Multiple Baseline and Multiple Probe Designs

Gast, David L.; Lloyd, Blair P.; Ledford, Jennifer R.

doi:10.4324/9780203521892-11

Cited by 208 publications

(188 citation statements)

References 1 publication

Supporting

Mentioning

178

Contrasting

Unclassified

Order By: Relevance

“…Each participant, or in this case each group of participants acts as their own control through the manipulation of the independent variable across the tiers. (Gast and Ledford, 2010). While data were collected for each individual student, the unit of analysis focused on the groups' performance (Kratochwill et al, 2010).…”

Section: Methodsmentioning

confidence: 99%

Teaching phonics to groups of middle school students with autism, intellectual disabilities and complex communication needs

Ainsworth

Evmenova

Behrmann

et al. 2016

Research in Developmental Disabilities

View full text Add to dashboard Cite

Section: Methodsmentioning

confidence: 99%

Teaching phonics to groups of middle school students with autism, intellectual disabilities and complex communication needs

Ainsworth

Evmenova

Behrmann

et al. 2016

Research in Developmental Disabilities

View full text Add to dashboard Cite

“…This study employed a nonconcurrent, multiple-baseline, multiple-probe design as well as a one-group pretest-posttest design (Barlow, Hersen, & Jackson, 1973;Barlow, Nock, & Hersen, 2009;Gast, Lloyd, & Ledford, 2014;Watson & Workman, 1981). The noted designs involve repeated measurements of an outcome over time using a single subject or groups, followed by identification of effects by comparisons of individual or group outcomes in the presence or absence of treatment, across time (Pustejovsky, Hedges, & Shadish, 2014).…”

Section: Methods Designmentioning

confidence: 99%

Training Preservice Mental Health Counselors for Suicide Assessment: A Multiple Baseline Study

Bohrer¹,

Dykeman²

2019

Preprint

View full text Add to dashboard Cite

Rates of death by suicide continue to increase across the United States. Mental health clinicians often have contact with individuals expressing suicidal ideation, but research suggests clinicians may not be appropriately prepared to assess a client’s suicide risk. Numerous models and theories explain and assess suicidal ideation. In 2009, Thomas Joiner and his colleagues proposed the interpersonal-psychological theory of suicide (IPT), which focused on three main factors strongly supported by research over the preceding decade. The present study utilized a nonconcurrent, multiple-baseline, multiple-probe design as well as a one-group pretest–posttest design to examine the impact of an IPT-based training model. Participants were preservice mental health clinicians currently enrolled in Master’s degree programs. Participants completed assessments on IPT knowledge and suicide-assessment self-efficacy, and results from this study indicated a significant increase in knowledge after completion of the training, as well as a slight decrease in self-efficacy. This study suggests that suicide-assessment training, even when done remotely, can increase suicide-assessment knowledge. Future research should explore preservice mental health clinicians’ self-efficacy as well as those factors influencing the confidence these professionals feel in their assessments of risk.

show abstract

“…We used a single-case, multiple-probe design across participants to examine the effects of BIE eCoaching on novice ECSE teachers' use of communication strategies (Gast, Lloyd, & Ledford, 2014;Horner & Baer, 1978). We selected a probe design because our previous research indicated teachers were unlikely to begin using these strategies without intervention (Coogle et al, 2017(Coogle et al, , 2015(Coogle et al, , 2016 and probe designs require only intermittent data collection during baseline.…”

Section: Methodsmentioning

confidence: 99%

Bug-in-Ear eCoaching: Impacts on Novice Early Childhood Special Education Teachers

Coogle

Ottley

Rahn

et al. 2017

Journal of Early Intervention

View full text Add to dashboard Cite

A multiple-probe, single-case design was used to determine the effects of bug-in-ear eCoaching on teachers' use of two targeted naturalistic communication strategies and focus children's responses to these strategies. Results indicated that bug-in-ear eCoaching enhanced teachers' use of communication strategies and the appropriate responses of children with communication difficulties. Moreover, novice teachers reported that bug-in-ear eCoaching was a socially valid intervention.

show abstract

Multiple Baseline and Multiple Probe Designs

Cited by 208 publications

References 1 publication

Teaching phonics to groups of middle school students with autism, intellectual disabilities and complex communication needs

Teaching phonics to groups of middle school students with autism, intellectual disabilities and complex communication needs

Training Preservice Mental Health Counselors for Suicide Assessment: A Multiple Baseline Study

Bug-in-Ear eCoaching: Impacts on Novice Early Childhood Special Education Teachers

Contact Info

Product

Resources

About