Assessing Consistency in Single-Case Data Features Using Modified Brinley Plots

The current text deals with the assessment of consistency of data features from experimentally similar phases and consistency of effects in single-case experimental designs. Although consistency is frequently mentioned as a critical feature, few quantifications have been proposed so far: namely, under the acronyms CONDAP (consistency of data patterns in similar phases) and CONEFF (consistency of effects). Whereas CONDAP allows assessing the consistency of data patterns, the proposals made here focus on the consistency of data features such as level, trend, and variability, as represented by summary measures (mean, ordinary least squares slope, and standard deviation, respectively). The assessment of consistency of effect is also made in terms of these three data features, while also including the study of the consistency of an immediate effect (if expected). The summary measures are represented as points on a modified Brinley plot and their similarity is assessed via quantifications of distance. Both absolute and relative measures of consistency are proposed: the former expressed in the same measurement units as the outcome variable and the latter as a percentage. Illustrations with real data sets (multiple baseline, ABAB, and alternating treatments designs) show the wide applicability of the proposals. We developed a user-friendly website to offer both the graphical representations and the quantifications.

Introduction to the special issue: behavioral interventions to enhance academic outcomes

The purpose of Behavior Modification's special issue on academics is to feature a collection of studies involving behavioral interventions designed to improve academic outcomes. Studies published in this special issue address a variety of academic subjects (e.g., reading, science, social studies) for students with learning, emotional, behavioral, and developmental disabilities. A total of three rigorous literature reviews and six well-designed intervention studies are presented. The studies included in the special issue clearly illustrate the potential benefit of behavioral interventions designed to improve academic performance and related behaviors (e.g., task engagement, school readiness).