Aba For Teachers

Front 1

Variable

Back 1

Dependent variable: beh targeted for change

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ID

Back 2

any number of factors involved in research (the goal is to control for the presence or absence of v that may affect outcomes.

Front 3

What does it mean when a functional relation exists?

Back 3

the experimenter has experimental control (assumed only ID is changed or manipulated and controlled for)

Front 4

Basic categories of designs

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• Group: (random selection of people) is divided into the environmental and control group
• Single-subject

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SSD

Back 5

• These designs req repeated measures of the DV
• Ea individual is compared only to himself or herself
• This design emphasizes clinical significance and not statistically significance (like group designs)

Front 6

SSD: Enhanced functioning

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An intervention results in an observable, measurable improvement in functioning and the results of the exp are considered to have clinical significance

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What does a SSD include?

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• Designs include baseline, at least one measure of intervention condition perf, and at least one replication of the intervention within the design.

Front 8

Baseline data

Back 8

measures DV as it naturally occurs (before intervention)
o Serves a descriptive function (tells where student is at/lacking, etc.)
o Base phase needs to show 1) stability- based on variability of data and realistically can’t eliminate all variability.

Front 9

Experimental control:

Back 9

: Control for possible confounding variables
o Teaching designs: do not permit confident assumption of a functional relation
o Research designs: provide for much tighter experimental control and allow for assumption of functional relationship

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*AB Design

Back 10

is the basic single-sub design
o 2 main components: baseline (A) and intervention (B)
o Not found in research lit bc it cannot assess for FR because there is no replication (repeated manipulation).
o Advantage
• simplicity
o Disadvantage
• Cannot be used to make a confid assumption of a functional relation → does not provide for a replication of the procedure (too vulnerable to confounding variables and coincidental events)

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• Reversal Design

Back 11

is used to analyze the effectiveness of a single IV (ABAB design); sequential application and withdrawal of an intervention to verify the intervention’s effects on a beh.

Front 12

Implementation of reversal design

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o Implementation:
• A (baseline): initial
• B (Intervention 1): Continues until criterion for the target behavior is reached or a trend in the desired direction of beh change is noted.
• A (BL 2): a return to original baseline conditions, accomplished by withdrawing or terminating the intervention
• B (intervention 2): the reintroduction of the intervention procedure

Front 13

How should Reversal design show functional relationship?

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o Should show functional relation bt IV and DV if the second set of BL data returns to a level close to the mean in the original A phase or if a trend is evident in the second A phase in the opposite direction of the first B phase

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o Conclusions about this design:
Reversal design

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• Allowed to assume a functional
Relation between IV and DV.
• Bc of replications you can rule out possible confound variables and assume the functional relation
• Don’t use if target beh is dangerous or when the target beh is not reversible (many academic behaviors; eg. 4x3=12)

Front 15

Reversal design:o Advantages and disadvantages:

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• Experimental control and simple
• Having to stop and go back to baseline (why stop something that is working?)

Front 16

Multiple baseline Designs
Most often used when wanting to:

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• Allows for simultaneous analysis of more than one DV (multiple target behaviors, multiple students exhibiting the same beh in a single setting, or multiple settings where one student is exhibiting the same beh)

Front 17

What DVs can be analyzed in mult. baseline designs?

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o Across beh: eg. Token economy for 1st out of seat, 2nd talking outloud, and 3rd seat posture (reverse 1st and 2nd). Worked well with tokens so there was a functional relation across beh
o Across individuals: eg. Video showing self-modeling to instruct on positive beh
o Across settings: self management program (intervention) first used in science and then in LA. Improvement in beh across settings demonstrated a functional relation bt DV and IVs.

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What do you know about the conclusions you can draw from the data using this design

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o Useful when teacher wants to apply intervention procedure to more than one student, setting, or beh.
o No reversal design so best to use when beh are agg or academic
o Implementation: (Matt example across settings→ first math, then science pg 136)
o Adv: don’t need to withdraw intervention, no need for gradual alteration
• Particularly useful in classroom settings
o Dis: Applying to multiple people, settings, beh may not always be practical, long time needed for collecting baseline,

Front 19

multiple baseline:
Inappropriate in two specific situations:

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• When target beh needs immediate action
• When beh are not independent of one another (eg. Cursing and fighting → if one goes down and so does the other)

Front 20

Changing Criterion Designs
Most often used when wanting to:

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evaluates the effectiveness of an IV by demonstrating that a beh can be incrementally increased or decreased toward a terminal perf goal.

