Design and present a single-subject research study based on a case study. Students will define the dependent variable (based on the target problem behaviors) in
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Design and present a single-subject research study based on a case study. Students will define the dependent variable (based on the target problem behaviors) in measurable and observable terms, utilize an appropriate measurement system, and evaluate the effects of a treatment through graphing the data in an appropriate single-subject research design. Students will then assess the generalization of the treatment effects and evaluate the effectiveness of a strategy for promoting treatment generalization.
Identify the dependent variable being addressed in the case study. To do this, you should specify at least three specific target behaviors that are considered part of the overall response class (i.e., the set of responses that achieve the same function).
Define each of the target behaviors in specific, observable, and measurable terms.
Identify what measurement dimension of the overall dependent variable will be assessed (i.e., frequency, duration, latency, etc.) with what type of recording system (e.g., permanent product recording, event recording, interval recording, etc.). (Please refer to Table 7.2 on page 152 in your textbook by Mayer et al. (2022) for a chart of possible methods and reasons to use them.)
Identify what single-subject design is being used to evaluate the effects of the intervention.
Create a graph of the data during the four phases (see the table). (Table Attached) (You can refer to Exercise 2 to learn how to graph this type of single-subject design using Excel.)
Examine your graph and state whether the intervention was effective.
Explain your conclusion based on principles of visual analysis. Refer to the magnitude/level of performance, the trend in performance, and the variability in performance for the data in each phase.
Part II: Treatment Generalization
After the behavior analyst evaluated the effectiveness of the treatment, she wanted to fade the number of times John asked for breaks so that he would not miss as much classwork. She continued to collect data on the dependent variable while fading the number of allowed requests from 5 to 1.
She was also interested in knowing if the effects would generalize to the other two classrooms where John displayed disruptive behavior. She had asked the teachers of those classrooms to collect data on John’s disruptive behavior throughout the baseline and intervention implemented in Classroom 1.
The figures shows additional data on the disruptive behavior across all three Classrooms at the end of the second intervention phase of classroom 1, and during the phase when the number of break requests were faded down to only one. (Figures attached)
When the behavior analyst had teachers collect data in all three classrooms throughout the study such that the data could be plotted on three graphs aligned vertically, what type of single-subject design was the behavior analyst using?
The behavior analyst was interested in analyzing the presence or absence of change in the dependent variable in Classrooms 2 and 3 in order to evaluate what type of generalization?
Based on the data in Classrooms 2 and 3 when the initial intervention and fading procedures were implemented in Classroom 1, did the treatment effects generalize to the other classrooms? How do you know?
The behavior analyst remembered that there are several suggested methods for planning ahead for generalization. One method relies on the use of “mediated stimuli” (stimuli that can be used for the response in both the training and generalization settings). (See the section entitled “Contrive a Mediating Stimulus,” pp. 743-744 in Cooper et al. (2020).)
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