IES Summer Research Institute: Single Case Methods

Day 1: Research Questions and Conceptual Models

Rob Horner

Objectives

• Emphasis on Training New Researchers• ---------------------------------------------------------------------• 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:

• 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

Assumption:You are all excellent at writing research questions. You were

funded. This is more about training new scholars

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 use of escape-extinction and reduction in the level of escape-motivated food refusal?

• Write a research question with something other than “level” as the predicted pattern of change.

Identify: IV, DV, Functional Relation, Expected Pattern

Is there a functional relation between “water walking training” and level of scores on the “gait precision index” (GPI) under typical conditions?

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)

Valued Social

Outcome: DV

Variable

Variable

Variable

Context

Setting Condition

s

Distinguish between “conceptual model” and OSEP’s

“logic model”

What is the value of the Conceptual Model?

• Promotes development 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

Classroom disruption and non-

compliance

Classroom expectation

s defined and taught

Curriculum content

Instructional pacing

School-wide

behavior support

practices

State and Federal

emphasis on

academic and social success for all

students

Write a research question focused on the impact of changing the rate of instructional pacing on

classroom disruption.

Opportunities to respond

Rate of instructional

success

Is there a functional relation between high versus low rates of instructional pacing and level of classroom disruption and

non-compliance?

Example: BullyingPeer / bystander attention for bullying

Victim attention

Tangible objects

Reprimand or period of time without attention: immediate antecedent

Limited social initiation skills

Adult models

School-wide discipline systems: __________

School-wide expectations

School-wide consequences

Social rewards for appropriate behavior

Media models and video examples.

Self-delivered consequences

Bullying:-------------

% of intervals

with verbal and/or

physical aggression

Build a Conceptual ModelVariables, Relationships, Mechanisms

• Patterson et al• Antisocial boys: Coercion Theory

• Engelmann & Carnine• Theory of Instruction

• Blundell• Psychobiology of weight control

• 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) Person B (child)

1. Delivery of aversive event (A)

2. Responds with aversive event (B)

3. Aversive event (A) removed or reduced.

4. Aversive event (B) removed.

Request, demand Scream, tantrum

Remove request Stop scream/tantrum

Less likely to make requests/

demands

Sustainable Positive Behavior Support:Building Constructive vs. Coercive Relationships

• Coercion Cycle

Person A (adult) Person B (child)

1. Delivery of aversive event (A)

2. Responds with aversive event (B)

3. Aversive event (A) removed or reduced.

4. Aversive event (B) removed.

Request, demand Scream, tantrum

Remove request Stop scream/tantrum

More likely to scream when

demand is made

Sustainable Positive Behavior Support:Building Constructive vs. Coercive Relationships

• Coercion Cycle

Person A (adult) Person B (child)

1. Delivery of aversive event (A)

2. Responds with aversive event (B)

3. Aversive event (A) removed or reduced.

4. Aversive event (B) removed.

Request, demand Scream, tantrum

Remove request Stop scream/tantrum

More likely to remove

demand when tantrum occurs

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

Dependent Variable:

1. Likelihood of a tantrum following an

adult request

Adult removal of

demand given

tantrum

Child TantrumAdult delivery

of a request/ demand to do

a non-preferred behavior

Adult delivery of

rewards given

compliance

Child Compliance

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

Diagram Conceptual Model

Dependent Variable:

(a) Level of disruptive

behavior, (b) academic

engagement

Adult Attention

Disruptive Behavior

Task Difficulty

Peer Prompts

Rate of Praise from Teacher

Teacher attention

Peer Attention

Academic Engagement Escape

from Tasks

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