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Objectives Four core elements of single case research questions Add a specification of “expected effect” Functions and features of conceptual models within Single Case methods.
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Day 1: Research Questions and Conceptual Models Wendy
Machalicek
IES Summer Research Institute: Constructing Single-Case Designs
Based on Research Questions and Logic Models Acknowledgement: Dr.
Rob Horner Day 1:Research Questions and Conceptual Models Wendy
Machalicek Objectives Four core elements of single case research
questions
Add a specification of expected effect Functions and features of
conceptual models within Single Case methods. Research Question
Dependent variable:
Assumption: You are all excellent at writing research questions.You
were funded.This is more about training new scholars Four Elements:
Dependent variable: The valued outcome or focus of the study
Independent variable The variable that is actively manipulated by
the researcher and is assumed to be causally linked to change in
the dependent variable Functional relation (causal relationship)
Documentation of description, prediction and control of change in
dependent variable via manipulation of the independent variable.
Indicate the change predicted (level, trend, variability) Predicted
change in pattern Level, trend, variability Research Question
Examples
Is there a functional relation between instruction to build reading
fluency and increased level of scores on reading comprehension
assessments? Walking in water = IV Improved gait for children with
gait imbalance = DV (write a research question) Is there a
functional relation between use of escape-extinction and reduction
in the level of escape-motivated food refusal? Write a research
question with something other than level as the predicted pattern
of change. Is there a functional relation between water walking
training and level of scores on thegait precision index (GPI) under
typical conditions? -trend, variability Identify: IV, DV,
Functional Relation, Expected Pattern Examples: Does functional
communication training reduce problem behavior? Is there a
functional relation between functional communication training and
reduction in the level of problem behavior for typical elementary
school students? Is time-delay prompting or least-to-most prompting
more effective in teaching self-help skills for young children with
severe intellectual disabilities? Is there a functional relation
between use of time-delay prompting versus least-to-most prompting
on the rate of skill acquisition (slope)by young children with
severe intellectual disabilities? Research Question non-
Examples
The study will provide a systematic analysis of the reduction in
stuttering by adolescents. Self-delivered consequences are a core
element of any analysis of self-determination, and will be the
focus of this research investigation. What research questions are
appropriate for single case research?
Examine effects of introducing or manipulating an independent
variable on change in one or more dependent variables. Examine
effects of alternating between two or more interventions on change
in a dependent variable. Examine effects of adding or removing a
component of a multi-component intervention on change in a
dependent variable. The Role of Conceptual Models in Design of
Single Case Research
Conceptual Model Defined A conceptual model identifies: (a) the
dependent variable, (b) the multiple contextual variables that
affect the dependent variable (c) theoretical mechanism(s) by which
the existing variable(s) in the natural setting affect the
dependent variable, and (d) the conceptual relationship among
contextual variables.(interactions) During the early to mid-1990s,
funders began increasing their emphasis on outcomes and
accountability. As a result, people began paying more attention to
TOCs and logic models and often created their own definitions of
these concepts to meet their needs. A logic model is a tactical
explanation of the process of producing a given outcome. It
outlines the program inputs and activities, the outputs they will
produce, and the connections between those outputs and the desired
outcomes. a logic model can be used to explain how that outcome
will be produced. Thus, one TOC could actually be linked to a
number of logic models, because a logic model could be constructed
to illustrate how to produce each outcome in the TOC map. The TOC
summarizes work at a strategic level, while a logic model would be
used to illustrate the tactical, or program-level, understanding of
the change process. Context Variable Valued Social Outcome: DV
Setting Conditions Distinguish between conceptual model and logic
model Variable Variable What is the value of the Conceptual
Model?
Promotes development of a program of research Improves precision of
research question Defines features of study that should be held
constant when main Independent Variable is manipulated. Guides
development of measurement Measurement of dependent variable(s)
Measurement of independent variable(s) Provides foundation for
adaptations to the study if expected results do not materialize.
