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Opening Remarks |
Friday, September 26, 2025 |
8:00 AM–8:30 AM |
Embassy Suites Minneapolis; Plymouth Ballroom AB |
Please join us for opening remarks with conference co-chair, Dr. Timothy Slocum. |
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A Historical Perspective on Single-Case Methods in Basic and Applied Behavior Analysis |
Friday, September 26, 2025 |
8:30 AM–9:20 AM |
Embassy Suites Minneapolis; Plymouth Ballroom AB |
Area: SCI; Domain: Theory |
CE Instructor: Jennifer Ledford, Ph.D. |
Presenting Authors: JENNIFER LEDFORD (Vanderbilt University), MICHAEL PERONE (West Virginia University) |
Abstract: This presentation will review the origins of single-case research methods in basic laboratory research, how the designs have been used in basic and applied behavior analysis, and the strengths and weaknesses of past and current practices. In considering origins, we will discuss the essential characteristics of single-case research, the steady-state strategy, the importance of replication, the place of statistical inference, and the extent to which the experimenter’s judgment figures into the design and conduct of research. Historically, single-case research in behavior analysis has been associated with inductive and ideographic paradigms. As single-case methods have been extended to applied research in and outside of behavior analysis, they have become more aligned with deductive and nomothetic paradigms. There has also been an increase in the propagation of standards/quality indicators for single-case research and suggestions for changes that allow for the alignment of the outcomes of single-case research with those of other research paradigms (e.g., effect sizes, randomization). We will consider the ways in which the use of different paradigms has led to disparate approaches to single-case research. Understanding these differences is necessary for understanding the empirical contributions of each approach and for successfully prioritizing experimental standards that should be met for individual studies and groups of research. |
Instruction Level: Advanced |
Target Audience: Single-case researchers |
Learning Objectives: 0. Describe the historical trajectory and conventions of single case design methodology. 0. Explain the consequences of the evidence-based practice movement on the practice of single case design. 0. Describe how using different paradigms could lead to different decisions during a study. |
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JENNIFER LEDFORD (Vanderbilt University) |
Dr. Ledford is an Associate Professor at Vanderbilt University in Early Childhood Special Education and Applied Behavior Analysis. She studies use and synthesis of single case design data, instruction in early childhood contexts, and clinic-based naturalistic intervention for young autistic children. She is the co-editor of a single case textbook, associate editor for two journals, and has published more than 90 peer reviewed articles related to single case design, early childhood special education, and applied behavior analysis. She has received federal grant funding from the Institute of Education Sciences and Office of Special Education Programs. She received Vanderbilt’s Chancellor’s Faculty Fellows award in 2022 and the Division for Early Childhood of the Council for Exceptional Children’s Mentor Award in 2019. |
MICHAEL PERONE (West Virginia University) |
Dr. Perone is a Professor and the Coordinator of the Behavior Analysis Program at West Virginia University. He has been actively involved in the experimental analysis of operant behavior for more than 50 years. He is especially interested in translation of concepts and procedures from the animal laboratory to the analysis of human behavior, including in the areas of conditioned reinforcement, learning under time pressure, verbal reports and self-awareness, quantitative models of choice, and the disruptive effects of incentive shifts. |
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Interactive Workgroups: A Historical Perspective on Single-Case Methods in Basic and Applied Behavior Analysis |
Friday, September 26, 2025 |
9:30 AM–10:20 AM |
Embassy Suites Minneapolis; Topaz/Turqoise/Opal |
Area: SCI; Domain: Theory |
CE Instructor: Jennifer Ledford, Ph.D. |
JENNIFER LEDFORD (Vanderbilt University), MICHAEL PERONE (West Virginia University) |
Description: This presentation will review the origins of single-case research methods in basic laboratory research, how the designs have been used in basic and applied behavior analysis, and the strengths and weaknesses of past and current practices. In considering origins, we will discuss the essential characteristics of single-case research, the steady-state strategy, the importance of replication, the place of statistical inference, and the extent to which the experimenter’s judgment figures into the design and conduct of research. Historically, single-case research in behavior analysis has been associated with inductive and ideographic paradigms. As single-case methods have been extended to applied research in and outside of behavior analysis, they have become more aligned with deductive and nomothetic paradigms. There has also been an increase in the propagation of standards/quality indicators for single-case research and suggestions for changes that allow for the alignment of the outcomes of single-case research with those of other research paradigms (e.g., effect sizes, randomization). We will consider the ways in which the use of different paradigms has led to disparate approaches to single-case research. Understanding these differences is necessary for understanding the empirical contributions of each approach and for successfully prioritizing experimental standards that should be met for individual studies and groups of research. |
Learning Objectives: 0. Describe the historical trajectory and conventions of single case design methodology. | 0. Explain the consequences of the evidence-based practice movement on the practice of single case design. | 0. Describe how using different paradigms could lead to different decisions during a study. |
Activities: The audience will break into small groups for interactive discussions and applied activities related to Drs. Ledford & Perone's presentation. |
Audience: Single-case researchers, reviewers, editors, and those who teach single-case designs |
Content Area: Methodology |
Instruction Level: Advanced |
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The Tail Shouldn’t Wag the Dog: Clarifying the Roles That Quality Indicators Should Play in Research |
Friday, September 26, 2025 |
10:35 AM–11:25 AM |
Embassy Suites Minneapolis; Plymouth Ballroom AB |
Area: SCI; Domain: Theory |
CE Instructor: Joseph Michael Lambert, Ph.D. |
Presenting Authors: JOSEPH MICHAEL LAMBERT (Vanderbilt University), TARA FAHMIE (University of Nebraska Medical Center) |
Abstract: Quality Indicators of Single-Case Design (QI-SCD) formalize expert consensus about research conventions intended to ensure internal, external, and social validity in single-case designs. They were developed to prospectively guide the development of research studies, as well as to standardize retrospective appraisals of the quality of evidence in support of a given practice or procedure. Although QI-SCD have proven useful to both endeavors, the unqualified prioritization of QI-SCD can sometimes lead to invalid methodology. It can also have a suppressive effect on the complexity of the research questions we ask as a field and can lead to the oversimplification of extant evidence. In this presentation, we will provide a brief overview of QI-SCDs, will match QI-SCDs to specific empirical objectives (i.e., internal, external, & social validity), and will give attendees practice identifying and justifying the prioritization of some QI-SCDs over others, by logically tethering them to the objective(s) of their research. |
Instruction Level: Advanced |
Target Audience: Single-case researchers |
Learning Objectives: 0. Attendees will articulate the intended purposes of QI-SCDs 0. Attendees will identify the threats posed by misapplications of QI-SCDs 0. Attendees will learn how to appropriately match research questions with relevant QI-SCDs when planning and evaluating SCD research |
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JOSEPH MICHAEL LAMBERT (Vanderbilt University) |
Dr. Lambert is an Assistant Professor in the Department of Special Education at Vanderbilt University. His areas of expertise include function-based intensive intervention, methods of instruction, generalized learning outcomes, and practitioner and parent training. He has years of experience serving individuals with severe disabilities and supervises the applied field experiences of masters- and doctoral-level professionals training to become BCBAs. Lambert has worked in public and private schools and has trained staff in both settings, as well as in group homes and day centers for adults diagnosed with developmental disabilities. Currently, Dr. Lambert serves as PI for multiple federally funded projects and teaches courses in behavior management, methods of instruction, and theory in behavior analysis. He’s also an Associate Editor for Journal of Positive Behavior Interventions and sits on the editorial boards of Journal of Applied Behavior Analysis and Behavior Analysis: Research and Practice. |
TARA FAHMIE (University of Nebraska Medical Center) |
