Lasting Disorders: Single Subject Designs

According to Rapoff, M., & Stark, L. (2008) the most important reason for using a Multiple baseline design is to show the effects of treatment when the treatment occurs. There are other reasons why a research would select to use a multiple base line design over the other single subject designs. The first reason is that multiple base lines are versatile additionally they are relatively easy to understand (Richards, Taylor, & Ramasamy, 2014). In other words multiple baseline designs can be used on a variety of situations, behaviors, and individuals. The second reason is to target behaviors that are likely to be irreversible (Cooper, Heron, & Heward, 2007). In other words multiple base line designs are often used when the intervention promotes learning that alters the target behivors and original state of the behavior can no longer be observed. The third reason to conduct a multiple base line design is when it would be unethical to withdraw the treatment (Cooper, Heron, & Heward, 2007). The fourth and final reason for using a multiple baseline approach is when

The strength of using the single- subject study is because typically when the researcher is using single-subject study, they are using very few participants, which allows the researcher to have flexibility in their design

Single-subject design (p. 238) – using just one participate or very few participants to study the influence of a new procedure (2012, p. 238).

Single-subject design (p 238) only using one or a few participants for a study to see the influence on a new procedure or invention.

Each child was given a variety of task to complete. The parents were sent a letter stated the specific actions they needed to take. 1.) if the student brought home a praise note that they were to inforce that praise. 2.) Praise needed to be reinforced in front of family m embers. 3.) hand the praise note for all to see. 4.) parent every morning should reinforce the prior day achievement. The parent was asked not to show any negativity.

One learner was working one to one with a staff member who was administering and taking date on discrete trials. The staff member would present stimuli, in this case it was a math equation, the learner made a response, and depending on whether or not the response was correct the learner would receive verbal praise or an error correction procedure was implemented. While observing this particular student it was

Moreover, this social experiment took place outside of Convocation Hall in the middle of the field. It was around 1:00PM and a mass amount of students were leaving their classes. The tester saw this as the best opportunity to begin. The tester

According to Byiers, Reichle, & Symons (2012) in multiple baseline designs the evidence is answering research questions regarding the effects of an independent variable across three or more variables such as individuals, behaviors, stimuli, or settings. In other words, this design provides evidence of the effects of the same independent variable across three variables. When a multiple base line design is introduced all participants start in Baseline or the (A) phase. The second step is to introduce the variable to the intervention in a scientific staggered method in order to show experimental control which is considered the (B) phase ( Byiers, Reichle, & Symons, 2012). Once the intervention phases is stabilize the next step in the sequence is introduce. For each variable the data is individually documented so that visual analysis can show the varying conditions throughout the process. The visual analysis of graph often appears as a series of AB designed experiment stacked on top of each other (Richards, Taylor, & Ramasamy, 2014). Throughout the entire process data is collected and conditions change in the sequence until all steps in the AB design is completed (Byiers, Reichle, & Symons,

After carefully considering patient who has symptoms of simultaneous depression, alcohol abuse, and social issues it is determined that two of the four treatments mentioned would be best suited for this patient. Therefore, it is with unwavering assessment and by the support of the Evidence-Based practice question, the patient will have the most success with either treating as a dual diagnosis or Cognitive Behavioral Therapy. In addition, based off of research into these methods, it is felt that they will minimize or eliminate the patient’s symptoms, therefore providing greater success than treatment as usual with no interventions offered.

Cross-sectional design- groups of people differing in age are studied at the same point in time.

Before the experiment began Mrs Wilkins explained the procedure and logistics of what we were going to during the experiment and briefed on what what behaviour or responses we may experience from the participants as it was essentially a modified stroop experiment. School desk tables were used to make experimental pods, this is were 3 experimenters sat side by side in a row, directly in front of the middle person (host) sat the participant at another

The first part of the lab was the Block Practicing. In this portion my partner was the participant. The task was to trace a template on a piece of paper with your index finger with donimante hand. Their were three different blocks of practice. During the first block my partner had to trace the template in 1.50 second for 18 times in a row. After each attempt I was allowed to give her feedback e.g. that was too slow, or a little faster next time, with a One minute break in-between each practice block. In the second one, now the participant had to trace the template in 2.50 second, still being able to

Simple ex-post facto design is ideal for conducting research when it is not possible or acceptable to manipulate the characteristics of human participants. Therefore, “simple ex-post facto design cannot demonstrate cause-and-effect but can strongly suggest it; it has participants that can be randomly selected and assigned to experimental groups and control groups based on preexisting conditions; an independent treatment variable cannot be manipulate as it is impossible using a preexisting condition; it focuses first on the cause and searches for the effect; and there is no control or comparison group” (Shuttleworth, 2009). However, “Two-Factor design is an experimental design in which data is collected for all possible combination of the levels of the two factors of interest”. So, “Two-Factor design evaluate the interactions between the independent variables A graph of a two-factor study indicates an interaction when the line on the graph are cross or converge; it studies the effect of one variable at a time, but it is statistically easier to manipulate; it may be interdependent and is impractical or false to allow analyze; and it allows manipulation of many

There are six methods used to analyse trial design; of which are discussed as follows.

Referencing McMillan and Wergin (2010) assertion on the commonality of mixed method designs having one dominate approach, determined through a series of questions. The conclusion is that Oreck (20014) has a dominate quantitative focus. Therefore, to determine whether it contributes significantly to the knowledge base, it must be judged on how well it meets the non-experimental quantitative evaluative criteria offered by McMillian and Wergin (2010). Particularly in its ability to provide connections and rationale to previous studies and illuminate gaps in the present knowledge base that this study will examine through mainly statistical means to discover associations amongst variables.