Rethinking Rigor in Multiple Baseline and Multiple Probe Designs

Autor/inn/en	Ledford, Jennifer R.; Zimmerman, Kathleen N.
Titel	Rethinking Rigor in Multiple Baseline and Multiple Probe Designs
Quelle	In: Remedial and Special Education, 44 (2023) 2, S.154-167 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ledford, Jennifer R.) ORCID (Zimmerman, Kathleen N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325221102539
Schlagwörter	Research Methodology; Research Design; Behavior Change; Intervention; Behavior Problems; Effect Size; Student Behavior; Child Behavior; Reports; Standards + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Forschungsdesign; Student behaviour; Schülerverhalten; Abschlussbericht; Berichten; Standard
Abstract	A number of resources are available for evaluating the rigor of single-case designs, including the commonly used multiple baseline design. In this article, we discuss two characteristics commonly cited as necessary for the highest rigor in multiple baseline designs--concurrence and response-guided baseline condition duration. We suggest that both nonconcurrence and response-independent baseline condition duration may be appropriate in some situations. Suggestions for researchers include improved reporting and graphing. Future research is needed to determine experimental differences when these design variations are used. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01