Front 21

Changing Criterion Designs
2 major phases:

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baseline and intervention.
o Intervention has subphases with criterion goal → closwer approximation of the terminal beh or level of perf than the previous one (not to be performed all at once but actually in increments)

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Changing criterion designs:
When is it good to use?
Example?

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• Good to use when term goal is far from baseline

Front 23

Changing criterion design:
What do you know about the conclusions you can draw from the data using this design
Advantages/disadvantages?

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o Good for learning new skills in academic (can only go up usually)
o Adv: establish a func relation while continually changing beh in a positive direction → no need to withdraw a successful intervention
o Dis: VERY gradual beh change; not appropriate for all beh (especially ones that should be modified rapidly)

Front 24

Alternating Treatments Designs
Most often used when wanting to:

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compare the effectiveness of more than one treatment or intervention strategy on a single dependent variable.
o Eg. Teacher can compare the effects of two reading programs on a student’s reading comprehension ability or the effects of two beh-reduction procedures on a student’s talking out.

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Alternating Treatments:
What do you know about the conclusions you can draw from the data using this design?
Advantages/dis?

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o Rotation of treatments but equal number of ea treatment by the end of the study
Important to counterbalance so there are no carry-over and sequencing effects
o Can provide rapid feedback about comparative effectiveness of various teaching techniques
o Adv: Helps answer important instructional questions (what method of instruction works best? Etc.)
o Dis: The need to institute a replication phase in order to establish a clear functional relation

Front 26

Changing Conditions Design
Most often used when wanting to:

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is used to investigate the effects of two or more treatments (IVs) on the beh of a student (DV). Unlike alternating design, these treatments are introduced sequentially.

Front 27

Changing criterion design:
What do you know about the conclusions you can draw from the data using this design

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o Establish BL → first intervention (if it isn’t effective then modify or choose a new intervention- keep doing this until targeted goals are met)
• 3 basic variations: 1)ABC, 2)ABAC, 3)ABACAB

Front 28

Single Subject research designs require at least ___________________________ to determine a functional relationship

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experimental control

Front 29

The target behavior in which you want to influence by a specific intervention is called _________________________

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dependent variable

Front 30

The intervention is called the ____________________________

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independent variable

Front 31

The term functional relationship is used to describe ___________________ _______________________

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A cause and effect. The target behavior changes as a result of the intervention.

Front 32

Baseline

Back 32

Data collected that represents a behavior during the current conditions

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Baseline Measures:
Data collected that represents a behavior during the current conditions is called baseline
Baseline is typically collected for ___________ data points. Baseline is intended to be representative of the target behavior or (_________________ _________________) and stable. Movement to the next phase is contingent on two variables _______________________ and ___________________.
__ data points

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@least 5 data points (several sessions)

Dependent variable

Variability and Trends

Front 34

Describe based on the two variables above, when you would move to intervention

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Baseline needs to be stable showing a rep sample of the natural occurrence of the behavior.
A thing that can cause the baseline to be unstable is variability- Need to control for variability (OD, lab settings etc.) but there will always be some variability because one cannot control for all error. Also a trend should be apparent (3 successive data points in one direction)-- tells you whether or not to decrease behavior (ascending trend) or increase a beh (descending trend)

Front 35

AB Designs (also known as __________________ designs)
Consist of 2 phases _________________ and ______________________
Most often used when wanting to ___________________________________
What do you know about the conclusions you can draw from the data using this design

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Teaching designs

A, or baseline
B, intervention phase

Used by teachers when wanting to increase/decrease a certain amount of a behavior during intervention phase and then compare with baseline phase.

