Practicing school consultants can empirically validate interventions: A description and demonstration of the non-concurrent multiple-baseline design

Journal of Applied School Psychology

Volumn 20, Issue 2, 2004, Pages 109-128

  Winn, Beth D ^a   Skinner, Christopher H ^a   Allin, Jessica D ^a   Hawkins, James A ^a  

^a UNIVERSITY OF TENNESSEE   (United States)

Author keywords

Behavioral consultation; Non concurrent multiple baseline design; Practitioner research; Self management; Writing

Indexed keywords

EID: 84977071495     PISSN: 15377903     EISSN: 15377911     Source Type: Journal    
DOI: 10.1300/J370v20n02_07     Document Type: Article

References (36)

1. Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-97.
2. Barlow, D. H., & Hersen, M. (1984). Single case experimental designs: Strategies for studying behavior change, 2nd Ed. New York: Pergamon.
3. Bergan, J. R. (1977). Behavioral Consultation. New York: Charles E Merrill.
4. Bergan, J. R., & Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York: Plenum Press.
5. Borasi, R., & Rose, B. J. (1989). Journal writing and mathematics instruction. Educational Studies in Mathematics, 20, 347-365.
6. Caldwell, N. K., Wolery, M., Werts, M. G., & Caldwell, Y. (1996). Embedding instructive feedback into teacher-student interactions during independent seat work. Journal of Behavioral Education, 6, 459-480.
7. Campbell, S., & Skinner, C. H. (2004). Combining explicit timing with an interdependent group contingency program to decrease transitions times: An investigation of the timely transitions game. Journal of Applied School Psychology, 20(2), 11-27.
8. Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Skokie, IL: Rand McNally.
9. Christenson, S. L., Thurlow, M. L., Ysseldyke, J.E., & McVicar, R. (1989). Written language instruction for students with mild handicaps: Is there enough quantity to ensure quality? Learning Disability Quarterly, 12, 219-229.
10. Daniels, L. K., & Hansen, K. P. (1976). Effects of social reinforcement and visual feedback on work production among mentally retarded sheltered workshop clients. Psychological Reports, 39, 664.
11. DiGangi, S. A., Maag, J. W., & Rutherford, R. B. (1991). Self-graphing of on-task behavior: Enhancing the reactive effects of self-monitoring on on-task behavior and academic performance. Learning Disability Quarterly, 14, 221-230.
12. Harris, F. N., & Jenson, W. R. (1985). Comparisons of multiple-baseline across persons designs and AB designs with replication: Issues and confusion. Behavioral Assessment, 7, 121-127.
13. Hayes, S. C. (1985). Natural multiple baseline across persons: A reply to Harris and Jenson. Behavioral Assessment, 7, 129-132.
14. Hoover, R. M. (1979). In the beginning: The word. Journal ofBasic Writing, 2, 82-87.
15. Kazdin, A. E. (1974). Reactive self-monitoring: The effects of response desirability, goal setting, and feedback. Journal of Consulting and Clinical Psychology, 422, 704-706.
16. Kazdin, A. E. & Kopel, S. A. (1975). On resolving ambiguities of the multiple-baseline design: Problems and recommendations. Behavior Therapy, 6, 601-608.
17. Kelley, M. L., & Stokes, T. F. (1984). Student-teacher contracting with goal setting for maintenance. Behavior Modification, 8, 223-244.
18. Kratochwill, T. R., & Stoiber, K. C. (2002). Evidence-based interventions in school psychology: Conceptual foundations of the Procedural and Coding Manual ofDi-vision 16 and the Society for the Study of School Psychology Task Force. School Psychology Quarterly, 17, 341-389.
19. Lee, G., & Tindal, G. A. (1994). Self-recording and goal-setting: Effects on on-task and math productivity of low-achieving Korean elementary school students. Journal of Behavioral Education, 4, 459-479.
20. Maag, J. W., Rutherford, R. B., & DiGangi, S. A. (1992). Effects of self-monitoring and 7contingent reinforcement on on-task behavior and academic productivity of learning-disabled students: A social validation study. Psychology in the Schools, 29, 157-172.
21. McConnell, S. R. (1987). Entrapment effects and the generalization and maintenance of social skills training for elementary school students with behavioral disorders. Behavioral Disorders, 12, 252-263.
22. McLaughlin, T. (1992). Effects of written feedback in reading on behaviorally disordered students. Journal of Educational Research, 85, 312-316.
23. Moxley, R. A., Lutz, P. A., Ahlborn, P., Boley, N., & Armstrong, L. (1995). Self-recorded word counts of freewriting in grades 1-4. Education and Treatment of Children, 18, 139-157.
24. Neef, N. A., Shade, D., & Miller, M. S. (1994). Assessing influential dimensions of reinforcers on choice in students with serious emotional disturbance. Journal of Applied Behavior Analysis, 27, 575-583.
25. Rickards-Schlichting, K. A., Kehle, T. J., & Bray, M. A. (2004). A self-modeling intervention for high school students with public speaking anxiety. Journal of Applied School Psychology, 20(2), 47-60.
26. Robinson, S. L., Skinner, C. H., & Brown, C. S. (1998). An analysis of articles appearing in school psychology journals from 1985-1994. Proven practices: Prevention and Remediation Solutions for Schools, 1, 28-33.
27. Seabaugh, G. O., & Schumaker, J. B. (1994). The effects of self-regulation training on the academic productivity of secondary students with learning problems. Journal of Behavioral Education, 4, 109-133.
28. Shapiro, E. S. (1996). Academic skills problems: Direct assessment and interventions. New York: Guilford.
29. Shimabukro, S. M., Prater, M. A., Jenkins, A., & Edelen-Smith, P. (1999). The effects of self-monitoring of academic performance on students with learning disabilities and ADD/ADHD. Education and Treatment of Children, 22, 397-414.
30. Sindelar, P. T., Rosenberg, M. S., & Wilson, R. J. (1985). An adapted alternating treatments design for instructional researcher. Education and Treatment of Children, 8, 67-76.
31. Skinner, C. H. (2002). An empirical analysis of interspersal research: Evidence, implications, and applications for the discrete task completion hypothesis. Journal of School Psychology, 40, 347-368.
32. Stoiber, K. C., & Kratochwill, T. R. (2000). Empirically supported interventions and school psychology: Rationale and methodological issues-Part I. School Psychology Quarterly, 15, 75-105.
33. Stokes, T. R., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-367.
34. Trammel, D. L., Schloss, P. J., & Alper, S. (1994). Using self-recording, evaluation, and graphing to increase completion of homework assignments. Journal of Learning Disabilities, 75-81.
35. Watson, P. J., & Workman, E. A. (1981). The non-concurrent multiple baseline across-individuals design: An extension of the traditional multiple baseline design. Journal of Behavior Therapy and Experimental Psychiatry, 12, 257-259.
36. Young, K. R., West, R. P., Li, L., & Peterson, L. (1997). Teaching self-management skills to students with learning and behavior problems. Journal of Emotional and Behavioral Problems, 6, 90-96.