Single Subject Designs Adv. Experimental Methods & Statistics PSYC 4310 / COGS 6310 Michael J. Kalsher Department of Cognitive Science PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2012, Michael Kalsher 1 Outline • Introduction to Single-Subject Methodology • Applied Behavior Analysis – Single-Subject Designs • Reversal Design • Multiple Baseline Design • Optional outside assignment PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 2 Single-Subject Research Designs Most often used in applied fields of psychology, education, and human behavior in which the subject serves as his/her own control, rather than using another individual/group. Sensitive to individual organism differences as compared to group designs which are sensitive to group averages. Useful for evaluating the effects of a variety of interventions in applied research. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 3 Single-Subject Research Designs Performance Especially useful in situations where averaging together the performance of individuals might produce a misleading picture of the phenomenon under investigation. Time Example: Averaging the data of a group of participants in a one-trial learning experiment might produce a smooth learning curve like the one above. An examination of each participant’s data would instead show an abrupt change from no learning to 100% performance, but at different points in time during the experiment. The learning curve presented here thus provides a false picture of how learning is actually taking place. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 4 The Logic of Single-Subject Experiments Conventional experimental designs • Are strategies for dealing with unwanted variation in performance. • Attempt to eliminate all sources of systematic variation other than that produced by the experimental manipulation and then use design techniques (random assignment) and statistical techniques to filter out sources of unsystematic variance. Single-subject experimental designs • Address the signal-noise problem by identifying the sources of uncontrolled variance and then controlling these variables in the experiment. • Sometimes termed “steady-state methodologies” because they compare the effects of an experimental manipulation to some baseline steady state in the same individual. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 5 Applied Behavior Analysis: Putting Single-Subject Methodology to Work Defined as the science of applying experimentally derived principles of behavior, including single-subject methodologies, to improve socially significant behavior. Behaviors are defined in observable and measurable terms in order to assess change over time. The behavior is analyzed within the environment to determine what factors are influencing the behavior. ABA contributes to solving important real-world problems in a number of domains, including: developmental disabilities, mental illness, education and special education, rehabilitation, community psychology, clinical psychology, business and industry, self-management, child management, sports psychology, health psychology, and gerontology. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 6 Behavioral Principles: Functional definitions Reinforcement: Procedures that result in an increased probability of responding. Punishment: Procedures that result in a decreased probability of responding (usually temporary). Apply vs. Remove; Appetitive vs. Aversive Positive reinforcement ($ for weight loss) Negative reinforcement (Nag until he picks up his socks) Positive punishment (Speeding ticket, scoldings) Negative punishment (take the keys to the family car) PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 7 A-B One baseline and one treatment phase. Not a true research design . A-B-A-B Reversal Two (or more) baseline phases for the same Design behavior of one subject. Multiple-Baseline Baseline and treatment phases for two or more (Across Behaviors) different behaviors of one subject. Treatment is staggered across behaviors . Multiple-Baseline Baseline and treatment phases for the same (Across Subjects ) behavior of two or more subjects. Treatment is staggered across subjects . Multiple-Baseline Baseline and treatment phases for the same (Across Settings ) behavior of the same subject in two or more settings. Treatment is staggered across setting s . Changing Criterion A baseline phase and treatment phase for one Design subject. In the treatment phase, there are progressive performance criteria or increasing goal levels of the behavior . A Summary of Single-Subject Research Designs Source: Miltenberger, R.G. (2001). Behavior modification: Principles and procedures. Belmont, CA: Wadsworth. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 8 A-B Design: Decreasing Smoking Number of cigarettes smoked during baseline and following an intervention in which a person agreed to smoke one fewer cigarette per day every second day. Source: Miltenberger, R.G. (2001). Behavior modification: Principles and procedures, 2nd ed. Belmont, CA: Wadsworth. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 9 A-B Design: Increasing Time Spent Studying Hours of studying during baseline and following an intervention in which a a behavioral contract was used to increase the amount of time a student spent studying. Source: Miltenberger, R.G. (2001). Behavior modification: Principles and procedures, 2nd ed. Belmont, CA: Wadsworth. