Single Subject Designs

BaselineA

InterventionB

AB Design

Basic single-subject design.

Primary advantage of the AB design is simplicity. It provides the teacher with a quick uncomplicated means of comparing students’ behavior before and after an intervention.

Primary disadvantage is that it cannot be used to make a confident assumption of a functional relationship. The AB design is vulnerable to confounding variables.

BaselineA

InterventionB

Multiple Baseline Design

Permits simultaneous analysis of more than one dependent variable.

May be used:

•Across Behaviors•Two or more behaviors associated with one student in a sable setting

•Across Individuals•Two or more students exhibiting the same behavior in a single setting

•Across Settings•Two or more settings in which one student is exhibiting the same behavior

BaselineA

InterventionB

BaselineA

InterventionB

Multiple Baseline Design

Functional Relationship Non Functional RelationshipBaseline

AIntervention

BBaseline

AIntervention

B

BaselineA

InterventionB

BaselineA

InterventionB

Multiple Baseline DesignBaseline Token Economy Maintenance

Tal

k O

uts

Out

of

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tP

oor

Pos

ture

Across Behaviors

Across IndividualsBaseline Self-Monitoring Maintenance

Soc

ial I

nitia

tions

Dur

ing

Lunc

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eces

s, a

nd F

ree

Tim

e

Roy

Tommy

BaselineA

BaselineA

InterventionB

InterventionB

BaselineA

BaselineA

InterventionB

InterventionBReversal – ABAB - Design

Used to analyze the effectiveness of a single independent variable. Involves the sequential application and withdrawal of an intervention to verify the intervention’s effect on a behavior.

Primary advantage of the ABAB design is the ability to ascertain a functional relationship between the intervention and behavior change

Primary disadvantage is that treatment must be stopped.

ABAB should not be used when:

•The behavior is dangerous•When the target behavior is not reversible because it is associated with learning.

Number ofCorrect Responses

Session

BaselineA

Goal = 4B

Goal = 6C

Goal = 8D

Goal = 10E

Changing Criteria Design: ABCD….Used to evaluate the effectiveness of an independent variable by demonstrating that a behavior can beIncrementally changed over time.

This design is especially appropriate to use when the terminal objective is considerably distant from thestudent’s baseline performance level. In addition, this design is well suited for measuring the effectivenessof a shaping procedure.

Alternating Treatment Design

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

Baseline ReinforcementReinforcement +

Time-out

Rei

nfor

cem

ent Reinforcement +

Time-out

A B C B C

Changing Conditions Design: ABCBC

Pe

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nt

of

Dis

rup

tive

Be

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Research Design

A-BA-B-A

A-B-C-AChanging Criteria

A-B design

A-B-A design

A-B-C-A design

Changing Criteria design

Graph Interpretation

Common Data Patterns

LEVEL

Number of Refusals: Jimmy Jones9:00 AM - 3:00 P.M.

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Number of Refusals: Jimmy Jones9:00 AM - 3:00 P.M.

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A B A

Abrupt Change in Level

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Delayed Change in Level

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Temporary Change in Level

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Decaying Change in Level

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Abrupt Change in Slope

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Temporary Change in Slope

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Accelerated Change in Slope

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Change in Variability

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Pattern 1

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Using Excel to Draw Graphs

A Baseline GraphA-B Two Phase Graph

ABA Three Phase GraphABAC Four Phase Graph

Baseline Graph (A)

Step 1.

a.Use “Home” tab

b.Enter Data for the Baseline Phase

Step 2.

a. Highlight Data Fields

b. Click on “Insert” tab

c. Click on “Line”

d. Click on picture of Line Graph

Step 3.

a. Click on “Layout” tab

b. Click on “Chart Title”

c. Click on “Above Chart”

d. Type Title of Graph

Step 4.

a. Click on “Layout” tab

b. Click on “Axis Titles”

c. Click on “Primary Horizontal Axis Title”

d. Click on “Title Below Axis”

e. Type X-axis Title

Step 5.

a. Click on “Layout” tab

b. Click on “Axis Titles”

c. Click on “Primary Vertical Axis Title”

d. Click on “Rotate Title”

e. Type Y-axis Title

Two Phase GraphA-B

Step 1.

a.Continue from previous graph instructions

b.Use “Home” tab

c.Click in a blank area of existing graph picture

d.Graph data will get a border around it

Step 2.

a.Click on bottom right of bordered area and stretch to include area needed for additional data

b.Type in additional data

Three Phase GraphA-B-A

Step 1.

a.Do same as for A-B graph: click on graph, stretch outline, add additional data

Three Phase GraphA-B-A-C

Step 1.

a.Do same as for A-B-A graph: click on graph, stretch outline, add additional data

Practice Graph #1Time = Continuous School DaysBehavior = Number of Errors on Daily Math TestBaseline = No InterventionIntervention = Mental Rehearsal Prior to Taking Test

DATA:Day # Errors Phase

1 9 Baseline2 12 Baseline3 11 Baseline4 13 Baseline5 10 Baseline6 9 Intervention7 4 Intervention8 3 Intervention9 2 Intervention10 4 Intervention11 7 Baseline12 8 Baseline13 10 Baseline 14 9 Baseline

Practice Graph #2Time = Continuous School DaysBehavior = Number of Errors on Daily Math TestBaseline = No InterventionIntervention 1 = Mental Rehearsal Prior to Taking TestIntervention 2 = Write Each Spelling Word 10 Times Prior to TestDATA:Day # Errors Phase

1 9 Baseline2 12 Baseline3 11 Baseline4 13 Baseline5 10 Baseline6 9 Intervention 17 4 Intervention 18 3 Intervention 19 2 Intervention 110 8 Intervention 211 7 Intervention 212 6 Intervention 213 5 Intervention 214 11 Baseline15 12 Baseline16 14 Baseline