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PSYC 306 > Ch. 14: Single-Subject Designs > Flashcards

Ch. 14: Single-Subject Designs Flashcards

1
Q

what is needed for single-subjects designs to qualify as experiments

A

these designs must include manipulation of an independent variable and control of extraneous variables to prevent alternative explanations for the results

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2
Q

single-subjects designs

A

experimental research designs that use the results from a single participant to establish the existence of cause-and-effect relationships

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3
Q

how was the single-subjects design developped?

A

it was developed by behaviourists examining operant conditioning

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4
Q

goal of single-subjects designs

A

to identify cause-and-effect relationships between variables

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5
Q

single-subject designs incorporate elements of _____

A

descriptive case studies and quasi-experimental time-series designs

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6
Q

baseline

A

there is a clear measure of baseline behaviour before administering treatment

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7
Q

repeated observations

A

multiple measures are obtained during baseline and each treatment condition to ensure that outside factors are not influencing behaviour until the researcher intervenes and changes to the next treatment condition

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8
Q

what is needed for the success of a single-case design?

A

the series of observations/measurements during the baseline and each treatment must be stable

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9
Q

replication

A

if results show a clear change in behaviour when the researcher changes the treatment condition, the same change must be demonstrated a second time before the researcher can conclude the change in treatment is responsible for causing the change in behaviour

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10
Q

evaluating results from a single-case study

A

Presentation and interpretation of results from a single-case experiment are based on visual inspection of a simple graph of the data

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11
Q

Two reasons for skepticism concerning the results of single-case studies

A
  • There is no control over extraneous variables
  • The results may simply be due to chance
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12
Q

phase

A

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

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13
Q

baseline observations

A

the observations made when no treatment is being administered

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14
Q

annotation of baseline observations

A

A series of baseline observations is called a baseline phase and is identified with the letter A

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15
Q

treatment obseravtions

A

the observations made when treatment is being administered

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16
Q

annotation of treatment observations

A
  • A series of treatment observations is called a treatment phase and is identified by the letter B
  • When a study contains two or more distinct treatments, B identifies the first treatment condition, and C, D, and so on identify other treatments
  • When a study contains modifications of the basic treatment B, the different modifications are called B₁, B₂, etc.
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17
Q

level

A

the magnitude of the participant’s response

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18
Q

trend

A

a consistent increase or decrease in the magnitude of behaviour across the series of observations that make up the phase

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19
Q

stability

A

the degree to which the observations show a pattern of consistent level or consistent trend

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20
Q

can stable data show variations?

A

Stable data may show minor variations from a perfectly consistent pattern but the variations should be relatively small and the linear pattern clear

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21
Q

dealing with unstable data

A
  • Keep making observations and hope that the data will stabilize and reveal a clear pattern
  • Average a set of two or more observations
  • Look for patterns within the inconsistency
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22
Q

length of phases

A
  • To establish a pattern, a phase must consist of a minimum of three observations
  • Typically, 5-6 observations are necessary to determine a clear pattern
  • When high variability exists, you should make additional observations
23
Q

phase change

A

involves changing the conditions, usually by administering or stopping a treatment

24
Q

goal of a phase change

A

to demonstrate that adding or removing a treatment produces a noticeable change in behaviour

25
Q

when is a phase change not appropriate?

A
  • When data in a baseline phase show a trend indicating improvement,
  • This can result in ambiguous results
26
Q

when does the researcher have an obligation to begin the treatment?

A
  • If the baseline data indicate a high level of dangerous or threatening behaviour
  • If the behaviour is brought under control during a treatment phase, the researcher can consider resuming the experiment by changing back to a baseline phase
27
Q

when should a researcher stop or modify the treatment?

