Multiple Baseline and Multiple Probe Designs

Gast, David L.; Lloyd, Blair P.; Ledford, Jennifer R.

doi:10.4324/9781315150666-10

Cited by 119 publications

(40 citation statements)

References 1 publication

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“…This study utilized a concurrent multiple baseline across skills experimental design to measure the effectiveness of VBI, EI, and AR to teach mathematics and to determine the experimental effects including whether a functional relation was present (Gast et al, 2018). Baseline data were collected from each participant across four different mathematics skills.…”

Section: Methodsmentioning

confidence: 99%

Using Video Modeling, Explicit Instruction, and Augmented Reality to Teach Mathematics to Students With Disabilities

Morris

Hughes²,

Stocker³

et al. 2021

Learning Disability Quarterly

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Students with exceptionalities who do not make adequate progress with core instruction in mathematics require more intensive research-based interventions such as explicit instruction or video modeling to address instructional needs. This study examined the effects of combining point-of-view video modeling, explicit instruction, and augmented reality to teach mathematics to students with disabilities. The researchers employed a multiple baseline across skills, single-subject research design, to evaluate the effects of the intervention on student performance across four mathematics skills. Two eighth grade students identified as having a disability impacting mathematics, one with autism spectrum disorder and one with a specific learning disability, participated in the study. Visual analysis determined a functional relation between the dependent and independent variables. Tau-U result for the intervention phase was 1.0 across all four skills for each participant. Participants demonstrated high levels of maintenance, and with one exception, students were able to apply the skills to word problems without additional training. Limitations and implications for future research and practice are discussed.

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Section: Methodsmentioning

confidence: 99%

Using Video Modeling, Explicit Instruction, and Augmented Reality to Teach Mathematics to Students With Disabilities

Morris

Hughes²,

Stocker³

et al. 2021

Learning Disability Quarterly

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“…The efficacy of the intervention package was examined using a multiple baseline across participants design (Gast et al, 2018) with participants assigned to three cohorts. This design and cohort model was selected because there were eight participants who attended the same social skills class and received the intervention package in a staggered manner.…”

Section: Methodsmentioning

confidence: 99%

Social Skills Instruction, Online Modules, and Telecoaching to Develop Planning Skills of Young Adults With Autism

Bross

Huffman

Watson

et al. 2020

J Spec Educ Technol

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This study examined the efficacy of an intervention package consisting of small group instruction, online instructional modules, and telecoaching to increase planning skills of eight young adults (ages 17–26) with autism spectrum disorder (ASD) and other related neurological disorders. Telecoaching sessions used existing video conference platforms (e.g., FaceTime, Google Hangouts, Skype, Zoom) with young adults as the direct recipients of the coaching. The primary dependent variable was number of planning steps described on fictional vignettes, and a supplementary dependent variable was self-reported participation in weekly social activities. A multiple baseline across participants design with participants assigned to three cohorts was utilized. Results indicated all participants increased knowledge of steps required to plan activities. However, implementation of the planned activities varied with minimal gains demonstrated by five of the eight participants. Implications for practice and research related to technology-based interventions to increase social engagement of young adults with ASD is discussed.

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“…Repeated measurements of DCM data were collected and data were analyzed using visual analysis of time-series graphs in accordance with accepted single-case design evaluation standards (Ledford et al, 2018). In order for multiple-baseline and multiple-probe designs to demonstrate functional relationships between independent and dependent variables, researchers have frequently recommended at least three temporally unique demonstrations of experimental control (Gast et al, 2018; Ledford et al, 2018; WWC, 2020). In a multiple-probe across participants design, each tier is represented by a participant.…”

Section: Methodsmentioning

confidence: 99%

A virtual adaptation of the taped problems intervention for increasing math fact fluency.

McCallum¹,

Schmitt²,

Aspiranti³

et al. 2022

School Psychology

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In response to restrictions on visitors within school buildings during the COVID-19 pandemic, the evidence-based math fact fluency procedure known as the taped problems intervention was adapted for use in a virtual setting. The present study used a multiple-probe across participants design to evaluate the effects of the adapted intervention on the subtraction fact fluency of three elementary school students with varying degrees of math difficulties. Researchers also measured whether fluency gains would generalize to subtraction fact family problems that were not targeted within the study procedures. Visual analysis of results indicated math fluency improvements across all students, regardless of initial performance level, but no evidence of generalization effects for any participant. Additionally, to further investigate intervention effects, two effect size measures were calculated (WC-SMD and NAP) and each participant’s rate of improvement was measured in two ways. Slopes (digits correct per minute [DCM] gains per session) of baseline and intervention phases were compared, and DCM gains per intervention time were investigated. Discussion focuses on implications for providing academic interventions in virtual learning environments, the importance of direct instruction for subtraction fact fluency, as well as future directions for researchers.

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Multiple Baseline and Multiple Probe Designs

Cited by 119 publications

References 1 publication

Using Video Modeling, Explicit Instruction, and Augmented Reality to Teach Mathematics to Students With Disabilities

Using Video Modeling, Explicit Instruction, and Augmented Reality to Teach Mathematics to Students With Disabilities

Social Skills Instruction, Online Modules, and Telecoaching to Develop Planning Skills of Young Adults With Autism

A virtual adaptation of the taped problems intervention for increasing math fact fluency.

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