CHAPTER 7:CHAPTER OVERVIEWCHAPTER OUTLINECHAPTER SUMMARYDISCUSSION QUESTIONS FROM TEXTADDITIONAL DISCUSSION QUESTIONSTable 7.1 Single Subject DesignsBehavior Management: Applications for Teachers (5th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 1CHAPTER 7: SINGLE SUBJECT DESIGNSBehavior Management: Applications for Teachers (5th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 2CHAPTER OVERVIEWSingle subject designs are presented in this chapter. Several different designs are outlined and discussed. These designs include: A-B; A-B-C; A-B-A-B; alternating treatments; changing criterion; and, multiple baseline. Three types of multiple baseline designs are discussed: multiple baseline across subjects, behaviors, and setting. The relative strengths and weaknesses of each design are also discussed.Behavior Management: Applications for Teachers (5th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 3CHAPTER OUTLINEI. IntroductionII. The Purpose of Single-Subject DesignsA. Baseline and Intervention ConditionsIII. Types of Single-Subject DesignsA. The A-B DesignB. The A-B-A DesignC. The A-B-A-B DesignD. The Alternating Treatments DesignE. The Changing Criterion DesignF. Multiple Baseline Designs 1. The multiple-baseline-across-subjects design2. The multiple-baseline-across-behaviors design3. The multiple-baseline-across-settings designBehavior Management: Applications for Teachers (5th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 4CHAPTER SUMMARYThe purpose of single-subject designs is to allow teachers to demonstrate experimental control and intervention effects with a single child or small group of children. Thus, these designs are ideal for classroom teachers, parents, and other teachers who want to demonstrate the effectiveness of their behavior reduction strategies.When using single-subject designs, comparisons are made between or among conditions employed during different phases of a behavior change program. Baseline and intervention conditions represent the two primary conditions employed in single-subject designs. These are labeled conditions A and B. Intervention conditions may vary and, thus, may be labeled C, D, E, and so on, to indicate a new or modified intervention plan.Types of single-subject designs include the A-B, A-B-C, A-B-A-B, alternating treatments, changing criterion, and multiple-baseline designs. All of these designs are variations of each other and serve specific functions related to the demonstration of experimental control and intervention effects.The A-B design is the simplest of the single-subject designs, employing a baseline and one intervention condition. When using the A-B design, we can only presume that behavior changes noted during the intervention condition are a function of the intervention. The A-B-A design employs a withdrawal of the intervention condition and a return to baseline condition. The purpose of the A-B-A design is to demonstrate more clearly the relationship between student performance and the intervention. The A-B-A-B design employs a return to condition B after a short return to baseline as in the A-B-A design. The A-B-A-B design has many advantages over the previously described designs.The alternating treatment or changing conditions design involves alternating intervention conditions for a single subject or group of subjects. The changing criterion design is used to increase or decrease student performance by gradually increasing the criterion for reinforcement across several intervals of time. Finally, the multiple-baseline designs provide for the replication of intervention conditions across subjects, behaviors, or settings.Behavior Management: Applications for Teachers (5th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 5DISCUSSION QUESTIONS FROM TEXT1. Discuss the purpose of single-subject designs and how they may be used in the classroom setting.2. How is the effectiveness of an intervention demonstrated or not demonstrated in the A-B, A-B-A, and A-B-A-B designs?3. Describe how the effectiveness of an intervention is demonstrated when using multiple-baseline designs. Give examples of how the multiple-baseline design may be used within a school setting across students, settings and behaviors.4. Why is the A-B-A-B design better than the A-B design?Behavior Management: Applications for Teachers (5th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 6ADDITIONAL DISCUSSION QUESTIONS 1. Discuss the relative merits of single subject designs and large group research designs. List 3-5 strengths and weaknesses of each.2. Discuss the usefulness of single subject research in your profession.3. Which of the designs presented in this chapter seem the most useful to your chosen profession and which seems least useful? 4. Discuss the variation of the multiple baseline designs. Provide a practical example of how each variation could be used in your chosen profession.Behavior Management: Applications for Teachers (5th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 7Table 7.1 Single Subject DesignsA-B The simplest and most common single subject design containing a baseline followed by a single intervention condition. Used for a simple comparison of baseline and intervention conditions.A-B-A A baseline condition followed by an intervention condition followed by a return to baseline. Used to confirm the intervention effects against a second baseline condition.A-B-A-B A baseline condition followed by an intervention condition followed by a return to baseline condition and then a return to the same intervention condition. Used to confirm the validity of an intervention and offers replication of the simple A-B design Alternating Treatment A baseline condition followed by an intervention condition followed by a second, and possibly third, but different intervention. Used to test different interventions on a single subject.Changing Criterion Used to increase or decrease student behavior by gradually increasing the criterion for reinforcement over time. Demonstrates the effectiveness of an intervention by documenting the behavior changing as a condition of the changing