N-of-one and N-of-two research in psychotherapy.

Gottman, John M.

doi:10.1037/h0034803

Cited by 100 publications

(47 citation statements)

References 17 publications

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“…We consider this to be an interesting result in its own right. However, to test its generalizability, "N of one research" must be replicated to achieve what Gottman (1973) called, "N-of-one-at-a-time research." The prototypes described can be applied to unlimited new cases to test the repeatability of our findings.…”

Section: Discussionmentioning

confidence: 99%

“…Though supportive of CMT and the value of the prototype method for examining single cases, this study was limited by the case-specific prototype, which could not be readily generalized to other cases. To maximize the scientific value of single-case research, it is important that studies are designed to permit replication (Gottman, 1973;Hilliard, 1993). A generic CMT prototype similar to Ablon and Jones' (1998) psychodynamic and cognitive behavioral prototypes would be desirable for this purpose because it could be applied to multiple cases.…”

Section: Studying the Relationship Between Adherence And Session Outcmentioning

confidence: 99%

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Using psychodynamic, cognitive behavioral, and control mastery prototypes to predict change: A new look at an old paradigm for long-term single-case research.

Pole¹,

Ablon²,

O’Connor³

2008

Journal of Counseling Psychology

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This article illustrates a method of testing models of change in individual long-term psychotherapy cases. A depressed client was treated with 208 sessions of control mastery therapy (CMT), an unmanualized approach that integrates elements of psychodynamic therapy (PDT) and cognitive behavioral therapy (CBT). Panels of experts developed prototypes of ideal PDT, CBT, and CMT process using the Psychotherapy Process Q-set (PQS; J. S. Ablon & E. E. Jones, 1999; E. E. Jones, L. A. Parke, & S. Pulos, 1992; E. E. Jones & S. M. Pulos, 1993). Independent observers rated every 4th session (N ϭ 53) with the PQS. Using correlations between ideal and actual PQS ratings followed by paired t tests, the authors compared adherence to the CMT prototype with adherence to plausible alternative models advocated by the PDT and CBT experts. Bivariate time series analyses determined whether prototype adherence predicted an estimated index of symptom change. Results showed that the therapist's behavior was most consistent with the CMT prototype and that this aspect of the CMT prototype along with particular aspects of the other prototypes influenced estimated symptom change. The results, which replicate and extend earlier findings, support the validity of this approach to studying long-term therapies but also highlight its limitations.

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Section: Discussionmentioning

confidence: 99%

Section: Studying the Relationship Between Adherence And Session Outcmentioning

confidence: 99%

Using psychodynamic, cognitive behavioral, and control mastery prototypes to predict change: A new look at an old paradigm for long-term single-case research.

Pole¹,

Ablon²,

O’Connor³

2008

Journal of Counseling Psychology

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show abstract

“…the time-series design (Gottman, 1973;Jones, Vaught, and Colorado, 1972. andWolf, 1972). This design involves repeated measures before, during, and after intervention.…”

mentioning

confidence: 99%

Social Evaluation Research: The Evaluation of Two Police Patrolling Strategies

Schnelle¹,

Kirchner²,

McNees³

et al. 1975

J of App Behav Analysis

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In most social evaluation research it is difficult to achieve the degree of experimental rigor possible in an applied behavioral study. This study illustrates how the evaluation researcher can increase experimental rigor in the analysis of social interventions. In the first evaluation, a variation of the time‐series design that offered maximum experimental control given the limitations of the situation, was employed to evaluate the effects of a specialized home‐burglary police patrol. This design revealed that no effects could be attributed to the patrol. In the second evaluation, a multiple baseline‐like design was possible in determining the effects of a police walking patrol. This design revealed that the patrol produced an increase in crime reporting but not in arrests. Social interventions often occur in a manner that allows varying degrees of experimental analysis. The evaluation researcher must attain optimal experimental analysis given the limitations of each social intervention.

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“…The formal intervention designs typically include more than one individual, although not more than a few. They may employ reversals or multiple baselines (Baer et al, 1968;Kazdin, 1973;Risley and Wolf, 1973), multielements (Ulman and SulzerAzaroff, 1975), changing criteria (Hartmann and Hall, 1976), or some other time-series procedure involving one or more individuals (Glass et al, 1975;Gottman, 1973).…”

Section: Individual Referenced Information (Ir)mentioning

confidence: 99%

Subjective, individual and aggregate references in educational research

Moxley

1979

Instr Sci

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Subjective, individual, and aggregate references in educational research are distinguished. A particular method may center around a particular type of reference. Uses and misuses are described. Compatible relationships are indicated. The overall process is seen within a general principle of uncertainty reduction.Methods of research in education do not enjoy the prestige of methods in other areas. It may be difficult to find improvements in educational practices that are the result of educational research. Some of the difficulty lies in the nature of the subject matter. Education embraces a massive social hierarchy, with all its levels and systems within systems. The very size of the complexity makes it difficult for research to have an impact on practice. Part of the problem, however, also lies in the methods used for educational research. The knowledge provided by research is limited by the nature of the information used and how it is processed. Increased distinctions in the nature of this information should make it easier to get the kind of information needed. The following seeks to clarify some fundamental distinctions in the nature and uses of some types of information in educational research.For the purposes of highlighting certain relationships, references to information will be classified as being subjective, individual, or aggregate. Subjective references lack connection to specific, identifiable, concrete, objective events. Although possible connections may be implied, there is no available designation or limitation as to what they are. Individual references are connected to objective events that can be clearly discriminated from other individual events. Inter-observer agreement may be used for confirmation. Aggregate references are to collections of individual events. The reference is to the collection as a collection.

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N-of-one and N-of-two research in psychotherapy.

Cited by 100 publications

References 17 publications

Using psychodynamic, cognitive behavioral, and control mastery prototypes to predict change: A new look at an old paradigm for long-term single-case research.

Using psychodynamic, cognitive behavioral, and control mastery prototypes to predict change: A new look at an old paradigm for long-term single-case research.

Social Evaluation Research: The Evaluation of Two Police Patrolling Strategies

Subjective, individual and aggregate references in educational research

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