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Chapter 11 Single-subject experimental research
Suggested Activities
The Chapter 11 content will appeal directly to the special education and counseling and clinical
psychology students. Speech and language specialists also tend to have experience with these designs.
The activities and references below, however, can help all students see broader applications for single-
subject designs.
1. One challenge students face when we get to Chapter 11 is that we focused most of our
research questions and hypotheses on the notion we were looking at groups in research. It is
helpful to take a bit of time to discuss examples of research questions that are suited for
single subject designs and those that are not. Use the following examples as an activity to
start discussion of Single Subject Research. These questions are found in a handout form in
the Appendix. Students will need about 8-10 minutes and it works well to have them work in
pairs.
Handout 11.1
Determine if each of these general questions could be addressed in a single subject design. If
so, how might be the study conducted? Please draw a representation of one proposed design.
1. Do students who sit at tables in science class achieve more than those who sit in desks?
2. Do students taught physics through direct instruction learn more than those taught
through experiential learning?
3. Does providing students recess decrease out of seat behaviors?
4. Does providing students web-based practice increase math fluency?
5. Does structured peer-tutoring benefit second language vocabulary?
Handout 11.1 (Some thoughts to guide the discussion)
Determine if each of these general questions could be addressed in a single subject design. If
so, how might be the study conducted?
1. Do students who sit at tables in science class achieve more than those who sit in desks?
2. Do students taught physics through direct instruction learn more than those taught
through experiential learning?
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3. Does providing students recess decrease out of seat behaviors?
4. Does providing students web-based practice increase math fluency?
5. Does structured peer-tutoring benefit second language vocabulary?
2. As with the between-group designs it is a good idea to start with a single topic area and
work through all of the designs with one example. This really allows students to see the
connections among the designs. Again, as with the group designs, such an exercise also
allows for clear discussion of validity threats. Unless your class includes ONLY special
3. Next, I also allow students to work in groups to work through another example. Have
students generate how a study could be conducted for all types of designs. Some topics to
consider follow.
a. Participation in class, increased silent study time, and tardiness are all topics that
work well for this activity.
b. A performance skill or domain, such as those found in exercise and training or
workforce settings, also work well to demonstrate behavioral interventions.
4. The text mentions that single-subject designs have been given more attention recently as
viable alternatives to group experimental designs. The following references review the
use of single-subject designs in several fields. In most of these articles the benefits of
single subject designs and some limitations of group designs in each discipline are
discussed. All four of these articles present a position that most students, even those with
limited discipline-based prior knowledge, will easily understand.
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Callahan, C., & Barisa, M. T. (2005). Statistical process control and rehabilitation
outcome: The single-subject design reconsidered. Rehabilitation Psychology, 50(1), 24-
33.
5. Some references to support single-subject designs and class activities are presented below.
Campbell (2003) presents a synthesis of research on autism since the late 60’s that has used
single-subject designs. Special educators and school psychologists, as well as others in your
class, will recognize the individuality of symptoms that autistic children often present, so the
topic area lends itself well to discussing single-subject designs. The article summarizes that
literature well. Campbell presents a listing of all the journals he hand-searched as part of the
methodology for the study. This list of journals is a valuable resource of models for those
interested in conducting a single-subjects study. The article also addresses some of the validity
threats inherent in the studies in the synthesis and can provide a clear connection between design
and validity for the students.
Bailey, R.L., & Angell, M. E. (2005). Improving feeding skills and mealtime behaviors in
children and youth with disabilities. Education and Training in Developmental
Disabilities, 40(1), 80-96.
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Jones, C. D., & Schwartz, I. S. (2004). Siblings, peers, and adults: Differential effects of models
for children with autism. Topics in Early Childhood Special Education, 24(4), 187-198.
Lammi, B. M., Law, M. (2003). The effects of Family Centered Functional Therapy on the
occupational performance of children with cerebral palsy. Canadian Journal of
Occupational Therapy, 70(5), 285-297.
