Practicing School Consultants Can Empirically Validate Interventions: A Description and Demonstration of the Non-Concurrent Multiple-Baseline Design

Winn, Beth D.; Skinner, Christopher H.; Allin, Jessica D.; Hawkins, James A.

doi:10.4324/9780203725887-11

Cited by 3 publications

References 1 publication

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Single-case experimental designs: A systematic review of published research and current standards.

Smith¹

2012

Psychological Methods

512

558

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This article systematically reviews the research design and methodological characteristics of single-case experimental design (SCED) research published in peer-reviewed journals between 2000 and 2010. SCEDs provide researchers with a flexible and viable alternative to group designs with large sample sizes. However, methodological challenges have precluded widespread implementation and acceptance of the SCED as a viable complementary methodology to the predominant group design. This article includes a description of the research design, measurement, and analysis domains distinctive to the SCED; a discussion of the results within the framework of contemporary standards and guidelines in the field; and a presentation of updated benchmarks for key characteristics (e.g., baseline sampling, method of analysis), and overall, it provides researchers and reviewers with a resource for conducting and evaluating SCED research. The results of the systematic review of 409 studies suggest that recently published SCED research is largely in accordance with contemporary criteria for experimental quality. Analytic method emerged as an area of discord. Comparison of the findings of this review with historical estimates of the use of statistical analysis indicates an upward trend, but visual analysis remains the most common analytic method and also garners the most support amongst those entities providing SCED standards. Although consensus exists along key dimensions of single-case research design and researchers appear to be practicing within these parameters, there remains a need for further evaluation of assessment and sampling techniques and data analytic methods.

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Single-case experimental designs: A systematic review of published research and current standards.

Smith¹

2012

Psychological Methods

512

558

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Evaluation einer computerbasierten Förderung schriftsprachlicher Vorläuferkompetenzen in der Schuleingangsphase

Hintz¹

2014

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Video Self-Modelling to Reduce Aggressive Behaviours in Adolescents with High Functioning Autism

Kinsella¹,

Beamish²,

Klieve³

2016

Proceedings of the 2017 International Conference on Advanced Technologies Enhancing Education (ICAT2E 2017)

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Primarily this study investigated the use of Video Self-Modelling (VSM) as a behaviour intervention strategy to reduce the occurrence of aggressive behaviours in three adolescents with High Functioning Autism (HFA) within a school environment. A single-subject non-concurrent multiple baseline design was employed in the form of a baseline-intervention-withdrawal (A-B-C) across three participants. The intervention engaged each participant with a personalised iPad-presented movie allowing them to observe self-modelled, positive behaviour choices across situations where aggression had previously been the response. Findings yielded positive outcomes for all participants indicating that VSM is an effective strategy for reducing aggressive behaviours in adolescents. This small-scale study builds on the existing research into VSM and contributes to the limited number of studies currently available for behaviour intervention with adolescents with high functioning autism.

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Practicing School Consultants Can Empirically Validate Interventions: A Description and Demonstration of the Non-Concurrent Multiple-Baseline Design

Cited by 3 publications

References 1 publication

Single-case experimental designs: A systematic review of published research and current standards.

Single-case experimental designs: A systematic review of published research and current standards.

Evaluation einer computerbasierten Förderung schriftsprachlicher Vorläuferkompetenzen in der Schuleingangsphase

Video Self-Modelling to Reduce Aggressive Behaviours in Adolescents with High Functioning Autism

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