Combination and Other Designs

Ledford, Jennifer R.; Gast, David L.

doi:10.4324/9781315150666-12

Cited by 97 publications

(228 citation statements)

References 1 publication

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“…Researchers used adapted-alternating treatments designs (AATD; Sindelar, Rosenberg, & Wilson, 1985) to evaluate the relative effectiveness of a 3 s PTD procedure (Wolery, Ault, & Doyle, 1992) to teach naming of academic stimuli in massed and embedded contexts. A simultaneous treatments design (Ledford & Gast, 2014) was used to evaluate preference for instruction type. Condition change decisions were made based on acquisition data in the context of the AATD design.…”

Section: Methodsmentioning

confidence: 99%

“…When intervention conditions result in changes in trend, and ultimately level, and data from control conditions remain unchanged, confidence increases that changes in data from intervention conditions are the result of independent variables rather than history or maturation. Because alternation was based partially on child choice, session order was not randomized, which is commonly recommended but not necessary for demonstrating experimental control when single case designs are used (Ledford & Gast, 2014).…”

Section: Methodsmentioning

confidence: 99%

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Massed Trials Versus Trials Embedded Into Game Play: Child Outcomes and Preference

Ledford

Chazin

Harbin

et al. 2017

Topics in Early Childhood Special Education

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Limited data are available regarding how response prompting procedures should be used in early childhood settings. The purpose of this study was to compare the efficiency of progressive time delay instruction presented via two trial arrangements: massed and embedded. During massed trial sessions, a short instructional session was conducted, followed by game play. During embedded trial sessions, trials were conducted during game play. Across 12 participants with and without disabilities, efficiency and preference data were mixed. Preference data suggested most participants preferred the instruction type that resulted in most efficient learning. Social validity data suggest inservice and preservice practitioners may be equally likely to use the procedures, but some respondents indicated they might be less willing to use embedded trial arrangements due to increased effort in materials preparation. Implications include the possibility that faster learners may learn better in embedded contexts and that children may prefer instructional contexts that are most efficient for them. Keywords instruction, massed, embedded, time delay, adapted alternating treatments design Research Question 1: Does instruction using massed trial arrangements versus trials embedded in game play result in differential efficiency of acquisition? Research Question 2: Do children prefer either arrangement? Research Question 3: What is the relationship between acquisition and preference? Research Question 4: Do practitioners report differential likelihood of use for instruction using massed trial arrangements versus trials embedded into game play?

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Massed Trials Versus Trials Embedded Into Game Play: Child Outcomes and Preference

Ledford

Chazin

Harbin

et al. 2017

Topics in Early Childhood Special Education

Self Cite

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show abstract

“…Namely, the magnitude of delay criterion changes did not vary for all participants, and across participants, returns to former criterion delays were made only when indicated by the predetermined PDT protocol, rather than at random. The design did, however, meet basic design requirements in that it included a baseline condition and more than four stepwise increases in criterion delays after establishing stable levels of both (a) rule following and (b) selection of the LLR (Ledford & Gast, ).…”

Section: Discussionmentioning

confidence: 99%

Effects of self‐control training for elementary students with emotional and behavioral disorders

Staubitz

Lloyd

Reed

2019

J of App Behav Analysis

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Progressive delay training (PDT) has been used to promote self-controlled choices (i.e., selecting a larger, later reward over a smaller, immediate reward) for people with a variety of developmental characteristics. However, the efficacy of PDT has not been evaluated in children with emotional and behavioral disorders (EBD), who often have co-occurring symptoms of impulsivity. The purpose of this study was to evaluate the effects of PDT with a rule-following requirement on the impulsive choices of 6 elementary students with EBD using a modified changing criterion design. Results indicated that PDT alone did not improve self-control, but a modified version of PDT with a rationale and rule for selecting the delayed reward promoted self-control for 3 participants. The remaining 3 participants continued to make impulsive choices despite further modifications to the PDT protocol. We discuss implications of our results and directions for future research on treating impulsivity in children with EBD.

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“…The well-researched evidence on self-management as an effective behavioral change strategy provides support for our finding that the self-management intervention improved academic engagement for the student in the study. In addition, setting appropriate, attainable goals in a changing criterion design (Ledford & Gast, 2014) can be challenging, but it is likely that guided goal setting played an important role in shaping the student’s academic engagement behavior in successive approximations. It is recommended to further investigate empirical criteria for goal setting as well as the role of goal setting in self-management interventions.…”

Section: Discussionmentioning

confidence: 99%

“…While the changing criterion experimental design worked well to gradually increase performance criteria until the terminal goal was achieved at the practical level, the ascending trends demonstrated in experimental phases with overlaps and sometimes exceeding criterion level may have indicated a maturation threat. It is necessary for future research to revert the criterion level to baseline in one of the subsequent phases to demonstrate a functional relationship and mitigate the concern of maturation threat in a changing criterion design (Ledford & Gast, 2014). In this study, the ascending trend of responding in each intervention phase constituted initial overlap with previous phases and exceeded criterion in later sessions within the same phase.…”

Section: Discussionmentioning

confidence: 99%

Using Self-Monitoring With Guided Goal Setting to Increase Academic Engagement for a Student With Autism in an Inclusive Classroom in China

Wang

Lee

et al. 2016

J Spec Educ

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The purpose of this study was to investigate whether using self-monitoring with guided goal setting was effective in increasing academic engagement for a student with autism who frequently displayed disruptive behaviors in an inclusive classroom in China. A 9-year-old male student with autism participated in this study. A changing criterion single-subject design was used. Training on self-monitoring took place outside of the classroom prior to the implementation of self-monitoring and guided goal setting in the language art class in an inclusive classroom. The goal was gradually increased and determined by the student’s best performance on the previous phase. Results showed an increase in the student’s academic engagement during intervention. The student also maintained a high level of academic engagement during 1-week follow-up sessions without self-monitoring.

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Combination and Other Designs

Cited by 97 publications

References 1 publication

Massed Trials Versus Trials Embedded Into Game Play: Child Outcomes and Preference

Massed Trials Versus Trials Embedded Into Game Play: Child Outcomes and Preference

Effects of self‐control training for elementary students with emotional and behavioral disorders

Using Self-Monitoring With Guided Goal Setting to Increase Academic Engagement for a Student With Autism in an Inclusive Classroom in China

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