Evidence-Based School Counseling Conference

Single-Subject Research Design to Assess the Efficacy of Interventions

April Dominguez, PhDAssistant Professor – CAFS

Cal State University - Bakersfield

Gene Eakin PhDSchool Counseling Program Lead

Oregon State University

SSRD: Primary Features

Two basic approaches to experimental research

1. Group designsA. Experimental – Control & Experimental

GroupsB. Quasi-experimental

2. Individual designsA. Case study, e.g., FBA B. Experimental designs

Purpose of experimental SSRD:Establish that behavior change occurred as a result of the introduction of the intervention

SSRD: Primary Features

1. Use results from a single participant, a dyad, a group, or a system

2. Systematic repeated, and multiple observations of one or more dependent variables during baseline & treatment phases

3. Systematically applying & sometimes, withdrawing or varying the independent variable/intervention.

4. Dependent variable must be a valid indicator of treatment effectiveness.

5. Treatment goal can consist of cognitions, affective reactions, behaviors, physiological responses or personality characteristics. (Heppner, 2008)

SSRD: Conducted in Phases

a phase is a series of observations of the same individual under the same conditions

when no treatment is being administered, the observations are called baseline observations; a series of baseline observations is called a baseline phase and is identified by the letter A

when a treatment is being administered, the observations are called treatment observations. A series of treatment observations is called a treatment phase and is identified by the letter B.

Phases & Phase Changesa consistent level occurs when series of

measurements are all approximately the same magnitude; in a graph, the series of data points cluster around a horizontal line

a consistent trend occurs when the differences from one measurement to the next are consistently in the same direction and are approximately of the same magnitude; in a graph the series of the data points cluster around a sloping line

A-B Design

“A” Baseline phase• No intervention is applied to student;• Frequency,

intensity and/or duration is measured;• How many

minutes a student is out of his/ her seat during a 20 minute period

“B” Intervention phase• Intervention is

applied to student;• Baseline and

intervention periods are compared to assess improvement in some

aspect of student’s functioning

Linda Foster presentation at 2007 ASCA in Denver, CO

A-B Design

D 1 D 2 D 3 D 4 D 5 D 6 D 7 D 8 D 90

1

2

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Series 1Series 2Column1

PSCs: Factors Influencing Use

1. How are students different because of what counselors do?

2. Interventions can be individualized for each student or group of students. (Linda Foster presentation at 2007 ASCA in Denver, CO)

3. Allows for immediate evaluation of the effects of an intervention

Provides school counselors with evidence to use in advocating for better student – counselor ratios.

Gene Eakin – OSCA Advocacy Presentations

Implementation of Research

1. Current Observations2. Determine the Problem3. Ask the Question4. Create a hypothesis5. Determine the research design you will

use6. Recruit and select participants7. Implement study8. Analyze results9. Use results to make curriculum/policy

change

Current Observations

35 % Students failing freshman Algebra

90% of those freshman were doing well in other classes

Interviews with students and parents suggested that testing anxiety, specifically in math, seemed to be their biggest barrier to their academic progress

ProblemLongitudinal Impact of Math Anxiety

includes lower student math achievement, an avoidance of majors that involve large amounts of math, and students who choose career paths that require less mathematics

(Ashcroft & Moore, 2009; Hembree, 1990; Ma, 1999)

Problem: STEM

The push for STEM (science, technology, engineering, and math) throughout our educational system is growing, thus increasing the need for intervention strategies with our youth who experience math anxiety.

(Furner & Duffy, 2002)

Research Question

What is the impact of a 12- session Mindfulness-Based

Cognitive Therapy protocol on math anxiety in adolescents?

MBCT-C

Still in its emerging stages of research

Demonstrates efficacy as a promising intervention for students who suffer from mild to severe psychological and behavioral disorders

(Semple et al., 2010)

Hypothesis

H1- Mindfulness Based Cognitive Therapy for Children decreases feelings of mathematics anxiety in adolescent students.

Ho- Mindfulness-Based Cognitive Therapy for Children has no impact on the feelings of mathematics anxiety in adolescent students.

Methodology: Research Design

Non-concurrent multiple baseline experimental research design across three subjects.

This research design is encouraged in the field

of education and other professions where applied research is needed to empirically prove results.

(Foster, Watson, Meeks, & Young, 2002; Gast & Ledford, 2010; Watson & Workman, 1981 )

Recruit Participants

The researcher requested from teachers in her school referrals of students who suffer from “high math anxiety.” The participants in this study were the first three students referred to the counselor who met the following criteria:

(1) pre-experimental screening score of 229 on MARS-A

(2) enrolled in the 9th or 10th grade (3) not currently receiving medication and/or

psychotherapy for an anxiety disorder (4) absent no more than once in the previous 30

calendar days (5) consent (6) not on an Individualized Education Plan

Treatment Protocol

Individually attended sessions of MBCT-C ◦Approximately 45 minutes in length◦Twice per week ◦Over the course of 6 weeks ◦Total of 12 sessions

The content for each session is Semple and Lee’s (2011) MBCT-C

manual.

Data Analysis

Conducted using visual analysis and calculating the percentage of non-overlapping data

(Gast & Ledford, 2010; Parker, Hagan-Burke, & Vannest, 2007)

Visual Analysis

1. Identifying level◦Within phases◦Between phases

2. Identifying trend◦Improving, deteriorating, or flat-line◦Consistent or non-consistent

(Gast & Ledford, 2010)

Percentage Non-Overlapping Data

Data that are above the baseline measurement

Calculated by 1) Identifying the highest baseline point2) Count the number of intervention points that

exceed the baseline point (non-overlapping)3) Calculate the proportion of non-overlapping

points to the total number of intervention points

(Parker, Hagan-Burke, & Vannest, 2007)

Results

Visual analysis for the data reported by all participants showed a consistent, improving trend during the intervention phases

The percentage of non-overlapping data supported the visual analysis trend

Discussion: Hypothesis

Mindfulness-Based Cognitive Therapy for Children decreases feelings of mathematics anxiety in adolescent students. ◦Supported by the data

These findings seem to suggest a need for interventions that can be

used by professional school counselors to treat math anxiety in

adolescents.

Make Change

Redesign teaching structureLook at more support for

students with math anxietyLook at how math anxiety

developed

Challenges: SSRD process

Design selection◦Manualized approach◦Assessment intruments

Participant selection◦Consents◦TIME!

Implementation◦Attendance◦Program buy in◦Follow up

Benefits of SSRD Design

Evidence for changeRelationships with studentsLearn about curriculum and

processDevelop efficacy in the field and

on the school campus (we do more than schedule!)

Helping the students!

Implications for School Counselors

◦Professional school counselors (PSCs) are tasked with increasing student interest in STEM careers.

◦PSCs use SSRD designs to evaluate specific interventions.

◦PSCs build the case for the hiring of more PSCs.

Resources

Go to ScholarsArchive@osu and Enter: ◦ April Dominguez - School counselor's role

with emotive factors : a quantitative investigation of school counseling program use of mindfulness-based cognitive therapy for children

◦ Heather Hadraba - The use of motivational interviewing within school counseling programs for academically unmotivated eighth grade students