Multiple-Baseline and Multiple-Probe Designs: Practical Alternatives for Special Education Assessment and Evaluation

Murphy, Robert J.; Bryan, Anne J.

doi:10.1177/002246698001400306

Cited by 42 publications

(16 citation statements)

References 18 publications

(19 reference statements)

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“…Such responsiveness is likely to subside or become evident after a sufficient number of exposures, allowing for the threat to be assessed and possibly ruled out. When instrumentation and testing are likely to influence the results of a study, modified versions of the MB design, such as the multiple-probe design, should be considered (Barlow & Hersen, 1984;Murphy & Bryan, 1980). The multiple-probe design limits the impact of measurement and bolsters the assessment of internal validity by selectively probing across data series at critical points during the study (e.g., upon phase change).…”

Section: Mb Designs: Experimental Control and Internal Validitymentioning

confidence: 99%

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

Christ

2007

Psychology in the Schools

130

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Single-case research designs are often applied within school psychology. This article provides a critical review of the scientific merit of both concurrent and nonconcurrent multiple baseline (MB) designs, relative to their capacity to assess threats of internal validity and establish experimental control. Distinctions are established between AB replications and nonconcurrent multiple baseline designed studies using the initial conception proposed by P.J. Watson and E.A. Workman (1981). Despite some previously pessimistic evaluations of nonconcurrent multiple baseline designs, the findings of this review suggest that various threats of internal validity can be assessed and ruled out using either concurrent or nonconcurrent MB designs. It seems that nonconcurrent designs can be used to assess the intervening effects of history, but might be more prone to threats of mortality. These and other threats of internal validity are reviewed and recommendations are provided.

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Section: Mb Designs: Experimental Control and Internal Validitymentioning

confidence: 99%

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

Christ

2007

Psychology in the Schools

130

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“…Positive outcomes in a feasibility study encourage larger studies with larger numbers of participants. This particular feasibility study uses a multiple probe design, as described by Murphy and Bryan (1980), with replication across children.…”

Section: The Current Studymentioning

confidence: 99%

Feasibility of a Recasting and Auditory Bombardment Treatment With Young Cochlear Implant Users

Encinas

Plante

2016

LSHSS

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Purpose: There is little to guide clinicians in terms of evidence-based interventions for children with cochlear implants who demonstrate morpheme errors. This feasibility study tested the utility of a treatment targeting grammatical morpheme errors. Method: Three children (ages 4-5 years) received Enhanced Conversational Recast treatment, a version of conversational recast treatment that focuses on a single morpheme error at a time, emphasizes attention to clinician input, and uses high linguistic variability with clinician input. A period of recasting was followed by 24 auditory presentations of the target morpheme in short sentences. After an initial baseline period, children were treated in individual sessions over 21-26 days.Results: All children showed improved use of targeted grammatical morpheme use, both in elicited contexts and in terms of spontaneous use. Spontaneous use was best for the 2 children who were implanted earliest and whose audiograms showed the best hearing postimplant. Performance by a 3rd child diagnosed with auditory neuropathy spectrum disorder was more variable but still showed positive change. Conclusions:The results indicate that the treatment can be effective for children with cochlear implants. The pattern of results across children also suggests potential variables that may moderate treatment effects.

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“…The advantage of this design is that interventions do not have to be interrupted or withdrawn to show effects, as with withdrawal designs, so that caretakers are much more likely to co-operate (Murphy & Bryan, 1980). Essentially, this design consists of a series of staggered AB designs where the effects of history and maturation are controlled for by the extended baselines in the second and subsequent behaviours, clients or situations.…”

Section: Basic Within-subject Research Designsmentioning

confidence: 99%

“…For instance, the multibaseline component analysis (Dericco, Brigham & Garlington, 1977) is a slight refinement of the multiple baseline across settings and individuals. Another refinement, known as the multiple-probe design (Homer & Baer, 1978;Murphy & Bryan, 1980), employs intermittent probes of short duration to measure the application of experimental treatments, as an alternative to continual baseline measurements. This adaptation is especially economical in terms of resources available when behaviour cannot occur unless treatment procedures are introduced as, for example, in the case of developing decoding skills.…”

Section: Basic Within-subject Research Designsmentioning

confidence: 99%

The Use of Single‐subject Research Methodology in Special Education

Berryman

Cooper

1982

Educational Psychology

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This paper discusses the importance and use of single-subject experimental analysis for special education practitioners. Brief descriptions are presented for the basic N = 1 research designs available to evaluate instructional and treatment strategies. The ability of these designs to control threats to internal validity is examined and the present state of measuring and interpreting single-subject data is described. Replication of studies is discussed as the ultimate test of the effectiveness of an intervention. The need for documentation of procedures and results is seen as a primary means for allowing practitioners to incorporate research and methodology into their own practices and as part of the process of developing an effective instructional technology for people with special education needs.Within the field of special education, there is an increasing demand from both consumers and professionals for practitioners to be accountable for the outcomes of the instructional practices that they employ in the delivery of service to clients with special education needs. This is a healthy demand as it reflects an optimism by concerned members of the community that socially valued outcomes of special education procedures can exist. Such an optimism is well justified. Research findings over the past decade have indicated empirically that the use of systematic instruction based on behavioural principles can result in clients acquiring a diverse array of social and academic "classroom behaviours, vocational skills, daily living skills and other social skills that are critical for age-appropriate community functioning (for example

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Multiple-Baseline and Multiple-Probe Designs: Practical Alternatives for Special Education Assessment and Evaluation

Cited by 42 publications

References 18 publications

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

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

Feasibility of a Recasting and Auditory Bombardment Treatment With Young Cochlear Implant Users

The Use of Single‐subject Research Methodology in Special Education

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