Desenhos de investigação A-B-A-B: Uma abordagem experimental para a avaliação de intervenções em contextos naturais

Abstract

Resumo Os desenhos de investigação A-B-A-B são um dos desenhos experimentais Abstract A-B-A-B designs are one of the most frequently used single-subject research designs. These designs allow researchers to determine the effectiveness of a given intervention, through continuous and repeated measurements of a specific behavior, throughout alternated and rigorously controlled baseline (A) and intervention or treatment (B) conditions. Using a simple design, that uses the subject as his own control, the researcher is able to compare information within and across conditions, examining whether the treatment causes changes in the subject's behavior. This paper aims to describe Laboratório de Psicologia, 12(1): 15-30 (2014) doi : A correspondência relativa a este artigo deverá ser enviada para:

Let's talk! Clinical research project of therapeutic occupation activities on conversation and social interaction

“…With the purpose of assessing the effects of the interventions in this circumstance, SCED studies analyze the individual intensively and prospectively, using an a priori methodology, namely systematic observation, variable manipulation, continuous measurements, and outcome analysis (Smith, 2012;Correia, Daniel, & Aguiar, 2014;Peyroux & Franck, 2016;Tate, et al, 2016;Aguiar, Moiteiro, Correia, & Pimentel, 2011).…”

“…Each subject serves as his or her own control, allowing the researcher to compare the information and check if the treatment causes any changes in the response of each subject to the variables of interest. Durability, continuity, and transfer of the beneficial effects of the intervention are usually assessed through maintenance of the changes in behavior after the intervention has ended and generalization (the degree to which behavior changes occur in other settings or with other people) (Kadzin, 1983;Aguiar, Moiteiro, Correia, & Pimentel, 2011;Smith, 2012;Evans, Gast, Perdices, & Manolov, 2014;Correia, Daniel, & Aguiar, 2014). These characteristics inherent to SCED (client-centered, problem-driven, flexible process) make them suitable for use in clinical and pedagogical settings (Stapleton & Hawkins, 2015), especially involving issues of personal functioning and the study of behavior (Peyroux & Franck, 2016;Evans, Gast, Perdices, & Manolov, 2014;Smith, 2012), as supported by its history with its emergence in studies of experimental analysis of behavior in education and psychology by Skinner in the 1930s (Evans, Gast, Perdices, & Manolov, 2014;Correia, Daniel, & Aguiar, 2014).…”