Single-Case Experimental Design: Current Standards and Applications in Occupational Therapy.

Occupational therapy is a field with a long-standing history of recommending and implementing interventions designed to improve the quality of life of clients with disabilities. Often, the interventions are individualized to meet the needs of this diverse group of clients in dynamic settings. Identifying effective and efficient interventions for such a diverse group of clients and settings requires a flexible research approach. Single-case experimental designs (SCEDs) allow practitioners and researchers to answer experimental questions within the context of rigorous research designs. The purpose of this article is to highlight the similarities between the mission of occupational therapy and SCEDs. Recommendations for designing single-case studies with the framework provided by the Single-Case Reporting Guideline in Behavioral Interventions are provided. In addition, common problems and proposed solutions, along with implications for practitioners and researchers, are provided.

Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD.

The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on these results. Secondary measures were collected on observational learning across participants and behaviors. Participants included 4 children with autism, ages 8-11, who were served in self-contained special education classrooms. Results indicated a functional relation between video modeling and increased independence in gaming; observational learning occurred for at least some steps across students. Results, implications for practitioners, limitations, and ideas for future research are discussed.

Single-case experimental designs: reflections on conduct and analysis.

In this editorial discussion we reflect on the issues addressed by, and arising from, the papers in this special issue on Single-Case Experimental Design (SCED) study methodology. We identify areas of consensus and disagreement regarding the conduct and analysis of SCED studies. Despite the long history of application of SCEDs in studies of interventions in clinical and educational settings, the field is still developing. There is an emerging consensus on methodological quality criteria for many aspects of SCEDs, but disagreement on what are the most appropriate methods of SCED data analysis. Our aim is to stimulate this ongoing debate and highlight issues requiring further attention from applied researchers and methodologists. In addition we offer tentative criteria to support decision-making in relation to the selection of analytical techniques in SCED studies. Finally, we stress that large-scale interdisciplinary collaborations, such as the current Special Issue, are necessary if SCEDs are going to play a significant role in the development of the evidence base for clinical practice.

Single case experimental designs: introduction to a special issue of Neuropsychological Rehabilitation.

This paper introduces the Special Issue of Neuropsychological Rehabilitation on Single Case Experimental Design (SCED) methodology. SCED studies have a long history of use in evaluating behavioural and psychological interventions, but in recent years there has been a resurgence of interest in SCED methodology, driven in part by the development of standards for conducting and reporting SCED studies. Although there is consensus on some aspects of SCED methodology, the question of how SCED data should be analysed remains unresolved. This Special Issues includes two papers discussing aspects of conducting SCED studies, five papers illustrating use of SCED methodology in clinical practice, and nine papers that present different methods of SCED data analysis. A final Discussion paper summarises points of agreement, highlights areas where further clarity is needed, and ends with a set of resources that will assist researchers conduct and analyse SCED studies.

Visual analysis in single case experimental design studies: brief review and guidelines.

Visual analysis of graphic displays of data is a cornerstone of studies using a single case experimental design (SCED). Data are graphed for each participant during a study with trend, level, and stability of data assessed within and between conditions. Reliable interpretations of effects of an intervention are dependent on researchers' understanding and use of systematic procedures. The purpose of this paper is to provide readers with a rationale for visual analysis of data when using a SCED, a step-by-step guide for conducting a visual analysis of graphed data, as well as to highlight considerations for persons interested in using visual analysis to evaluate an intervention, especially the importance of collecting reliability data for dependent measures and fidelity of implementation of study procedures.

Measuring procedural fidelity in behavioural research.

Procedural fidelity (PF) refers to the implementation of a research plan, as intended. Measuring PF should be done not to satisfy minimum requirements for publication but to provide useful information to implementers, researchers, and consumers of research. Measurement of PF requires careful consideration and planning, and should include: naming important steps to be completed in each condition, defining each step, choosing a measurement system, determining which analysis is beneficial, training observers, conducting observations, analysing fidelity and identifying discrepancies, and reporting adequate data for consumers. Careful measurement and reporting of PF data will lead to advances in determining which interventions are effective, for whom, and under what conditions.

Using a personal digital assistant to increase independent task completion by students with autism spectrum disorder.

In this study, a personal digital assistant (PDA) with picture, auditory, and video prompts with voice over, was evaluated as a portable self-prompting device for students with autism spectrum disorder (ASD). Using a multiple probe design across three cooking recipes and replicated with three students with ASD, the system was tested for its effectiveness in increasing independent performance across the multiple step tasks. In addition, data were recorded for the number and types of prompts used by the students across time. Results indicate that the students with ASD were able to adjust the prompt levels used on the PDA and to maintain their ability to use the device to independently complete recipes over time.

Observational and incidental learning by children with autism during small group instruction.

This study evaluated the acquisition of incidental and observational information presented to 6 children with autism in a small group instructional arrangement using a constant time delay (CTD) procedure. A multiple probe design across behaviors, replicated across 6 participants, was used to evaluate the effectiveness of the CTD procedure and to assess each student's ability to read another student's words and identify related pictures. Generalization was assessed in natural conditions using a pre- and post-test paradigm. Results indicate that, despite their documented deficits in social awareness and imitation, students learned observational and incidental information during small group instruction. Educational implications with regard to small group instruction are discussed.

Impact of SMART Board technology: an investigation of sight word reading and observational learning.

The effects of SMART Board technology, an interactive electronic whiteboard, and a 3s constant time delay (CTD) procedure was evaluated for teaching sight word reading to students with moderate intellectual disabilties within a small group arrangment. A multiple probe design across three word sets and replicated with three students was used to evaluate the effectiveness of SMART Board technology on: (a) reading target grocery words; (b) matching grocery item photos to target grocery words; (c) reading other students' target grocery words through observational learning; and (d) matching grocery item photos to observational grocery words. Results support use of this tool to teach multiple students at one time and its effects on observational learning of non-target information.