Toward a Methodology of Withdrawal Designs for the Assessment of Response Maintenance

Rusch, Frank R.; Kazdin, Alan E.

doi:10.1901/jaba.1981.14-131

Cited by 78 publications

(48 citation statements)

References 21 publications

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“…A multiple baseline across subjects with a partial withdrawal component (Rusch & Kazdin, 1981) was used to evaluate the effects of the combined training strategy. There were three experimental conditions: (a) baseline, (b) self-instruction and multiple exemplar training, and (c) withdraw training (partial withdrawal).…”

Section: Experimental Design and Conditionsmentioning

confidence: 99%

Teaching Supported Employees With Severe Mental Retardation to Solve Problems

Hughes

Rusch

1989

J of App Behav Analysis

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Two individuals with severe mental retardation, employed by a janitorial supply company, were taught to use self-instruction in combination with multiple exemplar training to solve work-related problems. Use of the combined strategy resulted in generalization of the effects of independent variables, as well as generalization to nontrained problems. Use of the strategy is discussed in terms of promoting independent performance among supported employees.

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Section: Experimental Design and Conditionsmentioning

confidence: 99%

Teaching Supported Employees With Severe Mental Retardation to Solve Problems

Hughes

Rusch

1989

J of App Behav Analysis

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“…The self-recording procedure was with-drawn according to a sequential withdrawal design (Rusch & Kazdin, 1981). The teacher first told the pupils that they would no longer hear the taperecorded cues to assess and record their behavior but that they should still record whether they were paying attention whenever they thought about it.…”

Section: Experimental Procedures and Designmentioning

confidence: 99%

Self‐recording of Attention Versus Productivity

Lloyd

Bateman

Landrum

et al. 1989

J of App Behav Analysis

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We investigated the relative effects of self-recording of attentive behavior and self-recording of academic productivity with 5 upper elementary-aged special education students in their special education dassroom. Following baseline, both self-recording treatments were introduced according to a multielement design. After the multielement phase, we assessed the pupils' performance under a choice condition, faded the overt aspects of the treatment program according to a withdrawal design, and probed maintenance over 5 weeks. Results revealed that both treatments produced dear improvements in arithmetic productivity and attention to task, neither treatment was dearly and consistently superior to the other, pupils preferred the self-recording of attention treatment, the effects were maintained for all pupils, achievement test scores improved, and pupils generally recorded accurately.DESCRIPTORS: academic behavior, alternating treatments, attending behavior, children, dassroom behavior, on-task behavior, self-monitoring, self-recording The therapeutic value of the reactive effects of self-recording has been dearly established with diverse behaviors and individuals (for reviews, see Gardner & Cole, 1988;Kazdin, 1974;Mace & Kratochwill, 1988;Nelson, 1977). In school situations, many studies have shown that self-recording promotes attention to task. However, in their examinations of this literature, Klein (1979) and Snider (1987) suggested that academic performance, rather than attending, would be a more appropriate target for self-recording.Two studies compared self-recording treatments focused on academic performance and attention to task. Rooney, Polloway, and Hallahan (1985) themselves whether they were paying attention, and then record their "yes" or "no" answer on a prepared answer sheet. The second procedure required that each time the pupils completed a specially marked problem on their worksheets they compare their answer for the marked problem to the answer on an answer sheet and record whether they had answered correctly. Rooney et al. did not find dear differences between effects of these procedures.In another comparison, Harris (1986) used a reversal design with elementary-aged students. She used essentially the same procedure for self-recording of attention as did Rooney et al. (1985) and compared it to a self-recording-of-productivity procedure in which the pupils were taught to make an overall judgment of performance (count number of spelling words practiced) at the end of each class period. She also reported no differences between treatments, but the pupils preferred the productivity treatment. However, to correct for order effects inherent in the use of the reversal design, she counterbalanced the order in which pupils received the two treatments (i.e., ABCBC versus ACBCB). This essentially created a between-groups design with 2 subjects in each cell and, thus, complicated interpretation of the results.In addition to the design difference, the selfrecording procedures that Rooney et al. (1985) and ...

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“…In relation to single-case designs, my method papers have elaborated novel design options (e.g., simultaneous-treatment designs, withdrawal designs) including applications (e.g., quasiexperimental single-case designs) that could improve clinical work (e.g., Kazdin 1981, Kazdin & Hartmann 1978, Rusch & Kazdin 1981. Also, I have discussed sources of artifact and bias in the assessment of overt behavior, the strengths and limitations of visual inspection, and the special (i.e., nonmainstream) statistics that can be used to evaluate data from N = 1 research (e.g., Hartmann et al 1980;Kazdin 1978cKazdin , 1979aKazdin , 2011cWhite et al 1989).…”

Section: Methodsmentioning

confidence: 99%

Clinical Dysfunction and Psychosocial Interventions: The Interplay of Research, Methods, and Conceptualization of Challenges

Kazdin

2015

Annu. Rev. Clin. Psychol.

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I describe the development and course of my research in studying clinical dysfunction among children, adolescents, and adults. This is an autobiographical account that highlights programs of research, career moves, and experiences along the way that were particularly influential. Research on specific topics and the methods to study them were inherently fascinating but invariably led me to broader issues well beyond what I was studying. The research alerted me to how and why current methods, assumptions, and research practices might be constraining and perhaps slightly misguided. My research and specific findings in a given area were not necessarily part of any particular breakthrough but rather helped me see how more, different, and better work was needed. Collaborations with a diverse set of colleagues and models from other disciplines than psychology helped me conceptualize the goals of research on a given topic (e.g., developing evidence-based treatments, reducing the burden of mental illness, promoting a sustainable environment to mitigate climate change) and propose a shift from current practices as a means to obtain them.

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Toward a Methodology of Withdrawal Designs for the Assessment of Response Maintenance

Cited by 78 publications

References 21 publications

Teaching Supported Employees With Severe Mental Retardation to Solve Problems

Teaching Supported Employees With Severe Mental Retardation to Solve Problems

Self‐recording of Attention Versus Productivity

Clinical Dysfunction and Psychosocial Interventions: The Interplay of Research, Methods, and Conceptualization of Challenges

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