Effect Sizes in Single Case Research: How Large is Large?

Parker, Richard; Brossart, Daniel F.; Vannest, Kimberly J.; Long, James R.; De-Alba, Roman Garcia; Baugh, Frank G.; Sullivan, Jeremy R.

doi:10.1080/02796015.2005.12086279

Cited by 96 publications

(65 citation statements)

References 54 publications

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“…As a compliment to visual analysis, effect sizes were calculated to assess standardized mean differences between baseline and intervention phases (Parker et al, 2005). This is an appropriate statistical analysis for multiple baseline design because effect size is not influenced by sample size in this case and provides an index of strength of association between intervention and outcome (Parker et al, 2005).…”

Section: Methodsmentioning

confidence: 99%

Interdependent Group Contingency to Promote Physical Activity in Children

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Bray

Kehle

et al. 2016

Canadian Journal of School Psychology

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As the number of children affected by obesity increases in the United States, it is necessary to intervene with preventive and intervention techniques that will enact change. Because children spend a significant amount of their time in school, it is of particular interest to target strategies during the school day. Given the recommendations for the total duration and intensity of physical activity children should participate in, recess period is a means of acquiring a portion of this daily recommendation. Contingent reinforcement is a technique that is consistently used in schools to promote behavior change. One of these techniques, group contingencies, has repeatedly been shown to increase desired behavior and decrease inappropriate behavior in schools. In the present study, a multiple baseline design was utilized to investigate the use of interdependent group contingencies in physical activity performance during recess, as measured by pedometers, with one class from each of the third, fourth, and fifth grades at an elementary school. Some of the variability existed in gender-and body mass index-specific (BMI) subgroups, in regard to the effectiveness of the intervention and continued maintenance of increased physical activity levels, following the removal of the intervention. However, the overall results support the use of an interdependent group contingency intervention to increase the amount of physical activity students engaged in during recess.

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Section: Methodsmentioning

confidence: 99%

Interdependent Group Contingency to Promote Physical Activity in Children

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Bray

Kehle

et al. 2016

Canadian Journal of School Psychology

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“…There are numerous single-case effect size indices of varying complexity, flexibility, and practical accessibility (J. M. Campbell, 2004; Gorman & Allison, 1996; Kratochwill & Levin, 1992; Parker et al, 2005; Shadish, 2014). Few methods account for baseline trend, particularly among the nonparametric effect size statistics that lack the distributional assumptions which limit regression-based methods (Parker, Vannest, & Davis, 2011).…”

Section: Plan For Studymentioning

confidence: 99%

An Improved Rank Correlation Effect Size Statistic for Single-Case Designs: Baseline Corrected Tau

2016

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Measuring treatment effects when an individual's pretreatment performance is improving poses a challenge for single-case experimental designs. It may be difficult to determine whether improvement is due to the treatment or due to the preexisting baseline trend. Tau- U is a popular single-case effect size statistic that purports to control for baseline trend. However, despite its strengths, Tau- U has substantial limitations: Its values are inflated and not bound between -1 and +1, it cannot be visually graphed, and its relatively weak method of trend control leads to unacceptable levels of Type I error wherein ineffective treatments appear effective. An improved effect size statistic based on rank correlation and robust regression, Baseline Corrected Tau, is proposed and field-tested with both published and simulated single-case time series. A web-based calculator for Baseline Corrected Tau is also introduced for use by single-case investigators.

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“…Of the 20 studies, only seven examined the effect of SWPBIs on ODR, and the mean effect size for those studies was .35 using a regression-based single-case design effect size ( r 2 ). Preliminary guidelines for interpreting this single-case design effect size (Parker et al, 2005) suggests that the independent variable (i.e., SWPBIS) explained approximately 35% of the variance in ODR and is considered a small effect. However, a number of significant methodological limitations limit generalization of findings.…”

Section: Schoolwide Positive Behavior Supportmentioning

confidence: 99%

A Review of Schoolwide Positive Behavior Interventions and Supports as a Framework for Reducing Disciplinary Exclusions

2018

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Schoolwide positive behavior interventions and supports (SWPBIS) is currently implemented in more than 23,000 schools nationally and internationally. Several reviews have examined the SWPBIS evidence base, including a meta-analysis of single-case design research. However, to date, there has not been a review of group-based experimental research (e.g., randomized controlled trials [RCTs]) on the school-level effects of SWPBIS implementation to reduce disciplinary exclusion, including office discipline referrals and suspensions. Therefore, we conducted a systematic review and meta-analysis following What Works Clearinghouse procedures to investigate that relationship. We identified four group experimental studies that included disciplinary exclusion as an outcome variable; two RCTs and two quasi-experimental designs. Overall, 90 schools, including both elementary and high schools, were evaluated. A statistically significant large treatment effect (g = −.86) was found for school suspension, but no treatment effect was found for office discipline referrals. Implications for future research are discussed.

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Effect Sizes in Single Case Research: How Large is Large?

Cited by 96 publications

References 54 publications

Interdependent Group Contingency to Promote Physical Activity in Children

Interdependent Group Contingency to Promote Physical Activity in Children

An Improved Rank Correlation Effect Size Statistic for Single-Case Designs: Baseline Corrected Tau

A Review of Schoolwide Positive Behavior Interventions and Supports as a Framework for Reducing Disciplinary Exclusions

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