

There are basic philosophical and paradigmatic assumptions that guide scholarly research endeavors, including the methods used and the types of questions asked. Through this article, kinesiology faculty and students with interests in adapted physical activity are encouraged to understand the basic assumptions of applied behavior analysis (ABA) methodology for conducting, analyzing, and presenting research of high quality in this paradigm. The purposes of this viewpoint paper are to present information fundamental to understanding the assumptions undergirding research methodology in ABA, describe key aspects of single-subject research designs, and discuss common research designs and data-analysis strategies used in single-subject studies.

Single-Subject Research Designs for Optometry

1985 ◽  
Vol 62 (8) ◽  
pp. 516-522 ◽  
Author(s):  
FRANK L. COLLINS ◽  
RUTH A. BAER ◽  
RONALD L. BLOUNT
Keyword(s):  
Single Subject ◽  
Single Subject Research ◽  
Research Designs

N = 1 Research Methodology in Counselling: Focusing upon the Individual Client

2003 ◽  
Vol 13 (2) ◽  
pp. 133-144 ◽  
Author(s):  
Christopher F. Sharpley
Keyword(s):  
Data Analysis ◽  
Large Scale ◽  
Single Subject ◽  
Health Practitioner ◽  
Design Data ◽  
Single Subject Research ◽  
Research Designs ◽  
Research Findings ◽  
Individual Client ◽  
The Individual

Although the last 20years have seen a focus upon evidence-based therapies, there are arguments that much of the so-called “evidence” produced is, in fact, irrelevant to the mental health practitioner in the field, principally because of the use of large-scale group designs in clinical controlled studies of the effectiveness of one therapy over another. By contrast, and with particular relevance to the practitioner who is both scientist and therapist, single subject research designs and methodologies for data analysis can be applied in ways that allow for generalisation to everyday practice. To inform the readership, the rationale underlying n = 1 studies is described, with some explanation of the major designs and their application to typical cases in guidance and counselling. Issues of inferential deductions from data, variations of design, data analysis via visual and statistical procedures, and replication are discussed. Finally, a case is argued for the introduction of n = 1 reports within the Australian Journal of Guidance and Counselling to better inform the readership about clinical research findings relevant to their practices.

Single-subject research designs for group counselors studying their own groups

1989 ◽  
Vol 14 (2) ◽  
pp. 93-97 ◽  
Author(s):  
Floyd F. Robison ◽  
D. Keith Morran ◽  
Diana Hulse-killacky
Keyword(s):  
Single Subject ◽  
Single Subject Research ◽  
Research Designs ◽  
Group Counselors

Educational Validity Revisited

1987 ◽  
Vol 12 (2) ◽  
pp. 96-102 ◽  
Author(s):  
David W. Test ◽  
Fred Spooner ◽  
Nancy L. Cooke
Keyword(s):  
Research Methodology ◽  
Severe Disabilities ◽  
Educational Programs ◽  
Single Subject ◽  
Single Subject Research ◽  
Research Designs

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.

Meta-Analysis in Single-Subject Evaluation Research

2021 ◽  
pp. 143-154
Author(s):  
Charles Auerbach
Keyword(s):  
Meta Analysis ◽  
Evaluation Research ◽  
Effect Sizes ◽  
Single Subject ◽  
Building Research ◽  
Single Subject Research ◽  
Research Designs ◽  
The Individual ◽  
Meta Analyses ◽  
Intervening Variables

Meta-analytic techniques can be used to aggregate evaluation results across studies. In the case of single-subject research designs, we could combine findings from evaluations with 5, 10 or 20 clients to determine, on average, how effective an intervention is. This is a more complex and sophisticated way of understanding differences across studies than reporting those changes qualitatively or simply reporting the individual effect sizes for each study. In this chapter, the authors discuss why meta-analysis is important to consider in single-subject research, particularly in the context of building research evidence. They then demonstrate how to do this using SSD for R functions. Building upon effect sizes, introduced in Chapter 4, the authors illustrate the conditions under which it is appropriate to use traditional effect sizes to conduct meta-analyses, how to introduce intervening variables, and how to evaluate statistical output. Additionally, the authors discuss and illustrate the computation and interpretation of a mean Non-Overlap of All Pairs in situations which traditional effect sizes cannot be used.

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