Dr. Tara Fahmie is a Professor and Director of the Severe Behavior Program at the University of Nebraska Medical Center's Munroe Meyer Institute. She previously held an appointment as associate professor at California State University, Northridge (CSUN). She earned her master’s degree from the University of Kansas and her PhD from the University of Florida. Dr. Fahmie is a BCBA-D and has over 15 years of experience implementing behavior analysis with various populations in clinics, schools, and residential settings. Her main area of expertise is in the assessment and treatment of severe problem behavior; she has conducted research, authored chapters, and received grants for her global work in this area. Her initial interests in the functional analysis of problem behavior and acquisition of social skills in young children led to her emerging passion for research on the prevention of problem behavior. |
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Interactive Workgroups: The Tail Shouldn’t Wag the Dog: Clarifying the Roles That Quality Indicators Should Play in Research |
Friday, September 26, 2025 |
11:35 AM–12:25 PM |
Embassy Suites Minneapolis; Topaz/Turqoise/Opal |
Area: SCI; Domain: Theory |
CE Instructor: Joseph Michael Lambert, Ph.D. |
JOSEPH MICHAEL LAMBERT (Vanderbilt University), TARA A. FAHMIE (University of Nebraska Medical Center) |
Description: Quality Indicators of Single-Case Design (QI-SCD) formalize expert consensus about research conventions intended to ensure internal, external, and social validity in single-case designs. They were developed to prospectively guide the development of research studies, as well as to standardize retrospective appraisals of the quality of evidence in support of a given practice or procedure. Although QI-SCD have proven useful to both endeavors, the unqualified prioritization of QI-SCD can sometimes lead to invalid methodology. It can also have a suppressive effect on the complexity of the research questions we ask as a field and can lead to the oversimplification of extant evidence. In this presentation, we will provide a brief overview of QI-SCDs, will match QI-SCDs to specific empirical objectives (i.e., internal, external, & social validity), and will give attendees practice identifying and justifying the prioritization of some QI-SCDs over others, by logically tethering them to the objective(s) of their research. |
Learning Objectives: 0. Attendees will articulate the intended purposes of QI-SCDs | 0. Attendees will identify the threats posed by misapplications of QI-SCDs | 0. Attendees will learn how to appropriately match research questions with relevant QI-SCDs when planning and evaluating SCD research |
Activities: The audience will break into small groups for interactive discussions and applied activities related to Drs. Lambert & Fahmie's presentation. |
Audience: Single-case researchers, reviewers, editors, and those who teach single-case designs |
Content Area: Methodology |
Instruction Level: Advanced |
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Questionable and Improved Research Practices |
Friday, September 26, 2025 |
1:55 PM–2:45 PM |
Embassy Suites Minneapolis; Plymouth Ballroom AB |
Area: SCI; Domain: Theory |
CE Instructor: Timothy A. Slocum, Ph.D.Phd |
Presenting Author: TIMOTHY A. SLOCUM (Utah State University) |
Abstract: Scientific progress is driven, in part, by ongoing improvement in research methods. In the past decade, research methodologists have described substantial problems with replication of group comparison research in numerous disciplines and have identified a set of questionable research methods that appear to be important contributors to these problems. Much of the success of behavior analysis stems from the use of single-case experimental research (SCER). Heretofore, the concept of questionable research practices has not been systematically applied to SCER. This session will describe a systematic process to understand and identify potential questionable research practices and alternative improved research practices in SCER. This process included both conceptual development and bottom-up derivation of potential questionable and improved practices through sustained engagement with dozens of experienced SCER researchers as well as a broad survey of over a hundred researchers. Much of the session will be devoted to describing a set of recommended improvements in SCER procedures, data analysis, and reporting practices to further enhance its scientific validity and applied usefulness. These recommendations have immediate implications for conducting, reporting, reviewing, and applying SCER. |
Instruction Level: Advanced |
Target Audience: Single-case researchers |
Learning Objectives: 0. Participants will describe the concepts of questionable and improved research practices as they apply to single-case experimental design. 0. Participants will describe the logic of contingent application of the concepts of questionable and improved research practices. 0. Participants will list 10 critical improved research practices, and describe the contexts in which they are applicable and those in which they are not applicable. |
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TIMOTHY A. SLOCUM (Utah State University) |
Dr. Timothy A. Slocum earned his doctorate in Special Education at the University of Washington in 1991 and was been a faculty member at Utah State University (USU) in the Department of Special Education and Rehabilitation from 1991 through 2014. He is current professor emeritus. He has been engaged with improving reading instruction and reading research for more than 30 years. In addition, he has also written on evidence-based practice and single-case research methodology including multiple baseline designs, and questionable/improved research practices. He has taught courses at the undergraduate, master’s, and doctoral levels on topics including evidence-based reading instruction, evidence-based practice, single-case and group research methods, advanced topics in behavior analysis, and verbal behavior. Dr. Slocum has received the 2011 Fred S. Keller Behavioral Education award from Division 25 of the American Psychological Association, the 2014 Ernie Wing Award for Excellence in Evidence-Based Education from the Wing Institute, and is a member of the Direct Instruction Hall of Fame. |
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Interactive Workgroups: Questionable and Improved Research Practices |
Friday, September 26, 2025 |
2:55 PM–3:45 PM |
Embassy Suites Minneapolis; Topaz/Turqoise/Opal |
Area: SCI; Domain: Theory |
CE Instructor: Timothy A. Slocum, Ph.D.phd |
TIMOTHY A. SLOCUM (Utah State University) |
Description: Scientific progress is driven, in part, by ongoing improvement in research methods. In the past decade, research methodologists have described substantial problems with replication of group comparison research in numerous disciplines and have identified a set of questionable research methods that appear to be important contributors to these problems. Much of the success of behavior analysis stems from the use of single-case experimental research (SCER). Heretofore, the concept of questionable research practices has not been systematically applied to SCER. This session will describe a systematic process to understand and identify potential questionable research practices and alternative improved research practices in SCER. This process included both conceptual development and bottom-up derivation of potential questionable and improved practices through sustained engagement with dozens of experienced SCER researchers as well as a broad survey of over a hundred researchers. Much of the session will be devoted to describing a set of recommended improvements in SCER procedures, data analysis, and reporting practices to further enhance its scientific validity and applied usefulness. These recommendations have immediate implications for conducting, reporting, reviewing, and applying SCER. |
Learning Objectives: 0. Participants will describe the concepts of questionable and improved research practices as they apply to single-case experimental design. | 0. Participants will describe the logic of contingent application of the concepts of questionable and improved research practices. | 0. Participants will list 10 critical improved research practices, and describe the contexts in which they are applicable and those in which they are not applicable. |
Activities: The audience will break into small groups for interactive discussions and applied activities related to Dr. Slocum's presentation. |
Audience: Single-case researchers, reviewers, editors, and those who teach single-case designs |
Content Area: Methodology |
Instruction Level: Advanced |
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Systematic Reviews of Single-Case Research: Aims, Challenges, and Good Practices |
Friday, September 26, 2025 |
4:00 PM–4:50 PM |
Embassy Suites Minneapolis; Plymouth Ballroom AB |
Area: SCI; Domain: Theory |
CE Instructor: James Pustejovsky, Ph.D.phd |
Presenting Authors: JAMES PUSTEJOVSKY (University of Wisconsin), DANIEL DREVON (Central Michigan University) |
Abstract: Across domains from health care to education, systematic reviews are used to integrate findings from multiple past studies to inform evidence-based practice recommendations. In areas where single-case designs (SCDs) are widely used, researchers have recognized the importance of incorporating such studies into systematic reviews, and this goal has driven many developments in methodology—as well as some controversies. This session will examine how systematic review methods can account for the unique features of SCD studies. We will first describe core organizing principles of systematic reviews and delineate several distinct types, including scoping reviews, evidence maps, and quantitative meta-analyses. We will then consider three fundamental challenges for systematic reviews focused on intervention efficacy: 1) identifying all relevant evidence; 2) determining how to align findings across studies using heterogeneous procedures; and 3) assessing risks of bias in primary SCD studies. Finally, we will highlight practices that can strengthen the quality of systematic reviews of single-case studies. Presenters will then lead a structured discussion inviting participants to consider a) critiques of published systematic reviews of single-case research; b) limitations of the presenters’ methodological practice recommendations; and c) how primary study practices might need modification to support their inclusion in systematic reviews. |