Clarifies interaction effects (e.g., Cascading Logic) Cascading
Logic Intervention: Teacher Training
Change in Teacher Behavior Change in Student Behavior Avoid
Intervention: Teacher Training Change in Student Behavior Building
a Conceptual Model
Setting Conditions How is social problem defined? Context Variables
That Affect Core Variables Core The Dependent Variable (what is it?
How to measure it?) Core mechanism Core Start with your DV and
conduct backwards mapping to ID core variables/mechanisms (one
includes your intervention), context variables that affect core
variables Building a Conceptual Model
Is there a functional relation between high versus low rates of
instructional pacing and level of classroom disruption and
non-compliance? Classroom expectations defined and taught State and
Federal emphasis on academic and social success for all students
School-wide behavior support practices Classroom disruption and
non-compliance Curriculum content Instructional pacing
Opportunities to respond Rate of instructional success Write a
research question focused on the impact of changing the rate of
instructional pacing on classroom disruption. % of intervals with
verbal and/or physical aggression
Example: Bullying Peer / bystander attention for bullying Reprimand
or period of time without attention: immediate antecedent
School-wide discipline systems: __________ School-wide expectations
School-wide consequences Social rewards for appropriate behavior
Victim attention Bullying: % of intervals with verbal and/or
physical aggression Limited social initiation skills Tangible
objects Adult models Media models and video examples Self-delivered
consequences Scott Ross & Rob Horner Utah State University and
University of Oregon
Bully Prevention In Positive Behavior Support Scott Ross & Rob
Horner Utah State University and University of Oregon Elements of
Effective Bully Prevention
School-wide PBIS Data Use Bully Prevention Logic Faculty
Implementation Student Use of BP-PBIS Advanced Support Core
Features of an Effective Bully Prevention Effort
Five Student Skills For Faculty/Staff School-wide behavioral
expectations (respect) Stop routine when faced with disrespectful
behavior Bystander stop routine when observing disrespectful
behavior Stopping routine if someone tells you to stop A recruit
help routine to recruit adult help if you feel unsafe Agreement on
logic for bully prevention effort Strategy for teaching students
core skills Strategy for follow-up and consistency in responding
Clear data collection and data use process Advanced support options
social culture Predictable, consistent, positive and safe
(expectations defined, taught, acknowledged) Stop Change in the
rewards for bullying Change in likelihood of bullying Everyone can
identify respectful and non-respectful behavior Walk Talk Whole
school implementation of SWPBIS
Ross, S. W., & Horner, R. H. (2009). Bully prevention in
positive behavior support.Journal of Applied Behavior Analysis,
42(4), Three Schools Six students identified for high rates of
verbal and physical aggression toward others Whole school
implementation of SWPBIS Whole school addition of Stop-Walk-Talk
Direct observation of problem behavior on playground 72% 3.14 1.88
.88 28% increase 19% decrease BP-PBS, Scott Ross 21% increase 22%
decrease Recipients of bullying said stop 30% of the time (a 28%
increase from baseline), helped the victim walk away 13% of the
time (a 10% increase), delivered a positive response 8% of the time
(an 11% decrease), delivered a negative response 15% of the time (a
19% decrease), and delivered no response 34% of the time (a 9%
decrease). Bystanders of bullying said stop 22% of the time (a 21%
increase), helped the victim walk away 13% of the time (an 11%
increase), delivered a positive response 17% of the time (a 22%
decrease), delivered a negative response 8% of the time (a 10%
decrease), and delivered no response 41% of the time (a 1%
increase). BP-PBS, Scott Ross Build a Conceptual Model Variables,
Relationships, Mechanisms
Patterson et al Antisocial boys: Coercion Theory Engelmann &
Carnine Theory of Instruction Walker Social competence Sugai
School-wide Positive Behavior Support Examples of Conceptual
Models
Social Learning Theory: Coercion Model (Patterson et al) DV =
antisocial behavior IV = social interactions with adults Mechanism
= negative reinforcement Prediction: Adult contingent removal of
demands based on tantrum will increase likelihood of tantrum. Less
likely to make requests/ demands
Sustainable Positive Behavior Support: Building Constructive vs.
