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Single Subject Design

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by

Liliana Barrios

on 18 December 2013

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Transcript of Single Subject Design

Exploratory
A Design- Establishing a baseline (is intervention needed?)


AB Design-
Baseline (Phase A): Describing number of participants before intervention.
A.W. Spalding Elementary School
1st grade- with two homerooms, alternating between them once a week for a total of a 10 week trial.
Approximately 25 students per classroom.
Working with the counselor at Spalding elementary school, a classmate and I devised lesson plans for a 15 minute presentation on Bullying to be delivered each week.


Setting
Case- Problem and Intervention
Interventions
A total of three possible interventions were discussed as incentives:
Handing out candy for every question answered
Giving two possible answers and having the kids pick one
Waiting three seconds, instead of the average 1.5 most teachers wait (Witter, 2013).

The candy was chosen as the primary one for implementation.
Measuring Instrument
The data was then measured by way of three single-subject designs:
Exploratory- A Design
Descriptive- AB Design
Explanatory- ABA Design
Results
Pseudo-case scenario
3 Chosen Designs
References
(2013). Retrieved from A.W. Spalding Elementary
School: http://antf45.adventistschoolconnect.org/

APA powerpoint slide presentation. (2013). Retrieved
from Owl Purdue Online Writing Lab: https://owl.english.purdue.edu/owl/resource/560/17/

Witter, M. (2013, February 25). Beyond Q+A: six
strategies that motivate aLL students to participate. Retrieved from Edutopia: http://www.edutopia.org/blog/6-strategies-motivate-student-participation-maddie-witter


Single Subject Design
Presentation on bullying- measuring number of participants.
The lesson consisted of various activities: short videos, stories, and artwork on bullying. Followed by questions on what they learned and how to address varying issues. The problem- low levels of participation.
The baseline was then measured according to the number of participants (kids that answered questions).
An intervention was then applied in order to measure whether there would be an increase in the number of willing respondents.
Descriptive
Explanatory
ABA Design- Phase A is established by the baseline, then followed by a period of intervention (Phase B). Phase A is then applied and categorized by the removal of all interventions.
Phase A
Phase B
Phase A
Drawn Conclusions
Design 1 - Intervention was needed

Design 2 (AB)- Intervention (candy) was effective in increasing the number of kids that participated/answered questions.

Design 3 (ABA)- Participation maintained higher levels even after intervention was removed. It functioned as a mediary in achieving a greater willingness from the children.
Phase A
Phase B
Design number 1 (A): Demonstrates that because the line of number of participants falls below the expected 18 an intervention is need.
Design number 2 (AB): Provided a baseline during the first 5 weeks, and then implemented an intervention. The number of participants did show to increase greatly post-interventions.
Intervention (Phase B): Number of participants after introducing candy for every willing respondent.
Design number 3 (ABA): Week 7, after removal of intervention, shows that numbers were still relatively high, in comparison to first baseline.
Phase A
Full transcript