Instruction Level: Advanced |
Target Audience: Single-case researchers |
Learning Objectives: 0. 1. Recognize distinct types of systematic reviews and select an appropriate review type to match research aims. 0. 2. Describe effective tactics for identifying studies for inclusion in a systematic review and explain the limitations of less effective tactics. 0. 3. Select appropriate effect size metrics for quantifying intervention effects depending on the features of studies included in a review. |
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JAMES PUSTEJOVSKY (University of Wisconsin) |
Dr. Pustejovsky is a statistician and Associate Professor in the Quantitative Methods program within the Educational Psychology Department at the University of Wisconsin - Madison. His research focuses on the development and application of statistical methods and software tools for research synthesis and meta-analysis, including effect sizes and meta-analysis of single-case research. He has collaborated extensively with researchers from Special Education, School Psychology, and other fields to conduct large-scale syntheses of single-case research. In recognition of his methodological contributions, he received the 2021 early career award from the Society for Research Synthesis Methodology and the 2023 Frederick Mosteller Award from the Campbell Collaboration. He currently serves as an associate editor of Psychological Bulletin, the premiere research synthesis journal of the American Psychological Association. |
DANIEL DREVON (Central Michigan University) |
Dr. Drevon is an Associate Professor in the Department of Psychology at Central Michigan University, where he directs the School Psychology program. He is a Licensed Psychologist in the state of MI and a Nationally Certified School Psychologist. His research focuses on identifying evidence-based academic and behavioral interventions within multi-tiered systems of support and understanding the conditions under which interventions work for school-age children. He has expertise both in conducting applied research on academic and behavioral interventions and in conducting systematic review and meta-analysis, with a particular focus on reviews that apply cutting-edge quantitative analyses to synthesize findings from single-case research studies. |
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Interactive Workgroups: Systematic Reviews of Single-Case Research: Aims, Challenges, and Good Practices |
Friday, September 26, 2025 |
5:00 PM–5:50 PM |
Embassy Suites Minneapolis; Topaz/Turqoise/Opal |
Area: SCI; Domain: Theory |
CE Instructor: James Eric Pustejovsky, Ph.D.phd |
JAMES ERIC PUSTEJOVSKY (University of Wisconsin), DANIEL DREVON (Central Michigan University) |
Description: Across domains from health care to education, systematic reviews are used to integrate findings from multiple past studies to inform evidence-based practice recommendations. In areas where single-case designs (SCDs) are widely used, researchers have recognized the importance of incorporating such studies into systematic reviews, and this goal has driven many developments in methodology—as well as some controversies. This session will examine how systematic review methods can account for the unique features of SCD studies. We will first describe core organizing principles of systematic reviews and delineate several distinct types, including scoping reviews, evidence maps, and quantitative meta-analyses. We will then consider three fundamental challenges for systematic reviews focused on intervention efficacy: 1) identifying all relevant evidence; 2) determining how to align findings across studies using heterogeneous procedures; and 3) assessing risks of bias in primary SCD studies. Finally, we will highlight practices that can strengthen the quality of systematic reviews of single-case studies. Presenters will then lead a structured discussion inviting participants to consider a) critiques of published systematic reviews of single-case research; b) limitations of the presenters’ methodological practice recommendations; and c) how primary study practices might need modification to support their inclusion in systematic reviews. |
Learning Objectives: 0. 1. Recognize distinct types of systematic reviews and select an appropriate review type to match research aims. | 0. 2. Describe effective tactics for identifying studies for inclusion in a systematic review and explain the limitations of less effective tactics. | 0. 3. Select appropriate effect size metrics for quantifying intervention effects depending on the features of studies included in a review. |
Activities: The audience will break into small groups for interactive discussions and applied activities related to Drs. Pustejovsky & Drevon's presentation. |
Audience: Single-case researchers, reviewers, editors, and those who teach single-case designs |
Content Area: Methodology |
Instruction Level: Advanced |
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Poster Session |
Friday, September 26, 2025 |
6:00 PM–7:30 PM |
Embassy Suites Minneapolis; Foyer |
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1. Multiple Phase Comparisons in Statistical Analyses of Single-Case Experimental Designs |
Area: SCI; Domain: Experimental |
OLIVER WENDT (Purdue University; University of Potsdam), Anna S. Evmenova (George Mason University) |
Abstract: This presentation will focus on multiple hypothesis testing when significance tests are repeatedly implemented in single-case designs (SCDs) to make comparisons between pairs of design phases. This increases risk for Type 1 error, which is known as the family-wise error rate. The presentation will (a) point out typical SCD scenarios for multiple phase comparisons, and (b) describe a procedure to control the family-wise error rate in SCDs.
The multiple comparison problem occurs when a set of several hypothesis tests is conducted on the same data. In SCDs this scenario can be common when conducting non-parametric statistical tests repeatedly on phase comparisons. A researcher may compare baseline data to intervention, generalization, and maintenance phases and/or compare all four phases to one another inflating the family-wise error rate.
To control for error, Dunn’s All Pair-wise Comparison for Unequal Group Sample Sizes can be implemented. A data set will be used for demonstration: a multiple baseline across behaviors design was used to investigate the effects of a phonological remediation treatment between baseline, intervention, follow-up and generalization phases. Statistical analysis will focus on pair-wise comparisons of baseline to subsequent intervention phases, illustrating the implementation of multiple-hypothesis testing while controlling the family-wise error rate. |
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2. Partial-Interval Recording and Estimates of Duration in Meta-analyses: Insights From Self-Monitoring Research |
Area: SCI; Domain: Conceptual |
SETH KING (University of Iowa), Derek Rodgers (University of Iowa), Olivia Grace Enders (Coastal Carolina University) |
Abstract: Time sampling, wherein an observer indicates whether a behavior occurred within a specified time interval, frequently appears in single-case designs. Partial interval recording (PIR), the most common form of time sampling, is known to introduce error when used to estimate the duration of a behavior. Recent scholarship has suggested that PIR can be corrected statistically. However, few studies employing PIR report the data needed to adjust for PIR in meta-analyses conducted to identify effective practices. This could present issues in identifying evidence-based practices in areas, such as research involving children with emotional and behavioral disorders (EBD), where PIR is commonly used. The present study examined the results of a previously published meta-analysis concerning the effect of self-monitoring on the challenging behavior of students with EBD. Analyses involved (a) calculating effects for each study based on three imputed average durations of their occurrence and (b) conducting meta-analyses to evaluate the impact of average duration on overall estimates of effect. Results suggest correcting for PIR resulted in marginal changes when observation intervals were consistent with recommended lengths or when results were conclusive, but otherwise were indicative of a wide range of possible outcomes. |
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3. Rethinking Rigor: A Comparative Analysis of Single-Case Quality Indicators in Special Education Research |
Area: SCI; Domain: Experimental |
SUZANNE MCCLAIN (23221) |
Abstract: This poster examines the evolving standards used to evaluate the methodological rigor of single-case research designs in special education research. Given the central role single-case designs play in evaluating interventions for students with diverse learning needs, ensuring the methodological rigor of these studies is essential for building a trustworthy evidence base. Over the past two decades, various sets of quality indicators have been developed to assess the rigor of single-case research, yet differences in criteria have created inconsistencies in how studies are evaluated and which interventions qualify as evidence-based.
