Assignment: Using A-B-A-B and Multiple Baseline Designs

  
For this Assignment, you will defend multiple methods of single-subject designs and analyze study data to suggest interventions.
To prepare:
· Review the data provided in the articles by Ciftci, H. D., & Temel, Z. F. (2010) and Evmenova, A. S., Graff, H. J., Jerome, M. K., & Behrmann, M. M. (2010). Note the use of A-B-A-B and multiple baselines approaches in these studies and how you might defend the use of these approaches.
· Review the course text readings for this module, as well as the media. Think about the concepts and ideas present in these Learning Resources and how they might inform your interpretation of the data in the research studies.

Compose a 4–5 page paper in which you:
· Defend the use of A-B-A-B and multiple baselines designs in the Ciftci, H.D., et. al. (2010) and Evmenova, A.S., et. al. (2010) studies. In your response, provide a rationale for using a different approach to each study.
· Based upon the graphics, analyze the data presented in each study. Explain what the data tells you, your interpretation of the results, and the interventions the data suggest.

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                                     Learning Resources
Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
                                      Required Readings
Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage.

Chapter 22, “The Applied Science of Special      Education: Quantitative Approaches, the Questions They Address, and How      They Inform Practice” (pp. 369–388)

Focus on quantitative designs and why they are key for      research in the field of SPED.

Rumrill, P. D., Cook, B. G., & Wiley, A. L. (2011). Research in special education: Designs, methods, and applications. Springfield, IL: Charles C. Thomas.

Chapter 6, “Quantitative Research Designs”      (pp. 118–152)

Focus onthe description of single-subject research. Consider the      most important aspects of this approach to research. Review the quality      indicators of single-subject research.

O’Neill, R. E., McDonnell, J. J., Billingsley, F. F., & Jenson, W. R. (2011). Single case research designs in educational and community settings. Upper Saddle River, NJ: Pearson. 

Chapter 2, “Defining What to      Measure and How to Measure It” (pp. 15–38)

Focus ondefining the target behavior, dimensions of the behavior to      be measured, and measurement procedures. Consider the importance of      consistency in measurement.
Chapter 3, “Internal and      External Validity and Basic Principles and Procedures of Single Case      Research (SCR) Designs” (pp. 39–48)

Focus ondefinitions ofinternal and external validity as they relate      to single-subject research. Pay particular attention to common basic      principles. Study the procedures of single-subject designs.
Chapter 4, “Making Sense of      Your Data: Using Graphic Displays to Analyze and Interpret It”(pp. 49–66)

Focus onthe purposes of graphic displays of data. Note the      characteristics and the process of analyzing the data that are presented.      Review the questions that guide a comprehensive analysis.
Chapter 5, “Common Steps and Barriers You May      Have to Deal With in Conducting a Research Study” (pp. 67–78)

Focus onthe common steps and challenges to conducting a research      study. Consider methods for overcoming challenges in the design of your      own research.

Additional Resources
Although every Additional Resource is not required reading, it is highly recommended that you read all of the Additional Resources. Be sure to make note of the Additional Resources which align with the content and focus of Discussions and Assignments.
Note: The resources were selected for the quality of the information and examples that they contain and not the date of publication.
Ciftci, H. D., & Temel, Z. F. (2010). A comparison of individual and small-group instruction with simultaneous prompting for teaching the concept of color to children with a mental disability. Social Behavior & Personality: An International Journal, 38(4), 479–493.
Retrieved from the Walden Library databases.
Focus on the approach to single-subject research. Note that an inter-subject multiple probing was used in this investigation. Pay specific attention to the measurement of the subjects’ developmental levels.
Evmenova, A. S., Graff, H. J., Jerome, M. K., & Behrmann, M. M. (2010). Word prediction programs with phonetic spelling support: Performance comparisons and impact on journal writing for students with writing difficulties. Learning Disabilities Research & Practice, 25(4), 170–182.
Retrieved from the Walden Library databases.
Focus on the changing conditions single-subject design. Study how it was used and replicated across subjects. Read about social validity.
Parker, R. I., Vannest, K. J., & Brown, L. (2009). The improvement rate difference for single-case research. Exceptional Children, 75(2), 135–150.
Retrieved from the Walden Library databases.
Focus on the style of field test for summarizing single-case research data. Recognize the improvement rate difference. Consider how it is calculated.
American Institutes for Research. (n.d.). National Center for Technology Innovation (NCTI). Retrieved from http://www.air.org/project/national-center-technology-innovation-ncti/
Focus on the real world examples of single-subject research designs. Note the specific elements. Review the description of single-subject research.
Required Media
Laureate Education (Producer). (2012). Introduction to single-subject design [Video file]. Baltimore, MD: Author. 
Note: The approximate length of this media piece is 3 minutes.
In this media program, Dr. Terry Falcomata explains Single-Subject Design.
Focus on single-subject design as a quantitative research approach that allows researchers, clinicians, and educators to establish experimental control in answering a question of some clinical or educational relevance. Reflect on how the use of single-subject design can demonstrate that an intervention or program reliably produces positive changes in important behaviors or skills.
Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 
Laureate Education (Producer). (2012). A-B-A-B single-subject design [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 4 minutes.
In this media program, Dr. Terry Falcomata explains the A-B-A-B Single-Subject Design.
Focus on the example of the experiment that uses an A-B-A-B single-subject design. Note that it is sometimes referred to as a withdraw or reversal design. Consider how it uses repeated measures of a behavior strategically across baseline and intervention conditions.
Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

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