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 10 A-B-A-B Design The effect of a teacher’s demands on a mentally retarded adolescent’s aggression. The observed pattern of behavior changes makes it unlikely that any other variable caused the behavior to change. Source: Miltenberger, R.G. (2001). Behavior modification: Principles and procedures, 2nd ed. Belmont, CA: Wadsworth. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 11 Multiple-Baseline Across Behaviors The occurrence of four different social behaviors exhibited by a shy adolescent during baseline and following a social skills training program. Note that behavior change occurs only after the intervention is applied. Source: Miltenberger, R.G. (2001). Behavior modification: Principles and procedures, 2nd ed. Belmont, CA: Wadsworth. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 12 Multiple-Baseline Across Subjects The percentage of time that four ER nurses wear protective gloves when examining patients. The intervention, comprised of feedback from their supervisor, is staggered over time and results in an increase in the glovewearing behavior for each of the four nurses. Note that behavior change occurs only after the intervention is applied. Source: Miltenberger, R.G. (2001). Behavior modification: Principles and procedures, 2nd ed. Belmont, CA: Wadsworth. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 13 Multiple-Baseline Across Settings Percentage of intervals of disruptive behavior by a student during baseline and treatment (a revised curriculum) in two settings: a morning class (a.m.) and an afternoon class (p.m.). Note that behavior change occurs only after the intervention is applied. Source: Miltenberger, R.G. (2001). Behavior modification: Principles and procedures, 2nd ed. Belmont, CA: Wadsworth. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 14 Changing Criterion Design: Decreasing caffeine consumption Caffeine consumption decreased to a level below the criterion each time the criterion was lowered. Source: Miltenberger, R.G. (2001). Behavior modification: Principles and procedures, 2nd ed. Belmont, CA: Wadsworth. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 15 Applying Single-Subject Methods to LargeScale Systems: Increasing Safety-Belt Use Media campaigns employing incentives or disincentives to promote safety belt use were studied by applying an ABA reversal design at two large naval bases with safety belt use mandates in effect. The base police delivered each type of intervention by issuing warning tickets for the disincentive program or by entering the license plate numbers of vehicles with drivers buckled up in a prize drawing for the incentive program. At one navy base (daily traffic volume = 75,000 vehicles), use of safety belts increased from a baseline of 51% (33,173 observations) to 61.% (28,517 observations ) during the 4-week incentive phase. At the other base (daily traffic volume = 46,000 vehicles), the baseline belt use of 55% (17,221 observations), increased to 79% (18,305 observations) during the 3-week disincentive phase. Kalsher et al. (1989). Safety belt promotion on a naval base: A comparison of incentives vs. disincentives. Journal of Safety Research, 20, 103-113. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 16 Promotional Materials: PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher Incentive Program 17 Promotional Materials: PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher Disincentive Program 18 PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 19 Applying Single-Subject Methods to Increase Recycling on a University Campus Rapid declines in available landfill space have sparked interest in recycling programs focused on increasing the quantity of materials recycled. The focus on quantity, rather than quality, has produced a glut of paper which currently comprises nearly 40% of all solid waste produced each year in the U.S. Recycling facilities are selective with regard to the paper materials they accept because contaminants reduce the recyclability of the collected materials. A “low-tech” sort separation intervention was used to decrease contaminants in recyclable paper collected from four campus buildings. A multiple baseline design across settings was used to evaluate the intervention, that consisted of an educational pamphlet, interactive group discussion, attention-getting posters, and environmental arrangement of color-coded paper collection bins. Following the intervention, the percentage of correctly sorted paper increased from 25.5% during baseline to 83.5%. The results show that “low-tech” interventions can be used successfully to improve paper recycling practices in office settings. Kalsher et al. (1989). Promoting recycling behavior in office environments. Proceedings of the Human Factors and Ergonomics Society, 37, 484-488. