Research Methods in Behavior Science
This assignment will strengthen your understanding of single-case experimental designs commonly used in applied behavior analysis. You will explore how multiple baseline, alternating treatment, and changing criterion designs can be implemented in a classroom to modify student behaviors, while also practicing data-based decision making.
You will create a 7–10 minute recorded presentation explaining how each of the following designs could be applied to a classroom scenario:
- Multiple Baseline Design – Create or select a classroom scenario where the same intervention is introduced across different students, settings, or behaviors at different times. Explain how this design helps demonstrate experimental control and minimizes threats to validity.
- Alternating Treatment Design – Present a scenario in which two or more interventions are rapidly alternated to compare their effectiveness for the same behavior. Explain how data would be collected and interpreted.
- Changing Criterion Design – Develop a scenario where a performance goal is gradually adjusted in steps, and describe how each change in criterion would demonstrate behavior change related to the intervention.
For each design, clearly:
- Describe the setting, participants, and target behavior.
- Explain the procedures and data collection methods.
- Identify the advantages and disadvantages of using that design in the scenario.
- Include at least one visual representation (mock graph) for each design to illustrate expected results.
- Provide a personal or professional connection if possible, explaining how changing conditions and design choice can influence outcomes.
- Support your discussion with at least two scholarly sources in APA format.
Submission Requirements
- Presentation length: 7–10 minutes.
- Include presentation slides with embedded mock graphs for each design.
- Reference list in APA format.
- Submit the video file and slides by the due date.
Rubric – Presentation: Implementing Experimental Designs to Modify Classroom Behavior
Criteria | Excellent | Satisfactory | Needs Improvement | Poor | Points |
|---|---|---|---|---|---|
Multiple Baseline Design | Scenario is realistic and clearly explains participants, setting, target behavior, and staggered intervention introduction. Demonstrates strong understanding of experimental control and validity. Includes accurate and well-labeled mock graph. | Scenario is clear with minor missing details; graph is mostly accurate. | Scenario is vague or missing several key details; graph has multiple errors. | Scenario is unclear or does not represent a true multiple baseline design; graph is missing or incorrect. | 20 |
Alternating Treatment Design | Scenario is realistic and clearly describes participants, setting, target behavior, and rapid alternation of interventions. Explains data collection and interpretation well. Includes accurate and well-labeled mock graph. | Scenario is clear with minor missing details; graph is mostly accurate. | Scenario is vague or missing several key details; graph has multiple errors. | Scenario is unclear or does not represent a true alternating treatment design; graph is missing or incorrect. | 20 |
Changing Criterion Design | Scenario is realistic and clearly describes participants, setting, target behavior, and systematic performance goal changes. Explains how each criterion change demonstrates control. Includes accurate and well-labeled mock graph. | Scenario is clear with minor missing details; graph is mostly accurate. | Scenario is vague or missing several key details; graph has multiple errors. | Scenario is unclear or does not represent a true changing criterion design; graph is missing or incorrect. | 20 |
Advantages & Disadvantages | Thoroughly explains advantages and disadvantages for each design using correct behavior analytic terminology. | Explains most advantages and disadvantages but lacks depth or omits minor points. | Provides minimal or unclear advantages and disadvantages. | Does not address advantages or disadvantages. | 15 |
Integration of Scholarly Sources | Uses 2+ scholarly sources effectively to support analysis; APA format correct. | Uses at least 2 scholarly sources with minor APA errors. | Uses fewer than 2 scholarly sources or has significant APA errors. | No scholarly sources used. | 10 |
Presentation Quality | Organized, professional, and engaging; all members contribute equally; video length is 7–10 minutes; audio and visuals are clear. | Mostly organized with minor issues in pacing, participation, or technical quality. | Presentation is difficult to follow, unbalanced in participation, or has major technical issues. | Unorganized, incomplete, or significantly below expectations. | 15 |