Single Subject Research
In this chapter, we describe basic and expert competencies for the use of single subject designs. Basic competencies include repeated observation of behavioral phenomenon of interest, the participant serving as his or her own control, and utilizing measur
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Kurt A. Freeman ∙ May Lim
Abstract: In this chapter, we describe basic and expert competencies for the use of single subject designs. Basic competencies include repeated observation of behavioral phenomenon of interest, the participant serving as his or her own control, and utilizing measurement and visual analysis strategies that allow one to determine whether change occurs over time. Expert competencies include basic competencies plus repeated demonstration of experimental effect and altering only one variable at a time when introducing treatment. Through the use of numerous examples, we illustrate how single subject research designs lend themselves well to various aspects of research, including the stage of theory development (Level 1 research) and more formal and systematic tests of said theories (Level II and Level III research). We also describe how basic and expert competencies of single subject designs can be incorporated into clinical practice to evaluate effects of intervention. The reader will learn how single subject designs are unique approaches to scientific inquiry due to several features, including repeated observation of the dependent variable(s), replication of treatment effects, intrasubject and intersubject comparisons, visual analysis of individual participant data, and systematic manipulation of independent variable(s). This chapter will likely be useful for clinicians and researchers alike who are interested in answering questions about clinical phenomena in a manner that meets the requirements of the scientific method.
15.1 Overview As evidenced by the adoption of the scientist-practitioner or local clinical-scientist models by graduate programs in clinical and counseling psychology, it is clear that the role of research is vital in graduate training. Thus, whether planning a career as a researcher or practitioner, graduate students are expected to gain an understanding of, and an appreciation for, research methodology. This chapter focuses on single-subject designs (SSDs), an idiographic approach for describing, examining, and comparing the performance of an individual against his or her own performance at different points in time or in different settings (Blampied, 2001; Leary, 2001). An introduction to the various SSDs is provided in terms of the processes involved in their utilization, as well as the benefits and weaknesses of each are provided. Clinical examples are used to illustrate the basic competencies needed to effectively apply SSD strategies in the clinical realm. This chapter also includes a discussion of the expert competencies related to SSDs in the context of psychological research that forwards our understanding of the human behavior and the treatment of problems that arise. While training in various research methodologies is a standard course in doctorallevel psychology programs, many graduates who chose to work primarily as clinical practitioners rarely apply rigorous research methodologies in their clinical work (Holttum & Goble, 2006; Phelps, Eisman, & Kohout, 1998)
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