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 20 PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 21 PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 22 Applying Single-Subject Methods to Treat Chronic Pain This study assessed the covariation of behaviors associated with chronic pain within and across behavioral and drug approaches to treatment. Problems of screaming and five other behaviors were measured across conditions of varying behavioral contingencies and varying administration (time since medication and dosage) of Parsidol during attempts to treat the muscle pain of a 24-year-old male with dystonia musculorum deformans. Results indicated that: (a) pain behaviors covaried during behavioral and drug conditions even though the behavioral intervention only targeted screaming; (b) effects were greater on non-targeted behaviors during periods that followed rather than preceded drug administration; and (c) in contrast to behavioral observation data, physiological measures of neuromuscular activity (EMG) did not differ across conditions. These results suggest that functional responseresponse relationships exist in patients as the result of their illness experience. Kalsher et al. (1985). Behavioral covariation in the treatment of chronic pain. Journal of Behavior Therapy & Experimental Psychiatry, 16, 331-339.. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 23 PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 24 PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 25 Applying Single-Subject Methods to Treat Self-Injurious Behavior This research systematically investigated environmental correlates of selfinjurious behavior (SIB) which were later used as the basis for treatment. Specifically, developmentally disabled subjects were exposed to a series of conditions designed to identify factors that maintain SIB: attention contingent on self-injurious behavior (positive reinforcement), escape from or avoidance of demands contingent on SIB (negative reinforcement), along (automatic reinforcement), and play (control). Results showed that each subject’s SIB occurred more frequently in the demand condition, suggesting that the behavior served an avoidance or escape function. Treatment was comprised of extinction plus reinforcement for tolerance of medical examination procedures that would accompany ophthalmologic surgery to reattach retinal tissue destroyed by the subject’s selfinjury. Results showed that the treatment was successful in eliminating SIB and that its effects transferred across eight new therapists and three physicians. Iwata et al. (1990). Experimental analysis and extinction of self-injurious escape behavior. Journal of Applied Behavior Analysis, 23, 11-27. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 26 Functional Assessment: Identifying the causes of behavior Percentage of 10-sec intervals of self-injurious behavior as a function of environmental conditions. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 27 PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 28 Applying Single-Subject Methods to Investigate Environmental Determinants of Alcohol Consumption Two field experiments were conducted to examine situational determinants of alcohol consumption at university fraternity parties. During these parties, individual drinking rates of beer and mixed drinks, or beer only, were monitored under varying environmental conditions. When exiting the parties, students’ blood alcohol concentrations (BACs) were obtained with a breathalyzer. The purpose of the research was to assess the impact of environmental features on drinking behavior and subsequent intoxication. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 29 Experiment 1: Assessing the influence of labeling practices on drinking In the first experiment, participants attended two different parties. At the first party, three types of beer (Budweiser, Bud Light, and LA) were available in kegs labeled “A”, “B”, and “C”. At the second party, the three kegs were labeled according to beer content (i.e., Budweiser, Bud Light, and LA). Results showed significant differences in drink choice across parties, depending on how the beer kegs were labeled. Blind taste-test results PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 30 Students’ beverage choices and drinking rates differed as a function of labeling condition. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 31 Experiment 2: Assessing the influence of drink delivery format In Experiment 2, the alcoholic beverages available to student of legaldrinking age at the party (mixed drinks and beer) were served either by bartenders or served by themselves. Male and female beer drinkers assigned to the “Self-Serve” condition drank at a higher rate and consumed more of their preferred beverage type than did those drinkers served by a bartender, or by those consuming mixed drinks in the self-serve condition. This increase was highest for male partiers. Male and female mixed drink consumers assigned to the Self-Serve condition drank at the lowest rate and consumed the least amount of their preferred beverage type. PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 32 Experiment 2: Assessing the influence of drink delivery format M = .119 M = .105 M = .088 M = .067 PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher 33 Optional Assignment Identify a behavior, or behaviors, that you would like to change in yourself, or another person. Design a measurement system and assess the baseline rate of the behavior for at least one week, then implement an intervention based on reinforcement, NOT punishment principles. Continue to collect data on the behavior to assess any changes. Finally, write-up the “study” and submit it for grading. It should contain an introduction to the problem, a method section, a results and discussion section, with relevant graphs, and at least three references from peerreviewed journals. 34 PSYC 4310/6310 Advanced Experimental Methods and Statistics © 2011, Michael Kalsher