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Multiple-Baseline Design Across Behaviors
A multiple-baseline design across behaviors involves establishing multiple baselines for a single participant across different dependent variables (behaviors), and then introducing the intervention for each behavior at staggered times. By showing that an individual's behavior changes only when the treatment is applied to that specific behavior, researchers can establish causality. For example, if an intervention designed to improve productivity is introduced for an office worker's sales calls first, and later for their report writing, an increase in productivity for each task corresponding only to the staggered introduction time provides clear evidence that the treatment caused the improvement.
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Research Methods in Psychology - 4th American Edition @ KPU
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Multiple-Baseline Design Across Participants
Multiple-Baseline Design Across Behaviors
Multiple-Baseline Design Across Settings
What is the primary defining characteristic of a multiple-baseline design in single-subject research?
Observe the provided graph of a multiple-baseline design. Arrange the following implementation steps in the correct order to reflect how this design demonstrates that a treatment is responsible for behavioral changes.
A researcher is designing a single-subject study to evaluate a new intervention while avoiding the ethical issues associated with withdrawing a treatment. Match each research scenario to the specific type of multiple-baseline design it represents.
In a multiple-baseline design, if a researcher observes that behavior across all participants improves at the exact same moment the treatment is introduced to only the first participant, this outcome provides strong evidence that the treatment is the cause of the change.
Match each variation of the multiple-baseline design to the focus of its baseline measurements.
In a multiple-baseline design, what is the interpretive purpose of staggering the introduction of the treatment across participants, as shown in the provided graph?
A colleague critiques a study on social skills training by suggesting that participants' improvement was simply due to maturation—becoming more comfortable with the observer over time. To rebut this, the researcher points out that the third participant's behavior remained at baseline levels for several weeks until the treatment was finally introduced, even though the other participants had already received it. The ability to rule out threats to internal validity like maturation by staggering the timing of treatment introduction is the core evaluative strength of the _____.
A school psychologist wants to evaluate a self-quieting intervention for a student. They establish baseline measurements of the student's disruptive behavior in three different settings: the classroom, the playground, and the cafeteria. They then introduce the intervention in all three settings simultaneously. True or False: This procedure represents a multiple-baseline design.
A researcher is studying the effects of a token economy on a child's social skills. Because they are concerned that withdrawing the token economy might cause the child's improved behavior to deteriorate, they analyze the limitations of a reversal design and decide to use a multiple-baseline design instead. By selecting the multiple-baseline design, the researcher demonstrates the effect of the treatment without requiring its _____.
A researcher plans to evaluate a reading intervention across three participants using a multiple-baseline design. Order the following steps to describe the correct sequence of implementing the design to evaluate the treatment's effectiveness without removing it.
Describe the multiple-baseline design in single-subject research. In your concise analytical response, explain why this design was developed and outline the three primary ways baselines can be established according to this method.
Based on the provided scenario, decide how the psychologist should implement the intervention to demonstrate its effect without requiring its removal. Justify your decision using the principles of the multiple-baseline design.
A researcher wants to test a new classroom management strategy to reduce disruptive behavior, increase on-task behavior, and improve peer sharing in a specific student. If the researcher wants to avoid withdrawing the strategy once it is implemented, how should they apply a multiple-baseline design to evaluate this single student? Provide a brief one- to three-sentence answer.
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What is the defining feature of a multiple-baseline design across behaviors?
A clinical psychologist wants to determine whether a reinforcement-based intervention improves a client's self-care habits. She tracks two behaviors — frequency of teeth-brushing and frequency of bed-making — during an initial observation period. She then introduces the reinforcement intervention for both behaviors at the same time and observes that both behaviors increase simultaneously. This procedure allows her to rule out the possibility that an outside event, rather than the intervention, caused the improvements.
A researcher is using a multiple-baseline design across behaviors to help a student improve three distinct classroom behaviors: raising their hand, staying in their seat, and completing assignments. Match each part of the experimental procedure with its corresponding implementation in this study.
A behavioral researcher is designing a study to treat three distinct anxiety behaviors in a single patient. To establish causality using a multiple-baseline design across behaviors, organize the researcher's methodological steps in the correct logical sequence.
A researcher is developing a protocol to investigate if a self-monitoring intervention effectively improves three distinct, unrelated academic behaviors—active note-taking, textbook highlighting, and participation in discussion forums—for a single student. To create a valid multiple-baseline design across behaviors that demonstrates experimental control, which of the following experimental architectures should the researcher construct?
Multiple-Baseline Design Across Behaviors Example
In a multiple-baseline design across behaviors, the researcher introduces the intervention for all of the participant's targeted behaviors at the same time.
A researcher implements a multiple-baseline design across behaviors to target a child's 'sharing' and 'verbal-requesting.' The intervention is applied to sharing at session and to verbal-requesting at session . If verbal-requesting levels increase significantly at session —before the treatment is applied to it—the researcher must conclude that the results fail to establish _____.
A clinical psychologist uses a multiple-baseline design across behaviors to help a client. Match each research design component to its corresponding application in the study.
In a multiple-baseline design across behaviors targeting a single participant's sales calls and report writing, an increase in productivity that corresponds only to the staggered introduction time of the intervention for each behavior allows researchers to establish _____.
A researcher is planning to evaluate the effectiveness of a productivity intervention using a multiple-baseline design across behaviors. Order the steps from first to last to ensure the study can successfully establish causality.
Describe the core structure of a multiple-baseline design across behaviors and explain how this design helps researchers establish causality.
Based on the principles of a multiple-baseline design across behaviors, what specific pattern of results must the researcher observe to provide clear evidence that the token-reward intervention caused the improvement in the worker's productivity?
A clinical psychologist is planning a multiple-baseline design across behaviors to help a child reduce three different habits: nail-biting, thumb-sucking, and hair-pulling. After establishing multiple baselines for all three of these dependent variables, what specific methodological step must the psychologist take next to properly apply this design?