Schilling, D. L., & Schwartz, I. S. (2004). Alternative seating for young children with autism
spectrum disorder: Effects on classroom behavior. Journal of Autism and
Developmental Disorders, 34(4), 423-432.
Shadish, W. R., & Rindskopf, D. M. (2007). Methods for evidence-based practice: Quantitative
synthesis of single-subject designs. New Directions for Evaluation, 113, 95-109.
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Chapter 11 Test Items
1. Which of the following symbolizes the treatment phase in a single-subject design?
a. A
b. B
c. S
d. T
2. Which of the following symbolizes the non-treatment phase in a single-subject design?
a. A
b. B
c. S
d. T
3. In single-subject designs, how much data is generally used to assess baseline stability?
a. Two data points
b. Three data points
c. Four data points
d. Five data points
4. Data analysis in single-subject studies generally includes
a. Chi-square.
b. Visual analysis.
c. Nonparametric tests.
d. Path analysis
5. All EXCEPT which of the following are among the three stages of replication in single-
subject design?
a. Systematic
b. Direct
c. Clinical
d. Generalized
• 6. Karen is replicating a study she did for her thesis. She uses the same classroom and the
same intervention with a new student. Karen is displaying which type of replication?
a. Thematic
b. Direct
c. Clinical
d. Generalized
7. Which of the following represents the type of replication that includes a different researcher,
different behaviors, and different setting?
a. Systematic.
b. Direct.
c. Clinical.
d. Generalized.
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8. Which of the following represents a primary concern with the B-A-B design?
a. The participant ends the study without treatment.
b. There is no initial baseline.
c. Participant mortality.
d. History effects.
• 9. Jacob is a child with aggressive behavior toward his peers. His counselor is trying a new
intervention with him. First she observes his behavior during free-play time for 5 days.
Next she administers a new self-monitoring strategy with him. She observes his behavior
during free play time. Next she removes the self-monitoring requirement and observes his
free play. She then reintroduces the self-monitoring strategy. Which of the following
designs is Jacob’s counselor is illustrating?
a. A-B
b. A-B-A
c. B-A-B
d. A-B-A-B
• 10. Rachel is acting out in her mathematics class. She gets so frustrated that she
starts to throw things. The school psychologist provides her with a relaxation strategy as an
intervention and observes her behavior. The relaxation strategy is removed as a requirement
and her classroom behavior is again observed. The school psychologist then again requires
the relaxation strategy. Which of the following designs is the school psychologist
illustrating?
a. A-B
b. A-B-A
c. B-A-B
d. A-B-A-B
• 11.-13. Janice is conducting a study with four speech and language support students with
disfluencies. She wants to examine a new strategy to assist students’ stuttering. She
collects baseline data by observing the stuttering of her students in their general
education classroom twice and then starts the new intervention strategy in the support
classroom for 6 sessions. Meanwhile, she observes classroom stuttering. Next, Janice
discontinues the new strategy during the support sessions but continues to collect data in
the classroom setting two more times.
• 11. Which of the following designs is Janice illustrating?
a. A-B
b. A-B-A
c. B-A-B
d. A-B-A-B
• 12. In Janice’s study the “B” represents ______________.
a. stuttering
b. baseline
c. instruction
d. observation
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• 13. Which of the following is one criticism of the design Janice has used?
a. The study ends while learners are in a baseline phase.
b. The study should have been conducted as a group design.
c. The baseline phase in her study is too limited.
d. The design of this study is considered unethical.
14. The single-variable rule suggests that single-subject designs
a. should only have one participant at a time.
b. should add or withdraw one variable during any study phase.
c. should only conducted by a single researcher and not teams of researchers
d. Should be generalizable to only one participant at a time.
