Single-case research designs: Methods for clinical and applied settings.
1. Describe the multiple-baseline design. What are the major features? How is the multiple-baseline design conducted?
2. How does the multiple baseline design control threats to internal validity that are characterized by the extraneous factors of history and maturation?
3. Describe each of the five variations of the multiple-baseline design mentioned by Kazdin in this chapter. Define, describe, and provide an example of each.
Design variation Definition Description Example
Multiple baseline across individuals
Multiple baseline across situations, settings, or time
Concurrent and non- concurrent baselines
Number of baselines
Partial applications of the intervention
.
4. What are some potential ethical and applied problems and limitations of the multiple-baseline design?
5. How might one avoid the problems that may result from prolonged baselines?
6. What are probe assessments, and how can they be used in baseline assessments?
7. What advantages of the multiple-baseline design allow for use within the applied setting?
8. How is the effectiveness of an intervention demonstrated in the multiple-baseline design?
9. In summary, multiple-baseline designs demonstrate the effects of an intervention by presenting the intervention to each of several different ______________ at different points in ___________. A clear effect is evident if __________________________________________________________________________.
Several different variations of the design exist, depending primarily whether the multiple-baseline data are collected across ________________, __________________, ______________, ______________ or _______________________.
Sarokoff, R. A., & Sturmey, P. (2004). The effects of behavioral skills training on staff implementation of discrete‐trial teaching. Journal of Applied Behavior Analysis, 37(4), 535-538.
1. A __________________ _________________ ____________________ package was used to train 3 teachers to correctly implement __________________ _________________ ___________________.
2. In this study, what was the:
a. Independent variable:_________________________
b. Dependent variable:___________________________
3. The training package consisted of:________________, ______________, _______________, and _____________________.
4. After reading the abstract, would you conclude that the training was effective? Why?
5. The participants were ____________________ and one________________.
6. Training took place in_____________________________.
7. A _________________ _______________ design across ___________________ was used.
8. Describe how the design was implemented:
The trends in the baseline for the three participants were as follows:
Teacher 1 (select one of the following)
Increasing
Decreasing
Stable
Teacher 2 (select one of the following)
Increasing
Decreasing
Stable
Teacher 3 (select one of the following)
Increasing
Decreasing
Stable
What was the level and trend of the data for participant 1 during post-training that would indicate that treatment could be started for participant 2?
___________________________________________________
__________________________________________________
What was the level and trend of the data showing for participant 2 that would indicate that treatment could be started for participant 3?
__________________________________________________
__________________________________________________
i. What was the trend in the baseline data for participant 3 that indicated the treatment could be started?
__________________________________________________
9. The dependent measure was correct usage of d_________________ t________________.
10. How was the percentage of correct responses calculated?
__________________________________________________________________
11. What was the formula for calculating interobserver agreement?
________________________________________________________________
12. RESULTS: During baseline all teachers showed l______ performance, and following training all 3 teachers showed a l__________________ i__________________ in implementing discrete-trial teaching.
13. How could we conclude that there was a functional relationship between the independent and dependent variables in this study (HINT: With the implementation of the multiple baseline design, when did you see an improvement in the target behavior?)
The improvement in targeted behavior was seen when and only when _____________________________________________________________
Sample Solution
Multiple-Baseline Design The multiple-baseline design is a single-subject research design that is used to evaluate the effects of an intervention. The design involves collecting baseline data on the target behavior for multiple behaviors or individuals. The intervention is then introduced to one behavior or individual at a time, while the others remain in baseline. If the intervention is effective, then the target behavior should change after the intervention is introduced.Full Answer Section
The major features of the multiple-baseline design are:- Multiple behaviors or individuals: The design involves collecting baseline data on multiple behaviors or individuals. This allows the researcher to control for extraneous factors, such as history and maturation.
- Sequential introduction of the intervention: The intervention is introduced to one behavior or individual at a time. This allows the researcher to see the effects of the intervention on each behavior or individual separately.
- Baseline stability: The baseline data should be stable before the intervention is introduced. This ensures that any changes in the target behavior after the intervention is introduced are due to the intervention and not to other factors.
- Identify the target behavior.
- Collect baseline data on the target behavior for multiple behaviors or individuals.
- Introduce the intervention to one behavior or individual.
- Continue to collect data on the target behavior for the other behaviors or individuals.
- If the intervention is effective, then the target behavior should change after the intervention is introduced.
- Multiple-baseline across behaviors: This is the most common variation of the multiple-baseline design. It involves collecting baseline data on multiple behaviors and then introducing the intervention to one behavior at a time.
- Multiple-baseline across settings: This variation of the design involves collecting baseline data on the target behavior in multiple settings and then introducing the intervention to one setting at a time.
- Multiple-baseline across subjects: This variation of the design involves collecting baseline data on the target behavior for multiple individuals and then introducing the intervention to one individual at a time.
- Multiple-probe design: This variation of the design involves collecting baseline data on the target behavior at multiple times. The intervention is then introduced and the data is collected again at multiple times.
- Changing-criterion design: This variation of the design involves setting a criterion for the target behavior and then introducing the intervention. The criterion is then changed gradually until the target behavior is at a desired level.