Based on the student absences example, identify the specific event that serves as the 'interruption' in the interrupted time-series design. Then, describe the two different post-interruption outcomes (effective vs. ineffective treatment) in terms of the pattern and trend of student absences.
Question: Based on the student absences example, identify the specific event that serves as the 'interruption' in the interrupted time-series design. Then, describe the two different post-interruption outcomes (effective vs. ineffective treatment) in terms of the pattern and trend of student absences.
Sample answer: In this example, the 'interruption' (treatment) is the instructor beginning to publicly take daily attendance. An effective treatment is indicated by an immediate and sustained drop in student absences after the intervention. An ineffective treatment is indicated when the average long-term trend of absences remains virtually unchanged after the intervention, despite minor weekly fluctuations.
Key points:
- Identify the interruption as the instructor beginning to publicly take daily attendance.
- Describe the effective outcome pattern as an immediate and sustained drop in absences.
- Describe the ineffective outcome pattern as a long-term trend that remains virtually unchanged on average.
- Acknowledge that minor weekly fluctuations can still occur even when the treatment is ineffective.
Rubric: A complete response must correctly identify the instructor starting to publicly take daily attendance as the interruption, describe the effective outcome as an immediate and sustained drop in absences, and describe the ineffective outcome as a virtually unchanged long-term trend in average absences.
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Example of an Interrupted Time-Series Design with Nonequivalent Groups: Student Absences
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Based on the student absences example, identify the specific event that serves as the 'interruption' in the interrupted time-series design. Then, describe the two different post-interruption outcomes (effective vs. ineffective treatment) in terms of the pattern and trend of student absences.
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A researcher is using an interrupted time-series design to study student absences in a psychology class. Before the treatment (introducing public attendance taking), they collect only a single measurement of absences from the week immediately prior. Apply your knowledge of this design's structure to explain why collecting only one pre-treatment measurement, instead of multiple measurements, compromises the validity of their conclusions.