Alternating Treatments Designs: Interpretation Challenges and Design Solutions for Validating and Comparing Interventions

Autor/inn/en	Skinner, Christopher H.; McClurg, Virginia; Crewdson, Margaret; Coleman, Mari Beth; Bennett, Jade; Fowler, Kristen; Killion, J. Brooke
Titel	Alternating Treatments Designs: Interpretation Challenges and Design Solutions for Validating and Comparing Interventions
Quelle	In: Psychology in the Schools, 59 (2022) 4, S.678-697 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skinner, Christopher H.) ORCID (McClurg, Virginia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22638
Schlagwörter	Intervention; Design; Outcomes of Treatment; School Psychology; Program Effectiveness; Validity + Suchen Sie Ihr Suchwort? Schulpsychologie; Gültigkeit
Abstract	The purpose of this paper is to demonstrate and describe why alternating treatments design (ATD) researchers should consider employing a no-treatment series during the alternating treatments phase. To identify limitations associated with excluding this design element, we obtained examples of ATD studies published in five school psychology journals published over 10 years. Next we read, scored, and analyzed these articles with our primary focus being authors' isolated and comparative effectiveness conclusions. After taking into account authors' relative effectiveness conclusions, we describe why some isolated treatment effectiveness conclusions may not be warranted because threats to internal validity were not controlled. Also, we describe how including a no-treatment series during the alternating treatments phase can address these limitations by allowing researchers to assess and possibly rule out many threats to internal validity. Discussion focuses on how including this design element may increase the number of studies validating specific interventions, yield better relative effectiveness conclusions, and prevent researchers and consumers of research from concluding that an intervention was effective when observed changes were caused by uncontrolled threats to internal validity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01