In this session, we review and compare sets of quality indicators used to evaluate single-case design studies in special education research, highlighting areas of overlap, divergence, and evolving ideas of what defines rigor, including greater emphasis on replication, transparency, and participant diversity. We will discuss the development of an integrated set of quality indicators based on our comparative analysis, and demonstrate how these indicators were applied to assess the quality of reading intervention research with autistic learners. This presentation aims to promote greater clarity and consistency in evaluating single-case research and offers practical guidance for researchers, reviewers, and practitioners seeking to identify and apply high-quality evidence in special education contexts. |
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4. Measuring the Accuracy of Hierarchal Linear Models and VIsual Analysis for Evaluating Single-Case Designs |
Area: SCI; Domain: Experimental |
JUSTIN MYERS (Western Michigan University) |
Abstract: Behavior analysts often use single-case experimental designs to evaluate behavioral interventions, and data are typically analyzed through the visual analysis of graphs. There are several limitations with the use of visual analysis as a primary form of data analysis. These limitations include, moderate inter-rater reliability and difficulties drawing conclusions when data are variable and show small effects (Ninci et al., 2015; Wolfe et al., 2016; Hasko et al., 2022). Hierarchal Linear Models are a type of statistical model that can evaluate the effectiveness of treatment with nested data, where sessions are nested within treatment conditions. The goal of the present study is to evaluate the reliability and validity of visual analysis across hypothetical ABAB designed graphs that varied in characteristics (variability, trend, mean differences, autocorrelations) and to compare the results to those produced by a Hierarchal Linear Model. Eighteen Board Certified Behavior Analysts were recruited as participants and asked to evaluate effect size, trend, and variability of computer-generated graph sets containing one, four, and sixteen graphs. Analysis showed that visual analysis had higher degrees of error when compared to the Hierarchal Linear Model when analyzing multiple graphs and that visual analysis reliability had a moderate intraclass correlation of .567. |
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5. Toward a Better Understanding of Meaningful Differences in the Adapted Alternating Treatments Design |
Area: SCI; Domain: Applied Research |
CATALINA REY (University of Nebraska Medical Center's Munroe-Meyer Institute), Nicole M. Rodriguez (University of Nebraska Medical Center's Munroe-Meyer Institute), Emily Ferris (SUNY Upstate Medical Center), Paige O'Neill (University of Nebraska Medical Center - Munroe-Meyer Institute), Nicole Pantano (Assumption University) |
Abstract: Applied researchers have long been interested in comparing the efficacy and efficiency of teaching procedures (e.g., Cuvo et al., 1980; Ducharme & Feldman, 1992; Hagopian et al., 1998; Piazza et al., 1996). Historically, such studies have relied on between-group designs in which different teaching procedures are assigned to different groups of participants (e.g., Cuvo et al., 1980). Recognizing the advantages of being able to compare teaching procedures at the level of the individual, Sindelar et al. (1985) introduced an experimental design aimed at applying the same experimental logic of group designs to within-subject designs. That is, rather than compare rates of acquisition across two or more teaching procedures each assigned to separate but equivalent groups of participants, Sindelar et al. proposed assigning each teaching procedure to separate but equivalent instructional sets for each participant. This way, variability in the rates of acquisition might more easily be attributable to variations in the efficacy or efficiency of the teaching procedures rather than intersubject variability—an important advantage of single-case research designs (Barlow & Hayes, 1979; Kazdin, 2011). |
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6. A Demonstration of Surrogate Controls as an Alternative to the Multiple-Probe Across Behaviors Design |
Area: SCI; Domain: Experimental |
TAYLOR LEWIS (University of North Carolina Wilmington), Katherine Miller (University of North Carolina Wilmington), Tom Cariveau (University of North Carolina Wilmington) |
Abstract: Multiple-probe and multiple-baseline designs remain a staple for researchers studying the effect of a single independent variable on non-reversible behavior. In research on skill acquisition, concurrent application of these designs across behaviors or target sets is likely ideal given the relevance of historical threats to internal validity and desirability of within-participant replications. Nevertheless, these designs may be underutilized given certain features that reduce their practicality in applied settings such as the necessary identification of several behavioral sets and extended baselines in lower tiers. Here, we provide a demonstration of an alternative design that addresses some of the limitations of these principal designs while retaining opportunities for prediction, verification, and replication that characterize single-case logic. The effect of explicit instruction on textual performance is shown using surrogate controls for three children exhibiting reading deficits. The surrogate control design is contrasted with the multiple-probe arrangement to illustrate some of the advantages conferred including fewer total baseline sessions, shorter delays to the application of the independent variable across tiers, and more within-participant replications. |
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7. A Systematic Literature Review of Randomization Procedures Within Single-Case Research Designs |
Area: SCI; Domain: Conceptual |
AARON JAMES MOWERY (Boise State University), Sarah Elizabeth Quinn (Eastern Michigan University) |
Abstract: Although single-case research designs (SCRDs) have been widely used to evaluate the efficacy of educational practices and interventions for decades, and the use of randomization can enhance the internal validity of SCRDs and support statistical conclusion validity, it is unclear how often and which types of randomization procedures are used by single-case researchers in practice. We conducted a systematic review of research reports (theses, dissertations, and published journal articles) from 2010-2022, screening over 11,000 abstracts. A total of 703 reports (717 SCRDs) were included in the final sample and analyzed according to the types of SCRDs, randomization procedures, and effect sizes that researchers used, as well as the educational outcomes that were assessed and the settings in which experiments were conducted. We found the use of randomization procedures within SCRDs steadily increased over time, and that randomized SCRDs were more often used to assess academic outcomes than behavioral outcomes. Implications for research include the need for clear and accurate reporting when utilizing randomization procedures in SCRDs. We discuss implications for practice related to intervention settings, outcomes, and the use randomization procedures versus response-guided approaches within SCRDs. |
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8. Dimensions of Behavior in Dependent Measures: A Competent Meta-Analysis |
Area: SCI; Domain: Conceptual |
ERIN APPLEBY (University of Iowa), Ashley Rila (University of Iowa), Seth King (University of Iowa), Derek B. Rodgers (University of Iowa) |
Abstract: Meta-analysis is a method that analyzes data across multiple studies aimed at drawing conclusions on the effects of interventions (Forness et al., 1997). Meta-analyses are common in a range of disciplines including psychology (Carr et al., 2024), agriculture (Hui et al., 2023), and medicine (Baral et al., 2022) and results can drive policy and clinical recommendations. Historically, meta-analyses have focused on group design research, yet, recently, scholars have recommended using meta-analyses for single-case research (Dowdy et al., 2021).
Meta-analysis is a method that analyzes data across multiple studies aimed at drawing conclusions on the effects of interventions (Forness et al., 1997). Meta-analyses are common in a range of disciplines including psychology (Carr et al., 2024), agriculture (Hui et al., 2023), and medicine (Baral et al., 2022) and results can drive policy and clinical recommendations. Historically, meta-analyses have focused on group design research, yet, recently, scholars have recommended using meta-analyses for single-case research (Dowdy et al., 2021).
A hallmark feature of single-case design is that the research is individually focused, and results are not generalizable. For studies that include a behavioral dependent variable, the operational definitions may include a range of distinct behaviors, and definitions may not be identical across studies. Thus, a meta-analysis targeting interventions of a behavioral measure may draw inaccurate conclusions. As such, a component network meta-analysis analysis that takes into consideration distinct behaviors within a single measure may be an important contribution to the field. Work is ongoing, including updating a 20-year single-case database; work will conclude by the conference. The preliminary dataset includes 140 single-case studies across 9 journals. We will present the methods, results, and implications for research. |
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9. Training Graduate Students to Visually Analyze Data Using Asynchronous Precision Teaching |
Area: SCI; Domain: Experimental |
ERIC J ANDERSON (Bowling Green State University) |
Abstract: Single-subject designs demonstrate functional relationships between independent and dependent variables through visual inspection of repeated behavior measurements. Unfortunately, interpretation of these designs is subjective, and interpretations can vary. To reduce subjectivity, researchers and practitioners use systematic visual analysis of data paths to identify patterns in level, trend, variability, and immediacy of effect of these data on graphs. Faculty training behavior analysts have used a variety of methods to teach visual analysis and other skills to students, including online modules as well as Precision Teaching/frequency building interventions. These methods focus on isolating specific component skills and providing a high volume of opportunities to practice those skills and are typically viewed in a behavior per minute format. In this study, faculty used methods based on Precision Teaching and online modules to train twenty-one graduate students in an online asynchronous research course to identify levels rapidly and accurately from randomly generated equal interval line graphs. Over time, participants increased accurate responding and decreased errors per minute. Participants were also able to successfully generalize visual analysis skills to exemplar graphs from published articles, identified ways they could use Precision Teaching in their future practice, and viewed the intervention and outcomes positively. |
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10. Varying Inter-Stimulus and Inter-Trial Intervals During a Translational Extension of Stimulus-Stimulus Pairing |
Area: SCI; Domain: Basic Research |
Patricia Eberhardt (Blue Sprig Pediatrics), APRIL MICHELE WILLIAMS (Rollins College), Stephanie P. da Silva (Columbus State University) |
