Single-subject research involves collecting data on one subject over multiple time points to evaluate the impact of an intervention. Researchers establish a baseline level of the target behavior by measuring it each day for several days before implementing the intervention. They then measure the behavior daily after introducing the intervention to see if it reduced the behavior compared to the baseline.
Single-subject research involves collecting data on one subject over multiple time points to evaluate the impact of an intervention. Researchers establish a baseline level of the target behavior by measuring it each day for several days before implementing the intervention. They then measure the behavior daily after introducing the intervention to see if it reduced the behavior compared to the baseline.
Single-subject research involves collecting data on one subject over multiple time points to evaluate the impact of an intervention. Researchers establish a baseline level of the target behavior by measuring it each day for several days before implementing the intervention. They then measure the behavior daily after introducing the intervention to see if it reduced the behavior compared to the baseline.
Single-subject research involves collecting data on one subject over multiple time points to evaluate the impact of an intervention. Researchers establish a baseline level of the target behavior by measuring it each day for several days before implementing the intervention. They then measure the behavior daily after introducing the intervention to see if it reduced the behavior compared to the baseline.
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Single-subject research usually involves collecting data
on one subject at a time. Single-subject researchers
generally use line graphs to illustrate the effect of their intervention.
Created by Del Siegle for EPSY 5601
del.siegle@uconn.edu www.delsiegle.info Suppose a researcher wished to investigate the effect of praise
Baseline Praise Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior
Baseline Praise 8
7 Frequency of disruptions
0 Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days.
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred.
Baseline 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day for several days.
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day for several days. In the example below, the target student was disruptive seven times on the first day
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day for several days. In the example below, the target student was disruptive seven times on the first day, six times on the second day
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Suppose a researcher wished to investigate the effect of praise on reducing disruptive behavior over many days. First she would need to establish a baseline of how frequently the disruptions occurred. She would measure how many disruptions occurred each day for several days. In the example below, the target student was disruptive seven times on the first day, six times on the second day, and seven times on the third day.
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Once a baseline of behavior has been established (when a consistent pattern emerges with at least three data points), the intervention begins.
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Once a baseline of behavior has been established (when a consistent pattern emerges with at least three data points), the intervention begins. The researcher continues to plot the frequency of behavior
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Once a baseline of behavior has been established (when a consistent pattern emerges with at least three data points), the intervention begins. The researcher continues to plot the frequency of behavior while implementing the intervention of praise.
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day In this example, we can see that the frequency of disruptions decreased once praise began.
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day In this example, we can see that the frequency of disruptions decreased once praise began. The design in this example is known as an A-B design.
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day In this example, we can see that the frequency of disruptions decreased once praise began. The design in this example is known as an A-B design. The baseline period is referred to as A
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day In this example, we can see that the frequency of disruptions decreased once praise began. The design in this example is known as an A-B design. The baseline period is referred to as A and the intervention period is identified as B.
Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day In this example, we can see that the frequency of disruptions decreased once praise began. The design in this example is known as an A-B design. The baseline period is referred to as A and the intervention period is identified as B.
A B Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Another design is the A-B-A design. An A-B-A design (also known as a reversal design) involves discontinuing the intervention and returning to a baseline.
Baseline Praise Baseline
8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Another design is the A-B-A design. An A-B-A design (also known as a reversal design) involves discontinuing the intervention and returning to a baseline.
A B A Baseline Praise Baseline 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Sometimes an individual’s behavior is so severe that the researcher cannot wait to establish a baseline and must begin with an intervention. In this case, a B-A-B design is used. The intervention
Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Sometimes an individual’s behavior is so severe that the researcher cannot wait to establish a baseline and must begin with an intervention. In this case, a B-A-B design is used. The intervention is followed by a baseline
Praise Baseline 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Sometimes an individual’s behavior is so severe that the researcher cannot wait to establish a baseline and must begin with an intervention. In this case, a B-A-B design is used. The intervention is followed by a baseline followed by the intervention.
Praise Baseline Praise
8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Sometimes an individual’s behavior is so severe that the researcher cannot wait to establish a baseline and must begin with an intervention. In this case, a B-A-B design is used. The intervention is followed by a baseline followed by the intervention.
B A B Praise Baseline Praise 8
7 Frequency of disruptions
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Day Regardless of the research design, the line graphs used to illustrate the data contain a set of common elements.
0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Unit of time Day Measure of time Regardless of the research design, the line graphs used to illustrate the data contain a set of common elements. Please read Chapter 14 in your text to learn more about Single-Subject Research and other Single-Subject Research Designs.
