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Single-Subject Research

Single-Subject Research. Definition. It is an experimental design It is used by researchers to eliminate an unwanted behavior or to enhance a desired behavior It is used with one subject or small groups of subjects It is primarily used in education and in clinical settings

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Single-Subject Research

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  1. Single-Subject Research

  2. Definition • It is an experimental design • It is used by researchers to eliminate an unwanted behavior or to enhance a desired behavior • It is used with one subject or small groups of subjects • It is primarily used in education and in clinical settings • It produces quantitative data

  3. The Role of the Researcher • In single-subject research (based on the Behavioral principles of B.F. Skinner) the researcher is viewed as a “behavior-change agent”.

  4. The Behavior • Behaviors can be academic or social • Behaviors are considered an dependent variable • Behaviors can be measured in objective ways • Behaviors must be clearly defined in observable and measureable ways

  5. Examples • Brainstorm any behavior you can think of that might be improved or eliminated through a behavior-change study (1-minute write)

  6. Defining Behaviors in Observable and Measurable way Observable – we have to be able to see a behavior in order to know whether or not it exists Measurable – we have to be able to measure the behavior to determine if a problem really does exist or if our behavior-change program is having an effect on the behavior

  7. Read the list of behaviors below… • 1. submitting work on time • 2. spending time on task • 3. taking medicine systematically • 4. behaving appropriately • Which one is NOT currently written in observable and measurable terms? How can we rewrite the behavior in terms that will make it easy for a researcher to measure and quantify? • How can we make the other three behaviors even more quanitifiable?

  8. Pair up and share your list of behaviors with a partner. Choose one behavior per pair and define it in observable and measurable terms. • Share these definitions with the class.

  9. Measuring the Behavior • Permanent products • Event recording • Duration recording • Latency recording • Interval recording • Momentary time sampling

  10. Choose the method of measurement most appropriate for the behavior you and your partner chose. • Defend your choice.

  11. Observational Procedures • 1. Continuous recording • 2. Sampling procedures • Where- choose the setting in which you will observe and measure your behavior • When- decide on the time constraints that lend themselves most appropriately to the behavior you are measuring

  12. BASELINE DATA • Once you have gathered information/data on your chosen behavior put it in graph format. • Examine the data. Does a behavior-change program need to be put in place? In other words, does your target behavior need to be increased or reduced based on the data you have collected?

  13. YES! Behavior-change is necessary!

  14. The Independent Variable The independent variable or the treatment is what you, the researcher, apply to change the behavior.

  15. Things to Consider • 1. based on observation and/or interviews, questionnaires, etc., what treatment do consider mostly likely to have an effect on the behavior? • 2. what treatment is most appropriate for the setting? • 3. what treatment is most realistic for the setting and for you, the researcher to apply consistently?

  16. Example

  17. Choose one or more possible treatments (independent variables) for your behavior-change program. • Why did you choose this treatment? Explain how it would be appropriate, effective, and fit the setting.

  18. The Design Choosing the experimental design is important. It helps you determine if it is actually the independent variable (treatment) that is having an effect on the dependent variable (behavior).

  19. Three Simple Designs • 1. Reversal • 2. Alternating Treatments • 3. Multiple Baseline

  20. Examples • Choose the design that works best for your target behavior. • Defend your choice.

  21. Inter-observer Reliability • What is it? • Why is it important?

  22. What if your behavior-change program doesn’t work? • 1. examine how well the behavior was defined • 2. examine your choice of treatment • 3. examine your choice of experimental designs • 4. examine the consistency with which you applied the treatment • 5. examine confounding factors

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