Abstract: Stimulus-stimulus pairing (SSP) is a respondent conditioning procedure used to elicit vocalizations in children with language delays. Unfortunately, many of the studies published fail to maximize its success, most likely because specific parameters that generate better outcomes are unknown. One factor that may impact SSP efficacy is relative duration of the inter-trial interval (ITI) and/or the inter-stimulus interval (ISI). To investigate this, the present study varied the ITI from 20 to 60 s while also varying the ISI to keep it proportional to the ITI. Nine typically developing children, aged 15 to 21 months, were randomly assigned to one of three experimental groups. The study alternated between pairing (sound model, or NS, followed by food delivery) and control (no programmed pairing between the sound model (NS) and food delivery) trials for all subjects in a trace conditioning procedure. The pairing condition led to a slightly higher percentage of trials with vocalizations across all subjects. Subjects in the 20-s ITI group had the highest rates of vocalizations, followed by those in the 60-s ITI group and the 30-s ITI group. However, subjects in the 60-second ITI group were most likely to approach the apparatus, as would be expected due to the delay reduction hypothesis. In conclusion, the effectiveness of SSP depends, in part, on the relative temporal contiguity of events with longer ITIs (e.g., 60 s) producing more approaches to the sound model (NS), although the shortest ITI group had the highest rates of vocalizations in the current study. |
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11. An Educators' Perspective on Culturally Responsive Positive Behavior Interventions and Supports' Impact on Racial Disparity in School Discipline |
Area: SCI; Domain: Applied Research |
MARIANNE NEE SPIOTTA (Educator) |
Abstract: This quantitative research study will explore how educators perceive culturally responsive School-Wide Positive Behavior Interventions and Supports’ (SWPBIS) impact on racial disparities in school discipline. At the time of this study, the literature on the effectiveness of culturally responsive SWPBIS in terms of racial disparity was mixed. Therefore, this study sought to explore how educators perceived culturally responsive PBIS on racial disparities with school districts in Eastern Pennsylvania. This study looked at the relationships among the five components of culturally responsive SWPBIS in terms of suspension rates of referral and risk indices. The findings of this study may contribute to the education field by providing a way for educators to work towards equity in our schools and in our communities. The practical application of this study, in relation to Mezirow’s theory of transformative learning, may cause educators to rethink perspectives and interpretive frameworks, thus revising ways of thinking, and making changes to school systems by moving towards equity for all races. |
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12. Behavioral Pharmacology: Effect Sizes, Conditional Rates, and Visual Analysis of Problem Behavior Data |
Area: SCI; Domain: Applied Research |
JOHN O'NEILL (Judge Rotenberg Educational Center), Anahita Masoum (Judge Rotenberg Educational Center) |
Abstract: Behavioral analytic methods have clear potential to improve pharmacological decisions (Poling et al., 2010; Poling et al., 2017). Unfortunately, there is a severe shortage of training and interdisciplinary collaboration on such decisions (Li & Poling, 2018). Regardless, psychotropic medications are variables of interest in clinical practice as they may mediate, moderate, or confound the effects of behavioral treatment. While guidelines for conducting research in applied behavioral pharmacology are available (van Haaren & Weeden, 2013; Weeden et al., 2010), there is little research on the independent and interactive effects of psychotropic medications and behavioral interventions on problem behavior (Fisher et al., 1989; Mace et al., 2001; Northup et al., 1997, 1999). Some evidence suggests that medication reductions may not reliably coincide with increased rates of problem behavior (Cox et al., 2022). We replicated and extended this work by analyzing the effects of monotherapy dose changes on the problem behavior of 40 clients in a residential treatment setting through a combination of effect sizes, conditional rates, and visual analysis of data during tapering and discontinuation. Results suggest that tapering effects are often negligible amidst comprehensive behavioral treatment and that behavior analytic methods can substantiate interdisciplinary treatment decisions. |
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13. A Mixed Methods Single Case Study: Supporting Students With Disabilities to Create Work-Related Goals and Objectives |
Area: SCI; Domain: Applied Research |
RICHARD PRICE (Purdue University) |
Abstract: Researchers have identified that the Self-Determination Career Development Model (SDCDM) is an effective tool in promoting employment outcomes for individuals with disabilities. Therefore, utilizing an concurrent single case mixed methods design, the aim of the current study was to evaluate the impact of the SDCDM in supporting high school students with disabilities, who have significant support needs, to create their own work-related goals and objectives. The following data was collected concurrently throughout the study: A multiple probe single case design was implemented in collecting data on participants creating work-related goals and objectives; Participant self-report data was collected pre- and post-intervention regarding their self-determination; Pre and post open-ended semi-structured interview/questionnaires were provided to each participant regarding the perception of their involvement in the study, as well as their teacher; Goals created by students were compared to goals already existing in their individual education programs (IEPs) related to work. Results indicated that there was a functional relationship between the SDCDM and participants creating work-related goals and objectives. Additionally, significant findings were found regarding pre and post self-determination as it relates to goal setting and planning. Lastly, regarding the qualitative portion of the study, participants discussed their perceptions of their involvement in learning how to create work-related goals and objectives and their thoughts on the value of what they learned. |
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14. Teaching Early Letter Formation to Individuals With Autism Using Mobile Applications |
Area: SCI; Domain: Basic Research |
PATRICIA K. HAMPSHIRE (Mississippi State University), Jitka Michaela Elizarraras (Mississippi State University) |
Abstract: For many individuals with autism spectrum disorders (ASD), tasks that require handwriting or other fine motor activities can be challenging (Kushki, Chau, & Anagnostou, 2011). Specifically, legibility and letter formation have been found to be characteristically impaired in these individuals. Finnegan & Accardo (2018) note further characteristic challenges among this population in the areas of length, legibility, size, speed, spelling, and structure when compared to their same-age peers. If not addressed, evidence suggests the potential for higher levels of difficulty in grasp posture and motor execution as children age (i.e., initiating a task, planning complex sequences) (Sacrey, Germani, Bryson, & Zwaigenbaum, 2014). This presentation will summarize the findings of a multiple baseline design across letters with concurrent replication across students. This study tested the effectiveness of a handwriting app, ABC Stories, on handwriting accuracy in three first grade students with autism. Results of this study suggest the effectiveness of this application in increasing handwriting accuracy and engagement time. In addition, results also suggest positive changes in parent perception regarding their child’s ability to improve in the area of handwriting over time. Future directions for this line of research will also be described in this presentation. |
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15. Effects of Spelling Flowchart Intervention for Third Grade Students With and At-Risk for Disabilities |
Area: SCI; Domain: Experimental |
MARCELLA GALLMEYER (The Ohio State University) |
Abstract: This study is replication of Harris et al., 2023 and pilot study conducted during the 2023-2024 school year, that examined the effectiveness of this spelling flowchart intervention on spelling outcomes for three fourth grade students. In this study, a multiple probe across participants design was used to measure the intervention effects on two spelling outcomes (i.e., target spelling concept and whole word spelling accuracy) and participant flowchart step accuracy. Included visual and statistical analyses support a functional relation between the spelling flowchart intervention and students’ spelling outcomes. All five 3rd grade females increased their concept spelling accuracy, whole word spelling accuracy and flowchart step accuracy. Students also demonstrated potential generalization of spelling decision-making skills across untrained flowcharts. Variability in outcomes between one-on-one and small group instruction suggests that pacing differences and individual processing speed may impact the effectiveness of flowchart-based spelling interventions. Implications for practice, limitations, and directions for future research are discussed. |
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16. Teaching Visual Analysis of A-B Line Graphs via a Computer-Based Training |
Area: SCI; Domain: Experimental |
PAULINA AGUIRRE (The Place for Children with Autism), Cameron Mittelman (Shenandoah University) |
Abstract: The visual analysis of data allows behavior analysts to make effective, reliable, and efficient data-based decisions, as well as understand the environment’s impact on behavior. There are a variety of methods that have been used to teach this skill, including in-vivo lectures, recorded presentations, behavioral skills training, visual protocols, and structured criteria. Computer-based training (CBT) has demonstrated to be an effective tool to teach visual analysis of graphed data. The purpose of this study was to evaluate the effects of an interactive CBT on a participant’s ability to accurately report visual analyses (i.e., level, trend, variability, outliers, latency of change, overall effectiveness) of A-B graphs. To assess their visual analysis skills, participants were given pre-training assessments, followed by a CBT, then post-training assessments, and lastly a maintenance assessment. Three individuals of varying ages, educational backgrounds, and ethnicities participated in this study. Results demonstrated that two of the three participants increased their ability to accurately conduct a visual analysis, and they maintained high accuracy relative to baseline two weeks following the last posttest assessment. These results suggest that CBTs can be an effective method to systematically teach visual analysis. |
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17. Effectiveness of Mindfulness-Based Interventions on Students’ Problem Behaviors: A Meta-Analysis of Single-Case Design Studies |
Area: SCI; Domain: Conceptual |
EZGI BOZKURT (University of Minnesota-Twin Cities) |