15. Which of the following designs best represents an ‘additive’ design?
a. Case study Design
b. A-B Design
c. B-A-B Design
d. A-B-A Design
16. Which of the following is NOT a type of multiple baseline design?
a. Across behavior designs
b. Across subjects designs
c. Across settings designs
d. Across baseline designs
• 17. Third-grade Seamus has been referred for a new behavioral intervention plan that uses
teacher nonverbal signals to reinforce the target child’s appropriate behavior. Mr.
Matthews, the school psychologist, decides to observe and record Seamus’s behavior in
the regular classroom and in Art and Music class. He records off-task behavior, calling
out, and touching others for eight days. Mr. Matthews is involved in which phase of a
multiple baseline study.
a. Implementing treatment
b. Establishing baseline
c. Seeking generalization
d. Assessing variability
18. Another name for simultaneous treatment design is ________________ design.
a. alternating treatment
b. experimenter manipulated
c. multiple baseline
d. return to baseline
19. Which of the following is a benefit of the alternating treatment design?
a. There are rarely carryover effects.
b. No baseline data are necessary.
c. There is higher external validity than other designs.
d. The need for researcher intervention is diminished.
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20. According to your text, which of the following represents a critical internal validity threat
of single-subjects designs overall?
a. Instrumentation.
b. Generalization.
c. History.
d. Selection.
• 21.-24. Bryce is a occupational therapist working with Sandy, a brain-injured patient.
Bryce has decided to test the effects of a graphing strategy with Sandy. He starts the
graphing technique, while collecting data in the form of minutes of strength training per
day. He discontinues the graphing technique still collecting minutes of strength training
per day. Bryce then reintroduces the graphing technique.
• 21. Bryce has employed which of the following types of single-subjects designs?
a. Case study Design
b. A-B Design
c. B-A-B Design
d. A-B-A Design
• 22. Which of the following is the most critical drawback of the design Bryce has
selected?
a. Selection of experimental participant
b. No baseline data were collected
c. Withdrawal of treatment condition
d. Ethics of treatment reversal
• 23. Kim has decided to use the graphing strategy that Bryce uses with her patient who
scratches until she causes herself injury. The type of replication that Kim’s use of the
graphing strategy illustrates in this case is
a. direct replication.
b. transfer replication.
c. systematic replication.
d. clinical replication.
• 24. Bryce using the graphing technique with another patient, Paul.
By so doing, Bryce is illustrating which type of replication?
a. Direct replication
b. Transfer replication
c. Systematic replication
d. Clinical replication
25. In single-subject research, the most important type of significance is
a. generalized significance.
b. statistical significance.
c. effect size significance.
d. clinical significance.
• 26.-28. Millie is using a behavior checklist strategy as well as a prompted praise strategy
when working with her second grade behavior disordered student, Kent. She uses both
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strategies within the same day going back and forth randomly between the two
approaches, while recording his on task behavior.
• 26. Which of the following designs is Millie employing?
a. Multiple baseline
b. Alternating treatment
c. Time series
d. Treatment-withdrawal
• 27. In this study, which of the following validity threats does Millie control?
a. Order effects.
b. Selection effects.
c. Treatment effects.
d. History effects.
• 28. The benefits of Millie’s design include all of the following EXCEPT
a. no withdrawal is necessary.
b. no baseline is necessary.
c. more than one treatment is considered.
d. treatment interference is controlled.
• 29.-31. Frank is working with Garrett to increase his ability to keep track of his class
materials. Garrett is constantly leaving his books and papers behind in class, in his
locker, or at home. Frank observes and tracks Garrett’s behavior for four days. To
determine how often he actually does leave his materials behind. He then introduces a
required assignment book strategy. In each class Garrett must write down what he needs
to do and the materials that the task will require. Frank continues to observe Garrett’s
behavior. However, under the assignment book strategy, Garrett’s behavior doesn’t
change. Frank decides that he will also require that Garrett get signatures from his
teachers and parents in his assignment book. After four weeks, Frank removes the
required assignment book and signature and observes and records Garrett’s behavior for a
week.
