D.7 Distinguish among reversal, multiple-baseline, multielement, and changing-criterion designs

When helping children learn new behaviors or skills, we need to carefully choose how to measure their progress and test what works best. Below are four different types of experimental designs that can be used to evaluate interventions:

Withdrawal/Reversal Design

• What it is: This design measures a behavior during a baseline phase, introduces an intervention, and then withdraws the intervention to return to baseline.

• Example: Tracking how a reward system affects the number of steps a child takes daily by starting, stopping, and restarting the reward.

• Types:

  • ABA Design: Start with a baseline (A), introduce the intervention (B), and then return to baseline (A). ABA

  • BAB Design: Start with the intervention (B), remove it (A), and reintroduce it (B). BAB

• When to use: To demonstrate a clear cause-and-effect relationship between the intervention and behavior.

  
  

Multiple Baseline Design

• What it is: Instead of removing an intervention, this design introduces it at different times across:

  • Behaviors: Focus on different behaviors (e.g., raising hands vs. staying seated).

  • Contexts: Test the intervention in different settings (e.g., home vs. school).

  • Participants: Apply the intervention to one child while monitoring others.

• Example: Testing a sticker chart for one student, then introducing it to others gradually.

• Why use it: Useful when removing an intervention isn't practical or ethical.

Multiple Survey Design

What It Is: Similar to a Multiple Baseline Design, but baseline data is collected sporadically rather than continuously.

Example: A teacher records how often a student finishes homework independently on random days instead of every day during the baseline phase.

Why Use It?:

• Reduces effort when continuous data collection isn’t possible.

• Works well for situations where flexibility is needed.

Difference: Unlike a Multiple Baseline Design, this approach does not require systematic, continuous data collection.

Multielement Design (or Alternating Treatments Design)

• What it is: This design tests multiple interventions by alternating them quickly to compare their effects.

• Example: Alternating between verbal praise and a sticker chart to see which motivates a child more.

• Why use it: Great for determining which strategy works best in a short period.

Changing Criterion Design

• What it is: This design adjusts the goal behavior gradually, demonstrating how changes are due to the intervention.

• Example: If a child currently completes two homework problems a day, gradually increase the goal to four, then six.

• Why use it: Ideal for shaping behaviors over time without overwhelming the child.

These designs give us tools to measure progress and adapt strategies for each child. They help us ensure that the interventions we use are effective and tailored to the child's unique needs.