Abstract: Students exhibiting problem behaviors in school settings often face academic and social difficulties, and educators seek evidence-based strategies to support these students effectively. With the growing implementation of mindfulness practices in educational settings, this meta-analysis examined the existing literature on mindfulness-based interventions (MBIs) targeting problem behaviors in students from preschool through high school. The purpose of this review was to evaluate the effectiveness of these interventions in reducing students’ problem behaviors and to update previous reviews by analyzing studies published after 2014. Only studies conducted in school or classroom settings that were behavior-analytic in nature, included observable and measurable target behaviors, and used direct observation methods for data collection were included. Six studies involving a total of 27 participants, ranging in age from 5 to 12, with and without disabilities, who exhibited problem behaviors such as aggression, crying, screaming, and off-task behavior, met these criteria. Effect sizes were calculated using Tau-U. MBIs varied in delivery and structure but commonly included breathing and present-moment awareness strategies. Overall, findings showed that MBIs were effective in decreasing problem behaviors. Limitations of the current review, along with recommendations for future research and practice, are discussed. |
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18. What Does It Take? Evaluating Feasibility of a Math Curriculum for Students With Autism and Intellectual Disability |
Area: SCI; Domain: Experimental |
JENNY ROOT (Florida State University) |
Abstract: This study evaluated the feasibility of a math word problem-solving curriculum designed to support middle school students with autism and intellectual disability in solving multiplicative word problems. The curriculum uses modified schema-based instruction, an evidence-based practice that integrates applied behavior analysis and systematic instruction. It aims to help students access and conceptually understand word problems, apply procedures flexibly, and generalize skills to real-world contexts. A non-concurrent multiple baseline across participants design was used with four special education teachers and 11 students. Visual analysis confirmed a functional relation between the intervention and student performance, with moderate to large effects measured by Percent of Goal Obtained. Feasibility was evaluated using Gadke et al.’s (2021) multi-dimensional framework, incorporating both quantitative data (student outcomes, implementation fidelity) and qualitative data (teacher and student perceptions of social validity). Teachers implemented the curriculum with high fidelity, reported it as practical and acceptable, and made adaptations to enhance engagement. Findings gave insight into the student and contextual factors that support implementation in real-world educational settings. |
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19. Intervention Delivery via Telehealth Supporting the Social Communication of Students With Autism |
Area: SCI; Domain: Experimental |
EMILY GREGORI (University of Illinois at Chicago), Rose A. Osnaya (University of Missouri) |
Abstract: High school students with autism spectrum disorder (ASD) often experience challenges related to social communication skills, including engaging in conversation. Failure to acquire critical conversation skills can lead to increases in anxiety and isolation. Telecoaching has emerged as an intervention to provide in-the-moment coaching and support to individuals with ASD in community-based settings. This study extended previous research by evaluating the effects of a telecoaching intervention that included in-the-moment prompting on the conversation skills of four high school students with ASD who displayed significant social needs. Using a concurrent multiple baseline design, we examined the effects of the telecoaching intervention on the conversation skills of the participants with autism as they engaged in conversation with their same-aged peers. For all participants, the introduction of telecoaching resulted in increases in at least one target social communication skill. Participants also reported that the intervention was feasible and effective in improving some conversation skills with their same-aged peers. Major findings, limitations, and directions for future research are discussed. |
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20. Group Behavioral Skills Training With Peer-to-Peer Role Play and Feedback to Teach Interview Skills to Adults With Developmental Disabilities |
Area: SCI; Domain: Experimental |
NIKKOLINA PRUEITT (Texas Tech University, Burkhart Center for Autism Education and Research), Haven Sierra Niland (Texas Tech University, Burkhart Center for Autism Education and Research), The Nguyen (Texas Tech University, Burkhart Center for Autism Education and Research), Chloe Armes (Texas Tech University, Burkhart Center for Autism Education and Research), Jennifer Hamrick (Texas Tech University, Burkhart Center for Autism Education and Research) |
Abstract: In the United States, individuals with developmental disabilities are often unemployed or underemployed despite their capabilities and interest in employment (AAIDD, n.d.). Few studies have evaluated job interview training for this population, and none have focused on questions tailored to individual employment goals (Stocco et al., 2017; Roberts et al., 2021). We extended Roberts et al. (2021) by using group behavioral skills training (BST) with peer role play and feedback to teach four adults with developmental disabilities interview skills aligned with their employment interests. We used a multiple probe design across skills including answering interview questions, asking questions to the interviewer, and maintaining appropriate body language. Baseline data showed low or variable performance across skills, except for two participants who did not require instruction on body language. We began with small-group instruction, followed by peer-to-peer and participant-and-instructor mock interviews with feedback. All participants acquired target skills with group behavioral skills training and skills maintained at scheduled maintenance probes. Participants completed surveys about the acceptability of the program goals and outcomes, and unfamiliar professionals interviewed and rated participant performance during baseline and intervention probes as measures of social validity. |
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21. Teaching Constructive Self-Talk With Constructive Verbal Rehearsal: A Single-Case Study in Behavioral Health |
Area: SCI; Domain: Conceptual |
JENNIFER NEAL (Behavioral Health Allies) |
Abstract: Constructive Verbal Rehearsal is a behavior-analytic coaching model that teaches values-aligned self-talk to support emotional regulation, persistence, and autonomy. While self-talk is widely promoted in self-help literature and mindset coaching, it is rarely operationalized in behavior analytic programming. This study introduces Constructive Verbal Rehearsal as a structured verbal behavior intervention, grounded in principles of verbal behavior, motivating operations, relational framing, and stimulus control. A single-case multiple baseline design across participants is being piloted to evaluate the effects of Constructive Verbal Rehearsal on constructive verbal behavior, task engagement, and emotional regulation in individuals receiving behavioral health services. Participants include three individuals (ages 3–55) with diverse profiles, including diagnoses such as autism spectrum disorder, developmental disabilities, traumatic brain injury, and complex trauma histories, as well as patterns of self-critical verbal behavior. The Constructive Verbal Rehearsal intervention includes values clarification, phrase selection, echoic rehearsal, reinforcement, and in-the-moment prompting. Mock data illustrate a functional relation between Constructive Verbal Rehearsal implementation and increased use of values-aligned verbal behavior, along with improved task completion and reduced latency to re-engage following task errors. This conceptual study contributes foundational data supporting the feasibility and potential of Constructive Verbal Rehearsal as a dignified, constructional alternative to consequence-based behavior plans. Constructive Verbal Rehearsal is also being piloted through music-based strategies to enhance accessibility and engagement. |
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22. Functional Behavior Assessment in Pre-K: The ABCD Model |
Area: SCI; Domain: Experimental |
FRANCIS CORR (University of Virginia), Suzanne McClain (23221), Bruna Fusco Goncalves (University of Virginia), Olivia Wallace (University of Virginia), Mandy J. Rispoli (University of Virginia) |
Abstract: We examine the implementation of the ABCD model (Ask-Behavior-Confirm-Develop), a structured, school-based framework for conducting Functional Behavior Assessments (FBA). This model was created using a community-based participatory research process with a public school system. This model helped determine function of student challenging behavior by conducting an FBA in collaboration with the school-based team. Results from the Ask, Behavior, and Confirm steps aided in the Develop step, in which an individualised function-based intervention was chosen and developed for that student. Using a single-case design, we evaluated challenging behavior before intervention and then challenging behavior after intervention. The design used was a multiple baseline across participant's design. Results found that challenging behavior was reduced and appropriate communicative responses improved in three students when the function-based intervention was implemented. Social validity data show that pre-k teachers, caregivers, and behavior experts found this model to be a feasible and effective method for accurately determining the function of a student's challenging behavior. Limitations, implications for practice, and areas for future research will be discussed. |
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23. A Problem-Solving Tool for Single-Case Design Selection in Practice |
Area: SCI; Domain: Experimental |
RICHARD COLOMBO (University of Washington), Michele D. Wallace (California State University, Los Angeles) |
Abstract: Practitioners implementing an intervention are responsible for identifying whether their work is producing meaningful behavior change. Single-case designs can help with this through a variety of procedures which can be tailored to various contexts; thus, giving a practitioner the confidence in decision-making. Currently, some decision-making tools exist to help users with research questions; however, these tools may be less suited for the practice setting. This study aimed to develop and describe a problem-solving tool to assist clinicians in selecting single-case designs in practice. After receiving survey results indicating the tool's potential utility, the tool was developed with input from subject matter experts and then evaluated in a preliminary study with six participants. All participants—either junior-status behavior analysts or graduate students in a behavior analytic program—reported feeling more confident in their selections and noted that the tool and table helped them consider additional factors relevant to the practice context. The implications of this tool within a supervisory model are discussed. |
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24. Systematic Review of Teacher Coaching for Behavioral Interventions |
Area: SCI; Domain: Conceptual |
TESS FRUCHTMAN (Temple University), Amy Wasersztein (Temple University), Jason Travers (Temple University) |
Abstract: Teacher coaching may support implementation of evidence-based behavioral interventions, but coaching strategies vary considerably. Researchers have found that delayed feedback is sufficiently effective, but studies appear inconsistent in multiple ways. Coaching often varies in format (e.g., bug-in-ear, in situ observation, video observation), delivery modality (e.g., written, spoken, and video feedback), and dosage. The limited and inconsistent findings from coaching research is further complicated by inadequate access to experts for classroom coaching and complexity of some behavioral interventions (e.g., functional communication training). Such factors can undermine teacher effectiveness and student behavioral improvements.
