1. Single Subject Designs

2. AB Design Basic single-subject design. Primary advantage of the AB design is simplicity. It provides the teacher with a quick uncomplicated means of comparing students’ behavior before and after an intervention. Primary disadvantage is that it cannot be used to make a confident assumption of a functional relationship. The AB design is vulnerable to confounding variables. BaselineA Intervention B BaselineA Intervention B

3. Baseline A Intervention B • Multiple Baseline Design • Permits simultaneous analysis of more than one dependent variable. • May be used: • Across Behaviors • Two or more behaviors associated with one student in a sable setting • Across Individuals • Two or more students exhibiting the same behavior in a single setting • Across Settings • Two or more settings in which one student is exhibiting the same behavior Baseline A Intervention B

4. Multiple Baseline Design Functional Relationship Non Functional Relationship Baseline A Intervention B Baseline A Intervention B Baseline A Intervention B Baseline A Intervention B

5. Baseline Token Economy Maintenance Multiple Baseline Design Across Behaviors Talk Outs Across Individuals Baseline Self-Monitoring Maintenance Out of Seat Roy Social Initiations During Lunch,Recess, and Free Time Poor Posture Tommy

6. Reversal – ABAB - Design • Used to analyze the effectiveness of a single independent variable. Involves the sequential application and withdrawal of an intervention to verify the intervention’s effect on a behavior. • Primary advantage of the ABAB design is the ability to ascertain a functional relationship between the intervention and behavior change • Primary disadvantage is that treatment must be stopped. • ABAB should not be used when: • The behavior is dangerous • When the target behavior is not reversible because it is associated with learning. Baseline A Intervention B Baseline A Intervention B Baseline A Intervention B Baseline A Intervention B

7. Changing Criteria Design: ABCD…. Used to evaluate the effectiveness of an independent variable by demonstrating that a behavior can be Incrementally changed over time. This design is especially appropriate to use when the terminal objective is considerably distant from the student’s baseline performance level. In addition, this design is well suited for measuring the effectiveness of a shaping procedure. Baseline A Goal = 4 B Goal = 6 C Goal = 8 D Goal = 10 E Number of Correct Responses Session

8. Alternating Treatment Design Allows comparison of the effectiveness of more than one treatment or intervention strategy on a single dependent variable.

9. Changing Conditions Design: ABCBC A B C B C Reinforcement + Time-out Reinforcement + Time-out Baseline Reinforcement Reinforcement Percent of Disruptive Behavior

10. Research Design A-B A-B-A A-B-C-A Changing Criteria

11. A-B design

12. A-B-A design

13. A-B-C-A design

14. Changing Criteria design

15. Graph Interpretation Common Data Patterns

16. LEVEL

17. SLOPE B A A

18. Abrupt Change in Level B A

19. Delayed Change in Level B A

20. Temporary Change in Level B A

21. Decaying Change in Level B A

22. Abrupt Change in Slope B A

23. Delayed Change in Slope B A

24. Temporary Change in Slope B A

25. Accelerated Change in Slope B A

26. Change in Variability B A

27. Pattern 1 B A

28. Pattern 2 B A

29. Pattern 3 B A

30. Pattern 4 B A

31. Pattern 5 B A

32. Pattern 6 A A B

33. Using Excel to Draw Graphs A Baseline Graph A-B Two Phase Graph ABA Three Phase Graph ABAC Four Phase Graph

34. Baseline Graph (A)

35. Step 1. • Use “Home” tab • Enter Data for the Baseline Phase

36. Step 2. a. Highlight Data Fields b. Click on “Insert” tab c. Click on “Line” d. Click on picture of Line Graph

37. Step 3. a. Click on “Layout” tab b. Click on “Chart Title” c. Click on “Above Chart” d. Type Title of Graph

38. Step 4. a. Click on “Layout” tab b. Click on “Axis Titles” c. Click on “Primary Horizontal Axis Title” d. Click on “Title Below Axis” e. Type X-axis Title

39. Step 5. a. Click on “Layout” tab b. Click on “Axis Titles” c. Click on “Primary Vertical Axis Title” d. Click on “Rotate Title” e. Type Y-axis Title

40. Two Phase GraphA-B

41. Step 1. • Continue from previous graph instructions • Use “Home” tab • Click in a blank area of existing graph picture • Graph data will get a border around it

42. Step 2. • Click on bottom right of bordered area and stretch to include area needed for additional data • Type in additional data

43. Three Phase GraphA-B-A

44. Step 1. • Do same as for A-B graph: click on graph, stretch outline, add additional data

45. Three Phase GraphA-B-A-C

46. Step 1. • Do same as for A-B-A graph: click on graph, stretch outline, add additional data

47. Practice Graph #1 Time = Continuous School Days Behavior = Number of Errors on Daily Math Test Baseline = No Intervention Intervention = Mental Rehearsal Prior to Taking Test DATA: Day# ErrorsPhase 1 9 Baseline 2 12 Baseline 3 11 Baseline 4 13 Baseline 5 10 Baseline 6 9 Intervention 7 4 Intervention 8 3 Intervention 9 2 Intervention 10 4 Intervention 11 7 Baseline 12 8 Baseline 13 10 Baseline 14 9 Baseline

48. Practice Graph #2 Time = Continuous School Days Behavior = Number of Errors on Daily Math Test Baseline = No Intervention Intervention 1 = Mental Rehearsal Prior to Taking TestIntervention 2 = Write Each Spelling Word 10 Times Prior to TestDATA: Day# ErrorsPhase 1 9 Baseline 2 12 Baseline 3 11 Baseline 4 13 Baseline 5 10 Baseline 6 9 Intervention 1 7 4 Intervention 1 8 3 Intervention 1 9 2 Intervention 1 10 8 Intervention 2 7 Intervention 2 6 Intervention 2 13 5 Intervention 214 11 Baseline 15 12 Baseline 16 14 Baseline