Thanks for the awesome content! I have a perhaps super silly question, as I am a student and just started getting into ABAB designs and such. Is it possible to combine an ABAB design with a multiple-baseline design in a single-case series study? Why or why not? And could you also please suggest some related literature? I would greatly appreciate it! 😁😁
That’s a huge question. 😂 First off - you CAN combine them (I actually ran one many years ago studying lighting effects in multiple classrooms). The big question is WHY. If there is a reason to do it. Then go ahead. If not, don’t. The key is to design a study that addresses the question at hand. As for the benefits, etc., it’s really both combined - along with both sets of problems.
when we doing baseline, how many times at least we can do baseline ? and can we make the same test for every baseline? or we must make different test every baseline? please answer me mr.
As far as gathering baseline it's not done by a number of times. Ideally we gather baseline until the data shows stability. There is no test when you are taking baseline. If you are running an assessment you gather answers only and font reinforce or correct. Either way it needs to stay the same. Hope that helps.
Not sure exactly what you mean by “test”. However each measurement must be of the same behavior. It is common to get AT LEAST three measurements in baseline before you attempt condition or phase changes, but the real criteria is STABILITY.
I love these videos. Thanks for making them!
you're funny ;-) and helpful
Awesome!
Thanks!
Thanks for the awesome content!
I have a perhaps super silly question, as I am a student and just started getting into ABAB designs and such.
Is it possible to combine an ABAB design with a multiple-baseline design in a single-case series study? Why or why not? And could you also please suggest some related literature? I would greatly appreciate it! 😁😁
That’s a huge question. 😂
First off - you CAN combine them (I actually ran one many years ago studying lighting effects in multiple classrooms). The big question is WHY.
If there is a reason to do it. Then go ahead. If not, don’t. The key is to design a study that addresses the question at hand.
As for the benefits, etc., it’s really both combined - along with both sets of problems.
Goodness! I thought reversal and withdrawal were the same too! 😅
We all did
Sir, translate speak indonesian please 🥺🥺, I did my thesis using Single Subject Research using A-B-A-B 🙏🥺😭
When you talk about Reversal and Withdrawal, are you speaking of a "True" Reversal?
Yup.... ideally. If it’s not a true reversal then it would probably qualify as a withdrawal.
@@PsychCore sir, kindly provide detail lecture on designs with diagram and examples.
when we doing baseline, how many times at least we can do baseline ? and can we make the same test for every baseline? or we must make different test every baseline? please answer me mr.
As far as gathering baseline it's not done by a number of times. Ideally we gather baseline until the data shows stability. There is no test when you are taking baseline. If you are running an assessment you gather answers only and font reinforce or correct. Either way it needs to stay the same. Hope that helps.
Not sure exactly what you mean by “test”. However each measurement must be of the same behavior.
It is common to get AT LEAST three measurements in baseline before you attempt condition or phase changes, but the real criteria is STABILITY.
Y it