We completed a systematic review to synthesize single-case experimental studies that used coaching to improve implementation of behavioral interventions by K-12 educators. Procedures followed PRISMA (2020) guidelines, including replicable database searches, eligibility and inclusion screening, and data extraction. Coding entailed extracting and synthesizing details about teacher and student participants, coaches, coaching components and procedures, behavioral intervention type, study design, coaching delivery modality, and methodological rigor. Author-reported outcomes were synthesized to establish which coaching strategies have convincing evidence to justify use in schools, and what outcomes can be reasonably expected when applied in school contexts. Specific recommendations will be provided along with digital resources to support future researchers. |
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25. Enhancing Validity Through Replication Research: Real-World Finance Instruction for Students With Intellectual Disability and Autism |
Area: SCI; Domain: Experimental |
ALIANA CHAVEZ (Texas A&M University) |
Abstract: Students with intellectual, autism, and other developmental disabilities often receive limited to no finance instruction, despite its direct link to post-secondary outcomes and independence. This poster shares findings from a replication single-case study using modified schema-based instruction, enhanced with technology and real-world application, to teach finance skills (i.e., tipping) to transition-aged students with intellectual, autism, and other developmental disabilities. Instructional procedures were implemented with fidelity and designed to promote skill generalization to real-world settings (i.e., restaurants), enhancing both internal and external validity. Results demonstrated improved finance performance for all participants across multiple problem solving methods (i.e., traditional computation and tipping calculator phone app), with strong indicators of both generalization and maintenance of tipping skills. Social validity measures indicated that the goal, procedures, and outcomes were meaningful to both students and relevant school-based stakeholders (i.e., classroom teacher and job coaches). This study highlights how explicit instruction and real-world generalization, coupled with rigorous single-case methodology, can produce interventions that are both valid and replicable. This work contributes to the growing body of research that is focused on meaningful, academic-based life skills and aligns directly with the conference theme of enhancing replication and validity in single-case studies. |
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26. Impact of Antecedent Exercise on Attending and Stereotypic Behaviors |
Area: SCI; Domain: Experimental |
DAISY WANG (Social Collaborative), Linda S. Heitzman-Powell (The University of Kansas Medical Center) |
Abstract: Stereotypy and deficits in attending to salient cues often interfere with learning and social engagement for individuals with developmental disabilities. Prior studies have explored exercise as an antecedent strategy to reduce stereotypy, but outcomes have varied significantly, limiting the generalizability of findings. A notable limitation in existing research is the absence of direct measures of physical exertion—specifically, physiological indicators of engagement during exercise. Leveraging advances in non-invasive wearable technology, the current study examines the effects of moderate-intensity exercise on reducing stereotypy, increasing attending behaviors, and increasing peer interactions. Using a single-subject research design, the study investigated antecedent exercise as an intervention that is for group implementation, is time-efficient, and requires neither specialized equipment nor extensive staff training. These characteristics position antecedent exercise as a practical, simple, and cost-effective intervention. Results from this study support the use of moderate exercise as a low-barrier, health-promoting strategy that can be easily integrated into inclusive educational and other group settings. By addressing a critical methodological gap, this research contributes empirical evidence for a feasible and impactful intervention to improve key behaviors that support learning and social engagement. |
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27. Teaching Function-Based Data Collection to Special Education Teacher Candidates |
Area: SCI; Domain: Experimental |
SAMANTHA T GONZALEZ (Texas A&M University), Julie L. Thompson (Texas A&M University), Lindsey Loflin (Texas A & M University) |
Abstract: Teacher candidates who leave their preparation programs ready to take on their new role often leave their first year of teaching feeling discouraged, specifically in the area of student behavior. One possible solution for preparing special education teacher candidates for a successful first-year teaching experience is building their capacity for conducting function-based observations. In this study, conceptually replicated from Love et al. (2019), the authors used a multiple baseline across participants’ single-case design to explore the effectiveness of a training package on the quality and accuracy of teacher candidate function-based data collection and conducted semi-structured interviews to assess the social validity of the training package. The four teacher-candidate participants received a data collection template, training session, and individualized coaching as needed to improve their ability to collect function-based observation data. Teacher candidates' participation in the training package improved the quality and accuracy of their data collection; however, some participants required additional coaching to meet mastery. Teacher candidates found the intervention to be impactful in improving their function-based data collection and perceived the intervention to impact the way they engaged with their students in a function-based manner. Implications for preparing teacher candidates to conduct function-based observations are discussed. |
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28. Multi-element Behavior Support (MEBS) Strategies for False Emergency Calling and Fire Setting Behavior |
Area: SCI; Domain: Conceptual |
LORI ANN DOTSON (Institute for Applied Behavior Analysis
IABA Research and Education Foundation), Kathryn Edwards (Institute for Applied Behavior Analysis) |
Abstract: Jane, a friendly and dynamic woman diagnosed with Down syndrome, mild intellectual disability, panic disorder with agoraphobia, obsessive-compulsive disorder, generalized anxiety disorder and Münchausen syndrome, transitioned to a supported living setting at the age of 29 after nearly a decade of institutional placement. Jane’s placement was a consequence of her significant behaviors of concern, such as repeated fire setting and making false emergency calls (in excess of 100 call during a 6 month period). Utilizing a multi-element behavior support (MEBS) plan with targeted ecological strategies, skill teaching, antecedent control, positive reinforcement and non-aversive situational management (LaVigna & Willis, 2005), there were 4 instances of false emergency calls and zero instances of fire starting in the first six months of community living, and zero incidences of false emergency calls and zero incidences of fire setting in a five-year follow-up. In the absence of these behaviors of concern, Jane’s quality of life improved significantly and she achieved many valued social roles, including but not limited to, friend, romantic partner, self-advocate, office staff and CPR/1st aid training assistant. |
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29. The Calculation of Renewal of Challenging Behavior: Methods and Implications |
Area: SCI; Domain: Conceptual |
ALEX PAULS (University of Iowa), Matthew O'Brien (The University of Iowa), Sara R. Jeglum (Blank Children's Hospital), Christopher A. Podlesnik (University of Florida), Lesa Hoffman (University of Iowa), Joel Eric Ringdahl (University of Georgia), Ishita Aggarwal (Washington University in St. Louis), Yueyi Guan (Johns Hopkins University) |
Abstract: Renewal is a type of relapse characterized by the reemergence of behavior previously extinguished in treatment following a context change (e.g., new treatment implementer or setting). To date, the preponderance of research of this phenomenon has occurred in basic and translational laboratory settings with nonhuman animals. Renewal of challenging behavior has recently been examined through several retrospective analyses of large clinical datasets. These studies have employed several methodological variations (e.g., max of 5, mean of 2, mean of pre-change, log transformation) in calculating the prevalence, magnitude, maintenance, and persistence of renewal. The purpose of this study was to extend previous renewal studies of challenging behavior by examining different analytical methods for determining prevalence, magnitude, and persistence of renewal for patients seen in an intensive outpatient clinic from 2020-2023. The findings are evaluated in light of previously published studies on renewal of challenging behavior. Implications for future clinical and research practice are discussed. |
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30. Technology-Based Self-Monitoring in a Community Employment Setting for Young Adults With Intellectual and Developmental Disabilities |
Area: SCI; Domain: Experimental |
LESLIE ANN BROSS (University of North Carolina at Charlotte) |
Abstract: Young adults with intellectual and developmental disabilities commonly experience challenges with successful competitive, integrated employment. The purpose of this study was to examine the effects of a technology-based self-monitoring application, I-Connect, to improve the task engagement of young adults with IDD in community-based employment settings. Three individuals with IDD, ages 20-25, participated in the single case multiple baseline across participants design. Results indicated a functional relation between I-Connect and increased levels of job task engagement. Participants maintained their skills learned and generalized to a new employment setting and job task. However, young adult participants reported relatively low satisfaction with the I-Connect application as measured on questionnaires and exit interviews. Employer and coworkers reported more positive perceptions of I-Connect in the workplace. We provide suggestions for future research related to enhancing the social validity of I-Connect. We also provide implications for practice to support individuals with IDD in integrated employment settings using technology-based interventions on handheld devices. |