Coercive Relationships (Patterson et al) Less likely to make
requests/ demands Coercion Cycle Person A (adult) Person B (child)
2. Responds with aversive event (B) Delivery of aversive event (A)
Request, demand Scream, tantrum 3. Aversive event (A) removed or
reduced 4. Aversive event (B) removed Remove request Stop
scream/tantrum More likely to scream when demand is made
Sustainable Positive Behavior Support: Building Constructive vs.
Coercive Relationships More likely to scream when demand is made
Coercion Cycle Person A (adult) Person B (child) 2. Responds with
aversive event (B) Delivery of aversive event (A) Request, demand
Scream, tantrum 3. Aversive event (A) removed or reduced 4.
Aversive event (B) removed Remove request Stop scream/tantrum More
likely to remove demand when tantrum occurs
Sustainable Positive Behavior Support: Building Constructive vs.
Coercive Relationships More likely to remove demand when tantrum
occurs Coercion Cycle Person A (adult) Person B (child) 2. Responds
with aversive event (B) Delivery of aversive event (A) Request,
demand Scream, tantrum 3. Aversive event (A) removed or reduced 4.
Aversive event (B) removed Remove request Stop scream/tantrum
Effects of Coercion Model (Behavioral Mechanisms: Positive
punishment, Negative reinforcement)
Parent teaches child to tantrum Child teaches parent to Decrease
demands Remove demands The use of aversive events within a
self-regenerating cycle. Application to family dynamics Application
to school (teacher/student) dynamics Application to personal
relationships Diagram Conceptual Model
Child Tantrum Adult removal of demand given tantrum Adult delivery
of a request/ demand to do a non-preferred behavior Dependent
Variable: 1. Likelihood of a tantrum following an adult request
Child Compliance Adult delivery of rewards given compliance
Lucyshyn et al., 2013 Conceptual Model: First Step to Success
(Walker)
K-3 Intervention Identify student with problem behavior Attach a
first step coach Teaching appropriate behavior Prompts appropriate
behavior Reward appropriate behavior Redirects problem behavior
Remove attention for problem behavior Establish group contingencies
Apply additional consequences for problem behavior Use Red
Card/Green Card to transfer control to teacher Direct observation
of fidelity and impact to guide adaptation Conceptual Model: First
Step to Success Rate of Praise from Teacher
Adult Attention Disruptive Behavior Task Difficulty Peer Prompts
Rate of Praise from Teacher Teacher attention Dependent Variable:
(a) Level of disruptive behavior, (b) academic engagement Peer
Attention Academic Engagement Escape from Tasks Build a conceptual
model for the following research question?
Is there a functional relation between improved level of oral
reading fluency and immediacy of instructional feedback? Repeated
Reading: students are asked to read short and meaningful passages
until the desired level of fluency is achieved for that passage.
Students should be timed and receive systematic, corrective
feedback from their teacher during repeated reading. Peer-assisted
learning strategies (PALS; L. S. Fuchs, Fuchs, Kazdan, & Allen,
1999; Mathes & Babyak, 2001): two students are paired together
and asked to play the role of either the coach or the student. When
the student reads, the coach listens and provides corrective
feedback. Tape-assisted reading: students are asked to read a
passage along with an audio-recording of the passage. Students may
perform this task with a teacher or independently. Slide and Glide:
the teacher reads the first portion of a sentence and then the
student finishes the sentence. This process is repeated throughout
an entire passage. Application Using a research area of interest to
you
Build conceptual model Define one or more research questions
Summary Research Questions Conceptual Model/Conceptual Logic
Include prediction of pattern of responding Conceptual
Model/Conceptual Logic Define core conceptual variables to improve
precision and flexibility