Application of multiple baseline designs in behavior analytic research: Evidence for the influence of new guidelines

Coon, Jodi C.; Rapp, John T.

doi:10.1002/bin.1510

Cited by 52 publications

(38 citation statements)

References 24 publications

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“…A non‐concurrent multiple baseline design (Coon & Rapp, ; Hammond & Gast, ) was adopted to demonstrate the relation between game‐based intervention and the ability to use an ATM independently. The experiment comprised three phases: (a) a baseline phase, in which sessions were performed to collect baseline data on the participants; (b) an intervention phase, in which the gaming system was used for training; and (c) a maintenance phase, which was conducted 2 weeks after the intervention was finished and assessed the continued performance of the participants.…”

Section: Methodsmentioning

confidence: 99%

Using an augmented reality game to teach three junior high school students with intellectual disabilities to improve ATM use

Kang

Chang

2019

Research Intellect Disabil

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Background Individuals with intellectual disabilities (ID) may have difficulties in performing daily living tasks. Among other daily living tasks, independent automated teller machine (ATM) skills are an essential life skill for people with intellectual disabilities. Materials and Methods Three junior high school students in a special education class participated in the experiment. We employed the augmented reality (AR) technology to gamify ATM skill training. Specifically, a multiple baseline design was adopted to demonstrate the relation between game‐based intervention and using an ATM independently. Results Data showed that the percentage of correct task steps increased among all three participants. Social validity results showed the teachers considered the AR game was very useful and it had helped their students learn the ATM skills effectively. Conclusions The proposed AR game can be used for effective training of students with intellectual disabilities using an ATM independently.

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Section: Methodsmentioning

confidence: 99%

Using an augmented reality game to teach three junior high school students with intellectual disabilities to improve ATM use

Kang

Chang

2019

Research Intellect Disabil

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“…In behavior analysis, researchers and practitioners typically use single-case designs such as the reversal design, the alternating-treatment design, and the multiple baseline design to demonstrate experimental control Horner et al, 2005;Kratochwill et al, 2010). Among these designs, researchers have found that multiple baseline designs were the most frequently used (Coon & Rapp, 2018;Shadish & Sullivan, 2011;Smith, 2012). In contrast with other single-case designs, the multiple baseline design does not require the withdrawal of the treatment or the establishment of a criterion to be gradually changed, which may explain its predominant use in single-case research (Baer et al, 1968;Kratochwill & Levin, 2014).…”

Section: How Many Tiers Do We Need? Type I Errors and Power In Multipmentioning

confidence: 99%

How Many Tiers Do We Need? Type I Errors and Power in Multiple Baseline Designs

Lanovaz¹,

Turgeon²

2020

Preprint

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Design quality guidelines typically recommend that multiple baseline designs include at least three demonstrations of effects. Despite its widespread adoption, this recommendation does not appear grounded in empirical evidence. The main purpose of our study was to address this issue by assessing Type I error rate and power in multiple baseline designs. First, we generated 10,000 multiple baseline graphs, applied the dual-criteria method to each tier, and computed Type I error rate and power for different number of tiers showing a clear change. Second, two raters categorized the tiers for 300 multiple baseline graphs to replicate our analyses using visual inspection. When multiple baseline designs had at least three tiers and two or more of these tiers showed a clear change, the Type I error rate remained adequate (< .05) while power also reached acceptable levels (> .80). In contrast, requiring all tiers to show a clear change resulted in overly stringent conclusions (i.e., unacceptably low power). Therefore, researchers and practitioners should carefully consider limitations in power when requiring all tiers of a multiple baseline design to show a clear change in their analyses.

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“…Third, when needed, we evaluated the effects of BST on each participant's appropriate posture, smiling, and fidgeting. We evaluated the extent to which BST increased appropriate answers and appropriate questions using a nonconcurrent multiple baseline design across students (e.g., Carr, 2005;Coon & Rapp, 2018;Watson & Workman, 1981). As a secondary analysis, we fitted data for smiling, appropriate posture, and fidgeting to a concurrent multiple baseline across behaviors design for each student 2 (e.g., Carr, 2005).…”

Section: Experimental Designmentioning

confidence: 99%

Behavioral skills training to increase interview skills of adolescent males in a juvenile residential treatment facility

Edgemon

Rapp

Brogan

et al. 2020

J of App Behav Analysis

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Some studies suggest that acquiring employment following release from prison may reduce recidivism; however, few studies have evaluated procedures for teaching job-related skills to adolescents in residential detention facilities. Stocco et al. (2017) used behavioral skills training (BST) to improve interview skills of college students. The current study used a nonconcurrent multiple baseline design across participants to evaluate the extent to which BST improved interview skills for 7 adolescents who had been adjudicated for sexual offenses. Results show that BST increased appropriate responses to interview questions for 4 students and BST plus modifications (i.e., stimulus and response prompts) increased correct responding to questions for the other 3. In addition, BST increased appropriate questions, correct posture, and smiling, and decreased fidgeting for all 7 students. We briefly discuss the social implications of teaching interview skills to adjudicated adolescents, as well as the limitations of the findings.

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Application of multiple baseline designs in behavior analytic research: Evidence for the influence of new guidelines

Cited by 52 publications

References 24 publications

Using an augmented reality game to teach three junior high school students with intellectual disabilities to improve ATM use

Using an augmented reality game to teach three junior high school students with intellectual disabilities to improve ATM use

How Many Tiers Do We Need? Type I Errors and Power in Multiple Baseline Designs

Behavioral skills training to increase interview skills of adolescent males in a juvenile residential treatment facility

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