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Introduction
Behavioral research is the study of the potential cause-and-consequence relationship between behaviors and the environment. Behavioral techniques are used to assess the influence of other variables on an individuals behavior. There is a variety of designs that can be achieved to determine whether a change has been successfully implemented or to address the behavior itself. For example, the four scenarios that will be discussed in the current paper include multiple base, withdrawal, alternative treatment, and changing criterion designs. Each of the methodologies can be successfully implemented and is supported in relevant literature in relation to their practical employments in various case studies. Depending on circumstances, the four designs are effective in determining behavioral elements and highlighting actions that help alter circumstances for the better.
Multiple Baseline Design
The case study highlights a situation in which two students are disruptive during classes. The goal is, however, not to implement an intervention but rather to determine whether the proposed intervention has worked in decreasing disruptive episodes. In this case, the multiple baseline design can be employed to illustrate whether changes have been reached or further alterations are required to address the existing barriers. This design allows comparison between two different contexts and helps to determine if any behavior changes are due to the interventions real effects or other factors (Nakutin & Gutierrez, 2019). The methodology implies that variables are measured either in different settings, individuals, or behaviors. In the current case study, the multiple baseline design can be effectively integrated to determine whether the interventions employed by teachers have a positive behavioral effect on the students causing trouble. Several steps can be followed to apply the said design to determine positive or negative effects.
I would apply the multiple baseline design to determine student behavior before and after the intervention. Namely, a preliminary assessment is needed to illustrate the initial measures. For example, for both students, I would count the number of disruptive episodes during class. This would help determine the baseline that would be used to compare further results. In the second stage of design implementation, I would measure the variable after the intervention was employed. Namely, I would determine how many disruptions occurred after the alterations were made. Both baselines would be determined over the course of several weeks and recorded. Thus, two weeks can be designated for the preliminary determination of baselines, and each day will be correlated with the number of disruptions caused by preschool students. I would further apply a similar approach when it comes to the time period after the intervention was employed, determining the number of disruptions daily over the course of two weeks.
One recent article that effectively demonstrates a similar application of this methodology is Effect of physical activity on academic engagement and executive functioning in children with ASD . In this study, Nakutin and Gutierrez (2019) used multiple baselines across the subjects design to evaluate the effectiveness of picture-based social stories on two students with an autism spectrum disorder in a unique educational setting. Data collected during baseline, intervention, and generalization phases showed that the intervention effectively decreased disruptive behavior, with results sustained up to two months after the intervention was terminated. Thus, the design selection is justified as existing research supports the use of the methodology in a similar setting.
Withdrawal Design
The case study highlights a situation in which a student, Juan, makes jokes during class an inappropriate class. The teacher believes this behavior to be motivated by the desire to gain attention. Thus, the withdrawal design can be implemented to determine whether the teachers thoughts on the matter are justified. This implies that a baseline is determined before the second stage is applied, which is implementing a new strategy. The third state is withdrawing the intervention to determine whether the strategy has worked. Based on the circumstances of the case study, namely, a setting in which a different approach can minimize negative consequences, the methodology can have a positive effect.
I would employ the withdrawal design in the following manner. Initially, I would determine the frequency correlating with the inappropriate jokes expressed by Juan during classes. I would make sure the teacher maintains the strategy of paying attention to the student, which is believed to encourage him to continue his behavior this way. During the second stage, I would ask the teacher to ignore such behavior and record the frequency of the incidents under the new conditions. Last but not least, I would withdraw the intervention to reassure that the teachers dismissal of disruptive behavior leads to its minimization. In this case, the student is being assessed during three different timelines. The design would allow for data to be gathered under different circumstances to determine whether the teacher is right and if paying attention to the student encourages his disruptive behavior.
To justify the proposed application process, one can cite this research study, Early childhood teachers stress and childrens social, emotional, and behavioral functioning . The article published by Jeon et al. (2019). showed a withdrawal design experiment that investigated the effects of attention withdrawal on students challenging behaviors in a laboratory setting. The results suggested that withdrawing teachers attention produced a decrease in challenging behaviors in 80% of the students who participated in the study. In this case, it is certain that both the current setting and the one described in the study are similar. As a result, it can be employed under the aforementioned conditions without potential barriers, as evidence shows its effectiveness in identical settings.
Alternative Treatments Design
The third case study highlights circumstances in which Susan is willing to develop an exercise routine that she can successfully follow and maintain in her day-to-day life. The goal is to determine whether structured classes or at-home workouts are more likely to lead to positive results in regard to the frequency of exercising. An alternative treatment design can be applied to gain insight into the most potentially efficient method. The methodology implies alternating the conditions without having a set alteration phase. Susan can participate in the assessment method, which would facilitate helpful discoveries into the exercise regimen most fit for her lifestyle and preferences. In the case study regarding two potential choices, the methodology can be effectively employed to exemplify the most effective choice that would have the maximum benefit for Susans health and well-being.
I would implement the design by following several steps correlating with the methodology. Susan will be assigned tasks, namely, exercising based on a structured gym class or following an at-home regime. However, she will not be aware of the conditions that will be implemented before they are mentioned. Thus, on days in which she works out, namely twice a week, she will learn about the circumstances of said activities. I will let her know whether the workout is to be performed at the gym or at home on the same day. As a result, the conditions will change with a relatively high frequency. Her compliance with the plan will be monitored based on participation and time spent on the exercises. The frequency of following up with the instructions to proceed to perform the workout at home or at the gym will be compared regarding the length and likelihood of engaging in physical activities.