Adv:
simple to use
compares student performance
good to graph acquisition objectively

Dis:
Cannot make confident assumptions about a functional relation (no replication involved)

Front 36

Reversal Designs
Consist of at least 4 phases: ________________________, _______________________, _____________________________, and _______________________________.
Most often used when wanting to _________________________________________ __________________________
What do you know about the conclusions you can draw from the data using this design

Back 36

ABAB
baseline 1
intervention 1
baseline 2
intervention 2

When wanting to analyze the effectiveness of a single independent variable. Withdrawing the intervention and comparing to baseline repeatedly allows researcher to determine a relationship between IV and DV.

Adv:
experimental control
simple

Dis:
Must withdraw intervention

Should not use when
- DV is dangerous...
- DV is irreversible

Front 37

Multiple baseline Designs
Most often used when wanting to _________________________________________ __________________________
What do you know about the conclusions you can draw from the data using this design

Back 37

Analysis of 1 IV on more than 1 DV
- Across behaviors
- Across settings
- Across individuals

Consists of 2 phases:
- Baseline is collected on all conditions at the same time
- Begin intervention in first condition when stable baseline is reached
- Begin intervention in second conditions when change has occurred in first condition

- Cannot be used with a beh that calls for immediate action
- Or when behaviors are not independent (cursing, fighting)

Adv:
- Establish a functional relationship without reversing the intervention
- Allows the examination of one intervention on many kids

Dis:
- Must implement across settings, people --> cumbersome
- Collect baseline over extended period of time
- Not appropriate for some beh
- Kids may learn error response
- Kids may become frustrated
- No instruction being delivered

Front 38

Changing Criterion Designs
Most often used when wanting to _________________________________________ __________________________
What do you know about the conclusions you can draw from the data using this design

Back 38

Evaluates the one IV on one DV

Experimental control is demonstrated by incrementally increasing or decreasing the DV

Implementation:
- Collect baseline data
- Determine interim criteron for perf
- Mean of stable portion of baseline, etc?
(more...)

Demonstrates a functional relationship
- alter number of sessions
- continue with a sub-phase until a stable rate
- vary the increase
- require a change in the opposite direction

Adv:
- functional relationship without withdrawing intervention
- progress oriented
- starting with a small change

Dis:
- Must be used on beh that req small incremental changes

Front 39

Alternating Treatments Designs
Most often used when wanting to _________________________________________ __________________________
What do you know about the conclusions you can draw from the data using this design

Back 39

Allows the comparison of the effectiveness of more than one intervention on a single dependent variable.

Implementation:
- Ea condition equal number of times
- Schedule of interventions should be counterbalanced (to avoid order effects)
- Distinctive discriminative stimulus should immediately precede the condition

Adv:
- Efficient for teachers
- Must implement a replication phase for functional relationship
- Multiple treatment spillover

Front 40

Changing Conditions Design
Most often used when wanting to _________________________________________ __________________________
What do you know about the conclusions you can draw from the data using this design

Back 40

Used to study the effectiveness of two or more treatments on the beh of a student. ABC design.

Implementation:
- Interventions are introduced sequentially
- Functional relationship only if a return to baseline occurs before C condition

Adv:
- Compare interventions
Dis:
- No functional relationship can be established
- Cummulative effects

Front 41

Ms. Jones wants to evaluate which reading intervention is more effective for increasing reading fluency, fast-paced reading or repeated readings.

Back 41

Changing conditions --> Cange length. Reading fluency might take longer so changing condition will allow for longer sessions of treatment.
BL-A-B-BL
Reading is a skill that takes longer to see improvement (change in behavior)

Front 42

Mr. Walkup has 3 students who are quieter than the typical 4th grade student. He has decided to implement a strategy, "talk your head off" to see if it will increase the student's participation. He wants to see if this intervention can be used to influence the participation of all three students.

Back 42

Multiple baseline--> across 3 students

Front 43

Ms. Sanchez, the school counselor, wants to increase the time a particular student is engaged in social interaction at recess. She knows that this is a skill that is not likely to change dramatically; however, she does want to see if she can establish a functional relationship with Jim.

Back 43

Changing criterion --> Use multiple subphases to reach end goal