• 29. Which of the following best represents the design of Frank’ study?
a. A-B
b. A-B-A
c. B-A-B
d. A-B-A-B
• 30. In Frank’s study, the signed assignment book represents which of the following?
a. A
b. B
c. S
d. T
• 31. If Frank’s study is typical, what would one expect regarding Garrett’s behavior
after the requirement of the assignment book was taken away?
a. He will now forget his things more often than while he was using the assignment
book but less than before he started.
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b. He will now forget his things more often than before he started using the assignment
book.
c. He will now forget his things less than both before the assignment book and while he
used the assignment book.
d. His forgetting will substantially decrease and he will continue to use the assignment
book.
• 32. Pam wants to replicate Frank’s study and use the same procedure with Jose, a
third grade student with similar academic forgetting behaviors. What type of replication
is Pam proposing?
a. Direct replication
b. Simultaneous replication
c. Systematic replication
d. Clinical replication
• 33.-36. Stefanie is a speech pathologist working with Emily, who is struggling with
initial sounds of words. Stefanie has decided to test the effects of an audio recorded
modeling strategy with Emily. She first records the number of errors in naturally
occurring speech for a three minute period, four days in a row. Next, while alternately
collecting data in the form of errors per three minute period of naturally occurring
speech, she introduces audio recorded modeling for twelve therapy sessions. Stefanie
then collects errors per minutes of speech for four days after the intervention.
• 33. Stefanie has employed which of the following types of single-subjects designs?
a. Case study Design
• A-B Design
• B-A-B Design
• A-B-A Design
• 34. Which of the following is the most critical drawback of the design Stefanie has
selected?
a. Selection of experimental participant
b. No baseline data were collected
c. Withdrawal of treatment condition
d. Ethics of treatment reversal
• 35. Aaron has decided to use the audio recording modeling with his client who also has
struggles with initial word sounds. The type of replication that Aaron illustrates in this
case is
a. direct replication.
b. transfer replication.
c. systematic replication.
d. clinical replication.
• 36. Stefanie also wants to replicate the audio recording strategy, only
implementing the strategy for vowel sounds. By so doing, Stefanie is illustrating which
type of replication?
a. Direct replication
b. Transfer replication
c. Systematic replication
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d. Clinical replication
• 37. Of the following, which is an example of clinical replication?
a. A researcher develops a package of two interventions, known to work individually, to
decrease off-task behaviors while testing to administer to his student Tracey.
b. A researcher implements two interventions, known to work individually, to decrease
off-task behaviors while testing, in succession with return to baseline between the
interventions to his student Tracey.
c. A researcher implements an intervention known to work for off task behavior for
homework completion with Sam his student to test with off-task behavior while
testing.
d. Marcus tests an intervention for off-task behaviors for testing with his student Maria.
He developed the intervention for use initially with his student Travis.
• 38. Ike would like to implement a single subject design to test interventions for
several of her student, Mildred’s behaviors. She would like to target hitting behavior and
yelling in class. Of the following, which single subject design would be most
appropriate?
a. Alternating treatments design
b. Multiple-baseline design
c. A-B-A Changing criterion design
d. A-B-A-B Design
39. Regarding the practice of manipulating two variables simultaneously one should
conclude:
a. This is acceptable practice as researchers now believe that we can tease out interactive
effects.
b. This is acceptable practice because we can statistically manipulate individual variables.
c. This is unsound practice because in so doing we are unable to assess effects of either
variable.
d. This is unsound practice because in so doing we confuse the participant as a threat to
validity.
• 40. Which of the following presents an example of an additive design?
a. OOOO XOXOXOXOXO
b. XOXO XOXOXOXOXO OOOO
c. XOXO OOOOOOOOOO
d. OOOO XOXOXOXOXO OOOO
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Chapter 11 Answers