Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Additional comments on multiple-baseline designs in instructional research.

P S Strain, R E Shores

    American Journal of Mental Deficiency
    |November 1, 1979
    PubMed
    Summary
    This summary is machine-generated.

    Related Concept Videos

    You might also read

    Related Articles

    Articles linked to this work by shared authors, journal, and citation graph.

    Sort by
    Same author

    Peer-mediated social intervention for young children with autism.

    Seminars in speech and language·1998
    Same author

    Using a group-oriented contingency to increase social interactions between children with autism and their peers. A preliminary analysis of corollary supportive behaviors.

    Behavior modification·1995
    Same author

    The overtures of preschool social skill intervention agents. Differential rates, forms, and functions.

    Behavior modification·1992
    Same author

    Effects of self-evaluation on preschool children's use of social interaction strategies with their classmates with autism.

    Journal of applied behavior analysis·1992
    Same author

    Effects of self-evaluation on the independent work skills of preschool children with disabilities.

    Exceptional children·1990
    Same author

    Randomized trial of methylphenidate for an autistic child.

    Journal of the American Academy of Child and Adolescent Psychiatry·1988
    Same journal

    Requisites for the further development of family care of mental patients.

    American journal of mental deficiency·2010
    Same journal

    The improvement of educational programs for the mentally deficient.

    American journal of mental deficiency·2010
    Same journal

    Manual assignments for the mentally deficient.

    American journal of mental deficiency·2010
    Same journal

    Identifying the slow-learning child.

    American journal of mental deficiency·2010
    Same journal

    Study of feeble-minded wards employed in war industries.

    American journal of mental deficiency·2010
    Same journal

    Mental defectives in military service and wartime industries.

    American journal of mental deficiency·2010
    See all related articles

    This study examines critical measurement and design issues in multiple-baseline procedures for instructional interventions. It highlights how baseline length affects behavior prediction, error analysis, and observation reactivity.

    Area of Science:

    • Educational Psychology
    • Behavior Analysis

    Background:

    • Multiple-baseline procedures are frequently used to evaluate instructional interventions.
    • Understanding design and measurement issues is crucial for accurate intervention evaluation.

    Purpose of the Study:

    • To highlight critical measurement and design issues in multiple-baseline procedures.
    • To explore the relationship between baseline assessment length and key outcomes.
    • To match multiple-baseline designs to specific research questions in instructional research.

    Main Methods:

    • The study reviews measurement and design considerations for multiple-baseline procedures.
    • It analyzes the impact of baseline length on behavior deceleration, prediction, error analysis, and observation reactivity.
    • It categorizes multiple-baseline designs based on common instructional research questions.

    Related Experiment Videos

    Main Results:

    • Baseline length significantly interacts with the prediction of behavior change.
    • Observation reactivity and error analysis performance are influenced by baseline assessment duration.
    • Different multiple-baseline designs are suitable for various research questions.

    Conclusions:

    • Careful consideration of baseline length is essential for robust multiple-baseline designs.
    • Matching the design to the research question enhances the validity of instructional intervention evaluations.
    • Addressing measurement and design issues improves the utility of multiple-baseline procedures.