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
• Four Elements:
Assumption:
You are all excellent at writing
research questions. You were
funded. This is more about
training new scholars
• 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 “water
walking training” and level of scores on the “gait
precision index” (GPI) under typical conditions?
• Is there a functional relation between use of escapeextinction and reduction in the level of escape-motivated
food refusal?
Identify: IV, DV, Functional Relation, Expected Pattern
• Write a research question with something other than “level”
as the predicted pattern of change.
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?
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)
Variable
DistinguishSetting
between
“conceptualConditions
model” and
“logic model”
Context
Variable
Variable
Valued
Social
Outcome
: DV
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
Core
Setting
Conditions
How is
social
problem
defined?
Context
Variables
That
Affect
Core
Variables
The
Dependent
Variable
Core
mechanism
Core
(what is it?
How to
measure
it?)
Building a Conceptual Model
Classroom
expectations
Is there a functional relation between
high versus low rates
defined and
of instructional pacing and level
of classroom disruption
taught
State and
Federal
emphasis
on
academic
and social
success for
all students
and non-compliance?
Schoolwide
behavior
support
practices
Curriculum
content
Instructional
pacing
Classroom
disruption
and noncompliance
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.
Example: Bullying
School-wide
discipline
systems:
__________
School-wide
expectations
Reprimand or
period of time
without attention:
immediate
antecedent
Limited social
initiation skills
School-wide
consequences
Adult models
Social
rewards for
appropriate
behavior
Media models and
video examples
Peer /
bystander
attention
for
bullying
Victim
attention
Tangible
objects
Self-delivered
consequences
Bullying:
------------% of
intervals
with verbal
and/or
physical
aggression
Scott Ross & Rob Horner
Utah State University and University of Oregon
www.pbis.org
14
Elements of Effective Bully Prevention
School-wide PBIS
Faculty
Implementation
Student Use of
BP-PBIS
Data Use
Advanced
Support
Bully Prevention Logic
15
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
16
Predictable, consistent, positive and safe
social culture
(expectations defined, taught, acknowledged)
Stop
Everyone can
identify
“respectful”
and nonrespectful
behavior
Walk
Talk
Change in the
rewards for
bullying
Change in
likelihood of
bullying
Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior
support. Journal of Applied Behavior Analysis, 42(4), 747-759.
• 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
18
72%
3.14
1.88
.88
19
Baseline
BP-PBS
50%
19% decrease
40% 28% increase
30%
20%
BP-PBS, Scott Ross
No Response
Negative
Response
(crying/fighting
back)
"Walk"
0%
Positive Response
(laughing/cheering)
10%
"Stop"
Probability of Response
Conditional Probabilities of Victim Responses to Problem
Behavior
20
Conditional Probabilities of Bystander Responses to
Problem Behavior
50%
40%
BP-PBS
22% decrease
21% increase
30%
20%
BP-PBS, Scott Ross
No Response
Negative
Response
(crying/fighting
back)
"Walk"
0%
Positive Response
(laughing/cheering)
10%
"Stop"
Probability of Response
Baseline
21
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.
Sustainable Positive Behavior Support:
Building Constructive vs. Coercive Relationships (Patterson et al)
• Coercion Cycle
Person A (adult)
1. Delivery of aversive
event (A)
Request, demand
3. Aversive event (A)
removed or reduced
Remove request
Less likely to
make requests/
demands
Person B (child)
2. Responds with
aversive event (B)
Scream, tantrum
4. Aversive event (B)
removed
Stop scream/tantrum
Sustainable Positive Behavior Support:
Building Constructive vs. Coercive Relationships
• Coercion Cycle
Person A (adult)
1. Delivery of aversive
event (A)
Request, demand
3. Aversive event (A)
removed or reduced
Remove request
More likely to
scream when
demand is made
Person B (child)
2. Responds with
aversive event (B)
Scream, tantrum
4. Aversive event (B)
removed
Stop scream/tantrum
Sustainable Positive Behavior Support:
Building Constructive vs. Coercive Relationships
• Coercion Cycle
Person A (adult)
1. Delivery of aversive
event (A)
Request, demand
3. Aversive event (A)
removed or reduced
Remove request
More likely to
remove demand
when tantrum
occurs
Person B (child)
2. Responds with
aversive event (B)
Scream, tantrum
4. Aversive event (B)
removed
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
Adult delivery
of a request/
demand to do
a nonpreferred
behavior
Child
Tantrum
Child
Compliance
Adult
removal of
demand
given
tantrum
Adult
delivery of
rewards
given
compliance
Dependent
Variable:
1. Likelihood
of a tantrum
following an
adult request
Lucyshyn et al., 2013
Conceptual Model:
First Step to Success (Walker)
• First Step To Success
• 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
Function
Escape
Identified
Problem
Behavior/
Referral
First Step
1. Approp.
behavior =
Attention
(adult &
peer)
2. Prob.
behavior =
remove
adult/peer
attention
F
F FBA
Permanent
iiproduct
review
rr
Teacher
interview
s(FACTS)
s
Attention
Direct
ttObserv.
F
S
S
A
B
FBA Indicated
Interventions
Remove/neutralize
antecedent; teach
functional alt.;
provide escape for
approp. behavior;
remove escape for
problem behavior
Remove/neutralize
antecedent; teach
functional alt.;
provide attention for
approp. behavior;
remove attention for
problem behavior
Outcomes
Decrease
Problem
Behavior
Increase
Academic
Engagement
Adult
Attention
Task Difficulty
Disruptive
Behavior
Peer Prompts
Peer
Attention
Rate of Praise
from Teacher
Teacher
attention
Academic
Engagement
Escape
from Tasks
Dependent
Variable:
(a) Level of
disruptive
behavior, (b)
academic
engagement
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?
Application
• Using a research area of interest to you
• Build conceptual model
• Define one or more research questions
Summary
• Research Questions
• Include prediction of pattern of responding
• Conceptual Model/Conceptual Logic
• Define core conceptual variables to improve precision and flexibility