A

If a treatment appears to produce an immediate and severe deterioration in behaviour, the researcher/clinician should stop, change, or modify the treatment immediately

28
Q

appropriate vs. necessary phase changes

A
  • If the responses establish a clear pattern, a change is appropriate
  • If the responses indicate a serious problem, a change is necessary
29
Q

4 visual inspection techniques

A
  • change in average level
  • immediate change in level
  • change in trend
  • latency change
30
Q

change in the average level

A

involves comparing the average levels of behaviour between phases

31
Q

immediate change in level

A

involves comparing the last data point in one phase with the first data point in the following phase

32
Q

change in trend

A

involves assessing whether the trend observed in one phase is noticeably different from the trend in the previous phase

33
Q

latency of change

A

involves assessing whether the data show a large, immediate change in pattern

34
Q

what is the most convincing evidence for a difference between phases?

A

latency of change

35
Q

reversal design

A

consists of a series of phases, including baseline phases followed by a treatment phase and at least one replication of a baseline followed by a treatment

36
Q

what is the most commonly used reversal design?

A

ABAB design

37
Q

ABAB design

A

consists of a baseline, treatment, return to baseline, and second treatment phase

38
Q

goal of the ABAB design

A

to demonstrate that the treatment causes changes in the participant’s behaviour by showing that:
1. The pattern of behaviour in each treatment phase is different from the pattern in each baseline phase
2. The changes in behaviour from baseline to treatment and from treatment to baseline are the same for each of the phase-change points in the experiment

39
Q

limitations of the ABAB design

A
  • Its credibility depends largely on the reversal (return to baseline)
  • Withdrawing treatment may not result in a change in behaviour
  • This means that it is not appropriate to evaluate treatments that are expected to have a permanent or long-lasting effect
  • The ethical question of withdrawing a successful treatment
40
Q

variations on the ABAB design

A
  • The exact sequence of baseline and treatment phases often evolves during the study, creating an unlimited number of potential designs
  • Not every potential phase sequence qualifies as an experimental design
  • To qualify as an experiment, a study must consider alternatives and eventually produce one unambiguous explanation for the results
41
Q

multiple-baseline design

A

begins with two simultaneous baseline phases. A treatment phase is initiated for one of the baselines while baseline observations continue for the other. At a later time, the treatment is initiated for the second baseline

42
Q

multiple-baseline across subjects

A

when the initial baseline phases correspond to the same behaviour for two separate participants

43
Q

multiple-baseline across behaviours

A

when the initial baseline phases correspond to two separate behaviours for the same participant

44
Q

multiple-baseline across situations

A

when the initial baseline phases correspond to the same behaviour in two separate situations

45
Q

component-analysis design

A

consists of a series of phases in which each phase adds or subtracts one component of a complex treatment to determine how each component contributes to the overall treatment effectiveness

46
Q

Two main strategies for conducting a component-analysis design

A
  • Component analysis with a reversal design
  • Component analysis with a multiple-baseline design
47
Q

component analysis with a reversal design

A

Involves a return to baseline followed by a second demonstrating the treatment effect

48
Q

phases of the component analysis with a reverse design

A
  1. Baseline phase
  2. A series of phases adding treatment components one by one
  3. Return to a baseline phase
  4. Repeat the series of phases adding treatment components
49
Q

variations on the component analysis with a reversal design

A

It is also possible for it to add one component, return to baseline, add a different component, and then return to baseline

50
Q

component analysis with a multiple-baseline design

A

Replicates the demonstration of a treatment effect by repeating the effect for a different participant (or behaviour or situation) at a different time

51
Q

goal of the multiple-baseline design

A

to show that the treatment causes a change in behaviour

52
Q

criteria for a successful multiple-baseline design

A
  • There is a clear and immediate change in the pattern of behaviour when the researcher switches from a baseline to a treatment phase
  • The design includes at least two demonstrations that behaviour changes when the treatment is introduced
53
Q

strength of the multiple-baseline design

A

It eliminates the need for a reversal or return-to-baseline phase, making it well-suited for evaluating treatment effects that are permanent or long-lasting

54
Q

weaknesses of the multiple baseline design

A
  • It can be difficult to identify similar but independent behaviour
  • The clarity of the results can be compromised by individual differences between participants or behaviours

PSYC 306 (17 decks)

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