Single-Case Designs and

Small-n Research
Week 7
10/21 & 10/23
Ch. 10
 Single-Case Designs and
Small-n Research
• So far, we have been focusing on group
methodologies
– Large, diverse, representative samples
• These designs give us a great deal of
info on 1 person or a small group
– Emphasis on manipulation of variables
 Case Study Method
• Intensive description/analysis of a
single individual
• Can utilize various sources
– Naturalistic observation, interview, tests,
archival records, etc.
• The famous example of Anna O
Characteristics of Case Study
Method
• Often used in application and results of a
clinical treatment
• Often lack control
– e.g., several treatments applied simultaneously,
do not control extraneous variables (environment-
home versus clinic)
– Difficult for psychologists to make valid inferences
about variables that influence behavior
• Often “exploratory”-- do not test specific
hypotheses
Pros and Cons to Case Study
• Some Pros:
– Idiographic-- rich information
• Often used in conjunction with nomothetic approaches
– Testing new clinical techniques
– Study rare phenomena/behavior
– Challenge assumptions/provide support for
theories
• Some Cons:
– No valid causal inferences-- lack of control
– Observer bias
– Hard to generalize
 Single-Subject (Small-n)
• Experimental Analysis of Behavior (Skinner)
--> Applied Behavior Analysis
– Use single-subjects or small groups
– Experimental control-- individual’s behavior
changes systematically with manipulation of IV
• Behavior continuously monitored over various
stages of experimentation or treatment
• Example: John Watson and Little Albert
 Stages of Single-Subject
Designs
• Baseline-- behavior prior to experiment
– Describe behavior of interest and predict
future behavior without intervention
– Want it to be “stable”
• Intervention-- observe behavior after
experiment or treatment is added
 Common Single-Subject
Designs
• ABAB-- baseline (A) and intervention
(B) alternate (AKA Reversal Design)
– Behavior changes systematically with
and without intervention
– Predict behavior will reverse when
intervention removed
• Not always the case-- skill acquisition
– Evidence for intervention’s effectiveness
 Example of ABAB
A B A B Follow-Up
 Common Single-Subject
Designs continued...
• Multiple Baseline
– No withdrawal of intervention
– Obtain baselines over numerous settings
– Introduce intervention in one setting at a time
• Monitor behavior across all settings-- behavior
should improve in experiment situation, not others
– Begin implementing intervention across other
settings
Variations of Multiple-Baseline
Design
• Different variations of “settings”:
– Multiple-baseline design across situations
• e.g., home, school, grandma’s house
– Multiple-baseline design across individuals
• e.g., 4 children with behavioral problems
– Multiple-baseline design across behaviors
(same individual)
• e.g., look at biting, scratching hitting in one
child
Example of Multiple Baseline
 Limitations of Single-Subject
Designs
• Stability of baseline
– Hard to determine intervention had an effect of
baseline is not stable
• Generalization (external validity)
– Hard to generalize experiences of one person to a
population
• Ethical issues
– Is it ethical to withdraw treatment (ABAB) or not
treat some individuals (Multiple-baseline across
individuals)?
 Homework 2
• A friend comes to you with a problem:
– Nail biting
• Design a Single-Subject Design to help with this
problem
• You may use ABAB or Multiple-Baseline
• Briefly describe intervention (not the important part,
but think about it)
• Describe which method you will use, how you will
establish baseline/intervention stages, how many
stages you will include, how long each stage will be
• How will you determine your treatment is effective?
• Worth 10 points, due 10/30
 Change of Pace
• Final Project
• There are now resources including:
– APA Format Handout
• How to write in APA style
• Will review this more in later weeks
– Sample rubric for Final Project grading
• Subject to slight changes