Experimental control and threats to internal validity of concurrent and nonconcurrent multiple baseline designs

Christ, Theodore J.

doi:10.1002/pits.20237

Cited by 130 publications

(119 citation statements)

References 11 publications

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“…A nonconcurrent multiple baseline design (Watson & Workman, 1981) was employed that allowed participating children to begin the study immediately after they were assessed. Although slightly less robust than a concurrent baseline, the establishment of all baseline durations before the beginning of data collection combined with a random assignment of participants strengthens the potential to demonstrate experimental control (Christ, 2007).…”

Section: Methodsmentioning

confidence: 98%

Increasing Social Interaction Using Prelinguistic Milieu Teaching With Nonverbal School-Age Children With Autism

Franco

Davis

2013

Am J Speech Lang Pathol

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Purpose: Children with autism display marked deficits in initiating and maintaining social interaction. Intervention using play routines can create a framework for developing and maintaining social interaction between these children and their communication partners. Method: Six nonverbal 5-to 8-year-olds with autism were taught to engage in social interaction within salient play routines. Prelinguistic milieu teaching (PMT) techniques were used to teach the children to communicate intentionally during these routines. Intervention focused on the children's social interaction with an adult. The effects of intervention were evaluated using a multiple baseline design across participants. Results: At study onset, the participants demonstrated few consistent interaction with others. With intervention, all of the children improved their ability to sustain social interactions, as evidenced by an increase in the number of communicative interactions during play routines. Participants also increased their overall rate of initiated intentional communication.Conclusion: Development of intentional prelinguistic communication within salient social routines creates opportunities for an adult to teach social and communication skills to young school-age children with autism who function at a nonverbal level.

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Section: Methodsmentioning

confidence: 98%

Increasing Social Interaction Using Prelinguistic Milieu Teaching With Nonverbal School-Age Children With Autism

Franco

Davis

2013

Am J Speech Lang Pathol

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“…External event effects are common in SSEDs because single-case researchers often implement these kinds of designs in everyday scenarios where they cannot control for outside factors (Christ, 2007;Kratochwill et al, 2010;Shadish et al, 2002). External events are not always anticipated by researchers, and thus, they may not be measured during the conduct of the study.…”

Section: Discussionmentioning

confidence: 99%

“…These external event effects are common in SSEDs, because practitioners often implement these designs in their everyday setting (for example, in the home, school, etc. ), where they cannot control for outside experimental factors (Christ, 2007;Kratochwill et al, 2010;Shadish, Cook, & Campbell, 2002). If we do not model these external events, the results might be biased.…”

Section: Correcting Effect Sizes For External Eventsmentioning

confidence: 99%

Modeling external events in the three-level analysis of multiple-baseline across-participants designs: A simulation study

et al. 2012

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In this study, we focus on a three-level metaanalysis for combining data from studies using multiplebaseline across-participants designs. A complicating factor in such designs is that results might be biased if the dependent variable is affected by not explicitly modeled external events, such as the illness of a teacher, an exciting class activity, or the presence of a foreign observer. In multiplebaseline designs, external effects can become apparent if they simultaneously have an effect on the outcome score (s) of the participants within a study. This study presents a method for adjusting the three-level model to external events and evaluates the appropriateness of the modified model. Therefore, we use a simulation study, and we illustrate the new approach with real data sets. The results indicate that ignoring an external event effect results in biased estimates of the treatment effects, especially when there is only a small number of studies and measurement occasions involved. The mean squared error, as well as the standard error and coverage proportion of the effect estimates, is improved with the modified model. Moreover, the adjusted model results in less biased variance estimates. If there is no external event effect, we find no differences in results between the modified and unmodified models.Keywords Multiple baseline across participants . Three-level meta-analysis . Effect sizes . External event effect

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“…Watson and Workman (1981) and Christ (2007) recommend the use of randomly preassigned baseline durations to improve the internal validity of nonconcurrent multiple-baseline designs; a potential drawback of this method is that responding may not be stable on a given baseline prior to the predetermined introduction of an intervention.…”

Section: Experimental Designmentioning

confidence: 99%

Can children with autism learn more flexible language patterns?

Ming¹

2014

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In a class inclusion task, a child must respond to stimuli as being involved in two different though hierarchically related categories. This study used a Relational Frame Theory (RFT) paradigm to assess and train this ability in three typically developing preschoolers and three individuals with autism spectrum disorder, all of whom had failed class inclusion tests. For all subjects, relational training successfully established the target repertoire and subsequent testing demonstrated both maintenance and generalization. Limitations and future research directions are discussed.

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Experimental control and threats to internal validity of concurrent and nonconcurrent multiple baseline designs

Cited by 130 publications

References 11 publications

Increasing Social Interaction Using Prelinguistic Milieu Teaching With Nonverbal School-Age Children With Autism

Increasing Social Interaction Using Prelinguistic Milieu Teaching With Nonverbal School-Age Children With Autism

Modeling external events in the three-level analysis of multiple-baseline across-participants designs: A simulation study

Can children with autism learn more flexible language patterns?

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