A practical example of a similar application of this methodology can be found in a recent peer-reviewed article titled Resistance training for children and adolescents . Stricker et al. (2020) conducted the research in which participants were randomly assigned to one of two groups: Group A completed ten weeks of traditional strength training only, and Group B completed ten weeks where they alternated between cardiovascular training and strength training exercises. The results showed that Group B had significantly better exercise performance than Group A after the ten weeks were completed. This study demonstrates how alternating treatments can effectively measure the effectiveness of different types of exercise routines over time. The setting is similar to the one in the current case study as, in both cases, exercise is at the core of the assessment. Thus, applying it to examine Susans workout preferences is justifiable and based on existing evidence that the methodology is effective.
Changing Criterion Design
The fourth case study illustrated a situation in which a heavy smoker has implemented a gradual quitting technique rather than giving the habit up cold turkey. By the end of the month, Bob has determined that he will be able to quit smoking completely. In this case, a changing criterion design can be applied to track the changes that Bob implements as he quits smoking. The methodology, as the name implies, relies on a changing criterion and the assessment of a variable as it alters based on the said criterion. It can be effectively integrated under the circumstances of quitting a negative habit as it relies on the variable that changes gradually. Hence, it allows the subject to be in charge of the change while not overwhelming himself with major alterations in a short period of time. Instead, it can take up to several weeks, as exemplified in the current example.
I would implement the changing criterion design by tracking Bobs progress when it comes to gradually quitting smoking just as he intended. For example, Bob will track how many cigarettes he smokes every day for the first week of the month and determine that he smokes ten cigarettes a day. The criterion is the number of cigarettes he smokes. In the second week, he will have to cut that by three cigarettes. Hence, Bob will have to smoke seven cigarettes a day. The week after that, he will again have to cut the number of cigarettes by 2, smoking five per day. The following week, Bob will only smoke three cigarettes a day, and this will be the last week he smokes. He will record his successes, and the changing criterion will allow for a gradual assessment of his success with the goal of quitting smoking.
The methodology has been practically implemented in a similar setting. A recent study by McKay et al. (2019) demonstrates the effectiveness of using a changing criterion design in helping people reduce their cigarette consumption. The study found that those who used this method of monitoring their progress were more likely to reduce their cigarette consumption than those who did not. Specifically, their results suggest that changing criterion designs can be effective in helping people to gradually and successfully reduce their cigarette consumption over time. As a result, it is certain that the methodology can be successfully implemented to help Bob avoid the behavior that correlates with his tobacco use and gradually become free from cigarette addiction.
Graph
The Changing Criterion Design Graph highlights the variables that have been selected to measure the intervention. Namely, the altering criterion is the number of cigarettes Bob smokes every day. As it has been established that Bob smokes ten cigarettes a day before any intervention is employed, this is the maximum. At the bottom, the number of days is illustrated as Bob will cut down on cigarettes for four weeks and maintain a non-smoking schedule the following week. The first week is for establishing the baseline, which is why ten cigarettes a day are exemplified. As mentioned prior, during the second week, Bob will switch to smoking seven cigarettes a day, which is likewise illustrated in the graph.
In the following two weeks, the number of cigarettes is further reduced to 5 a day and three a day subsequently, which are also variables illustrated in the graph. The following week, progress will be tracked in regards to how Bob manages to maintain a non-smoking behavior, which is why the baseline is set at 0 cigarettes a day. The graph highlights the design itself, which consists of variables that are changed based on the point in time. In this case, each week, the number of cigarettes decreases until the person in question manages to fully implement the change and quit the habit gradually.
The illustration highlights both the number of cigarettes and the days on which the progress can be tracked. The design and the visual representation of the expected progress is an excellent way for an individual to have a direct understanding of the changing variable and the time-lapse. Moreover, each change is recorded separately, which also allows for easier comprehension of alterations from the baseline to the end result.
Conclusion
In conclusion, the treatment design to be applied to a subject may sometimes be based on research findings. In some cases, it is based on the opinion of psychologists and other experts, while in others, it is based on the parents judgment. In deciding upon a particular treatment approach, one must never forget that the individuals behavior may be unmanageable even with the best interventions. Therefore, careful planning must always be done before a particular treatment approach is chosen. Most importantly, an effective treatment plan requires that designers have accurate information about the effective methods employed by behavior analysts, such as those mentioned above, to provide a base for making clinical decisions. Ultimately, the results will vary depending on the design methods one chooses to employ and how one refines their approach afterward.
References
Jeon, L., Buettner, C. K., Grant, A. A., & Lang, S. N. (2019). Early childhood teachers stress and childrens social, emotional, and behavioral functioning. Journal of Applied Developmental Psychology, 61, 21-32. Web.
McKay, F. H., Wright, A., Shill, J., Stephens, H., & Uccellini, M. (2019). Using health and well-being apps for behavior change: a systematic search and rating of apps. JMIR mHealth and uHealth, 7(7), e11926. Web.
Nakutin, S. N., & Gutierrez, G. (2019). Effect of physical activity on academic engagement and executive functioning in children with ASD. School Psychology Review, 48(2), 177-184. Web.
Stricker, P. R., Faigenbaum, A. D., McCambridge, T. M., LaBella, C. R., Brooks, M. A., Canty, G.,& & Peterson, A. R. (2020). Resistance training for children and adolescents. Pediatrics, 145(6). Web.
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