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31. Adding to the Evidence Base: Effects of I-Connect in a Secondary Special Education Rural Classroom |
Area: SCI; Domain: Experimental |
LESLIE ANN BROSS (University of North Carolina at Charlotte) |
Abstract: The purpose of this study was to examine the effects of a technology-based self-monitoring application, I-Connect, to enhance the on-task behavior of five secondary students, (ages 15-16) with autism spectrum disorder, intellectual disability, and specific learning disability. The students used I-Connect to monitor their behavior during academic instruction in the content area of Biology in a rural special education classroom. We used an A-B-A-B withdrawal design with a generalization condition. The primary dependent variable was percent of intervals with on-task behavior as measured by momentary time sampling procedures. Results indicated overall higher levels of on-task behavior for all students when using I-Connect to monitor their behavior. However, there were also high percentages of overlapping data, and student satisfaction with the application was relatively low. Students used I-Connect in an employability seminar offered at their school as a means to generalize to a different setting. We provide implications for practice and suggestions for future research related to the use of self-monitoring interventions on portable technological devices. |
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32. Assessment and Treatment of Self-Injury Related to Door Closing in a Child With Autism |
Area: SCI; Domain: Experimental |
SAMANTHA CAMACHO (Turning Pointe Autism Foundation; Northern Illinois University), Bianca Frost (Turning Pointe Autism Foundation), Natalie Andzik (Northern Illinois University), Brandon C. Perez (Northern Illinois University) |
Abstract: This study evaluated the effects of stimulus fading and a blocking plus differential reinforcement intervention on reducing self-injury associated with door-closing stimuli in a 12-year-old girl diagnosed with autism spectrum disorder and obsessive-compulsive disorder. The participant engaged in self-injury, ear covering, and door-touching behaviors when a door was closed. Only self-injury was targeted for intervention. A variation of an ABAB design was used during assessment and Treatment 2, and a changing criterion design was used for Treatment 1. During stimulus fading, door-related stimuli were systematically introduced from least to most intense. When behavior persisted at the final step, blocking and reinforcement for remaining seated were introduced. Data were collected using a tablet-based system across multiple settings, including the classroom. Results showed that stimulus fading combined with differential reinforcement effectively reduced self-injury. Findings support the use of graduated exposure and reinforcement procedures to address sensory-evoked challenging behavior in individuals with autism. |
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33. Efficacy and Repeated Measures of Social Validity of a Modified Good Behavior Game |
Area: SCI; Domain: Experimental |
KRISTEN R ROLF (Utah State University), Milad Najafichaghabouri (Utah State University), Emma Preston (Utah State University) |
Abstract: Challenging student behavior may impede the provision of effective instruction and contribute to teacher burn-out (Aloe et al., 2014; Kremer et al., 2016). Despite evidence indicating the good behavior game (GBG) is effective for reducing disruptive student behavior (Bowman-Perrott et al., 2016), few teachers choose to use it. One reason may be teachers find aspects of the GBG difficult to implement. This study examined the efficacy and social validity of a modified GBG developed to reduce implementation effort for teachers. Data from four participating teachers and their classes were analyzed using a non-concurrent multiple baseline design. Baseline data show high levels of disruptive student behavior and moderate teacher perceptions of student behavior. One researcher trained each teacher to implement the modified GBG after baseline. Intervention data show decreased disruptive student behavior and improved teacher perceptions of student behavior. Teachers implemented their versions of the modified GBG during a choice condition. Student disruptive behavior data and teacher perceptions of student behavior remained stable. Social validity survey data show teachers and students believed the modified GBG was effective for reducing disruptive student behavior, and interview data indicate teachers perceived the intervention as feasible to implement but noted aspects they would change. |
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34. Effects of a Technology-Based Task Analysis for Story-Based Instruction on Early Reading Skills of Children With Autism |
Area: SCI; Domain: Experimental |
JULIE L. THOMPSON (Texas A&M University) |
Abstract: Learners with autism are at an increased risk for persistent reading difficulties regardless of their cognitive abilities (McIntyre et al., 2017; Solari et al., 2019) and therefore need high-quality instruction that utilizes practices grounded in research evidence to support skill development. Furthermore, access and engagement in story-based instruction may improve communication skills for children with autism (Dynia et al., 2014). Using an alternating-treatment design comparing a technology-based task analysis for story-based instruction to typical storybook reading, results indicated all three kindergarten students with autism were able to accurately answer more questions during the technology-based task analysis for story-based instruction condition. Two storybooks were used, one for each condition. Skills addressed by the questions included vocabulary, book concepts, literal and inferential questions, and letter/sound correspondence. The classroom teacher indicated the intervention was feasible, worthwhile, and resulted improved reading skills for her students. Based on these findings, the technology-based task analysis for story-based instruction may be an effective way to teach early reading skills to children with autism. Future research should examine effects of this intervention across multiple storybooks with a greater number of children with autism on early reading skills and communication skills. |
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35. Developing Research Masterminds: Training Applied Behavior Analysis (ABA) Practitioners in Quality Appraisal Using the Evaluative Method |
Area: SCI; Domain: Experimental |
ADRIANA (ADIE) ANDERSON (Endicott College/ Easterseals Southern California), Jill Harper (Melmark New England, Endicott College) |
Abstract: Evidence-based practice (EBP) is “a model of professional decision-making in which practitioners integrate the best available evidence with client values/context and clinical expertise in order to provide services for their clients” (Slocum, 2014, p. 44). Despite the importance of EBP within applied behavior analysis (ABA) services, there seems to be a considerable research-to-practice gap as ABA practitioners have reported the use of unvalidated, ineffective, or harmful interventions (Marshall et al., 2023; Schrek et al., 2016). Carnine (1997) proposed that one way to address this gap is to teach ABA practitioners the skill to identify trustworthy sources to aid them in determining the best available evidence. Yet, within behavior analytic literature, no research exists on effective methods or tools for systematically teaching ABA practitioners how to appraise research quality. One solution could be to use quality appraisal tools, which provide a framework for practitioners to carefully assess research's methodological rigor and validity (Wendt & Miller et al., 2014). Therefore, the current study evaluated the effectiveness of competency-based training in conjunction with a quality appraisal tool (Reichow et al., 2008) in increasing four ABA practitioners’ ability to assess SSED studies. Results indicated that the intervention package was effective for three out of the four participants, with weighted Tau-U results indicating an overall statistically significant intervention effect. All participants rated the current studies’ goals, procedures, and outcomes favorably. |
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37. Multi-element Behavior Support (MEBS) Strategies for Inappropriate Social Sexual Behavior |
Area: SCI; Domain: Conceptual |
LORI ANN DOTSON (Institute for Applied Behavior Analysis
IABA Research and Education Foundation), Kathryn Edwards (Institute for Applied Behavior Analysis) |
Abstract: As part of the State of California’s effort to decrease the number of people and length of time spent in institutional settings, Matt, a man diagnosed with mild intellectual disability and pedophilia, was chosen to transition to a community-based program, in which he would reside in his own home and receive 24-hour supervision and support. Matt’s inappropriate sexual behavior with children was well documented, but he did not meet the competency requirements to stand trial. Consequently he lived in an institutional setting for the developmentally disabled the majority of his adult life. Utilizing a multi-element behavior support (MEBS) plan with targeted ecological strategies, skill teaching, antecedent control, positive reinforcement and non-aversive situational management (LaVigna & Willis, 2005), there was a single instance of inappropriate behavior with a minor first six months of community living, and two incidences of inappropriate behavior with a minor in a five-year follow-up. No incidences resulted in physical contact with a minor. With the assistance of direct support professionals providing line of sight supervision, Matt safely developed many meaningful community roles, including, but not limited to, friend, college student, office worker, self-advocate and public speaker. |
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