slide1
Download
Skip this Video
Download Presentation
Single-Subject Research

Loading in 2 Seconds...

play fullscreen
1 / 30

single-subject research usually involves collecting data on one subject at a time. single-subject researchers generally - PowerPoint PPT Presentation


  • 436 Views
  • Uploaded on

Single-Subject Research. Single-subject research usually involves collecting data on one subject at a time. Single-subject researchers generally use line graphs to illustrate the effect of their intervention. . Created by Del Siegle for EPSY 5601 [email protected] www.delsiegle.info.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'single-subject research usually involves collecting data on one subject at a time. single-subject researchers generally ' - ostinmannual


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

Single-Subject Research

Single-subject research usually involves collecting data on one subject at a time. Single-subject researchers generally use line graphs to illustrate the effect of their intervention.

Created by Del Siegle for EPSY 5601

[email protected]

www.delsiegle.info

slide3

Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

slide4

Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days.

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide5

Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred.

Baseline

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide6

Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide7

Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide8

Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide9

Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide10

Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide11

Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day for several days.

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide12

Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day for several days. In the example below, the target student was disruptive seven times on the first day

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide13

Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day for several days. In the example below, the target student was disruptive seven times on the first day, six times on the second day

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide14

Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day for several days. In the example below, the target student was disruptive seven times on the first day, six times on the second day, and seven times on the third day.

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide15

Once a baseline of behavior has been established (when a consistent pattern emerges with at least three data points), the intervention begins.

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide16

Once a baseline of behavior has been established (when a consistent pattern emerges with at least three data points), the intervention begins. The researcher continues to plot the frequency of behavior

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide17

Once a baseline of behavior has been established (when a consistent pattern emerges with at least three data points), the intervention begins. The researcher continues to plot the frequency of behavior while implementing the intervention of praise.

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide18

In this example, we can see that the frequency of disruptions decreased once praise began.

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide19

In this example, we can see that the frequency of disruptions decreased once praise began. The design in this example is known as an A-B design.

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide20

In this example, we can see that the frequency of disruptions decreased once praise began. The design in this example is known as an A-B design. The baseline period is referred to as A

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide21

In this example, we can see that the frequency of disruptions decreased once praise began. The design in this example is known as an A-B design. The baseline period is referred to as A and the intervention period is identified as B.

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide22

In this example, we can see that the frequency of disruptions decreased once praise began. The design in this example is known as an A-B design. The baseline period is referred to as A and the intervention period is identified as B.

A B

Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide23

Another design is the A-B-A design. An A-B-A design (also known as a reversal design) involves discontinuing the intervention and returning to a baseline.

Baseline Praise Baseline

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide24

Another design is the A-B-A design. An A-B-A design (also known as a reversal design) involves discontinuing the intervention and returning to abaseline.

A B A

Baseline Praise Baseline

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide25

Sometimes an individual’s behavior is so severe that the researcher cannot wait to establish a baseline and must begin with an intervention. In this case, a B-A-B design is used.The intervention

Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide26

Sometimes an individual’s behavior is so severe that the researcher cannot wait to establish a baseline and must begin with an intervention. In this case, a B-A-B design is used. The intervention is followed by a baseline

Praise Baseline

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide27

Sometimes an individual’s behavior is so severe that the researcher cannot wait to establish a baseline and must begin with an intervention. In this case, a B-A-B design is used. The intervention is followed by a baseline followed by the intervention.

Praise Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide28

Sometimes an individual’s behavior is so severe that the researcher cannot wait to establish a baseline and must begin with an intervention. In this case, a B-A-B design is used. The intervention is followed by a baseline followed by the intervention.

B A B

Praise Baseline Praise

8

7

6

5

4

3

2

1

0

Frequency of disruptions

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Day

slide29

Regardless of the research design, the line graphs used to illustrate the data contain a set of common elements.

Condition identifications

Independent variable

Dependent measure

Baseline Praise

8

7

6

5

4

3

2

1

0

Condition change line

Frequency of disruptions

Data points

Ordinate

Data path

Abscissa

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Unit of time

Day

Measure of time

slide30

Regardless of the research design, the line graphs used to illustrate the data contain a set of common elements. Please read Chapter 14 in your text to learn more about Single-Subject Research and other Single-Subject Research Designs.

Condition identifications

Independent variable

Dependent measure

Baseline Praise

8

7

6

5

4

3

2

1

0

Condition change line

Frequency of disruptions

Data points

Ordinate

Data path

Abscissa

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Unit of time

Day

Measure of time

ad