4 questions about single subject study

STUDY FOUR: SOCIAL SKILLS COMPUTER TRAINING FOR CHILDREN WITH ADHD (Adapted from Fenstermacher, Olympia, and Sheridan, 2010)

Children with Attention Deficit Disorder (ADHD) often have difficulties in social interactions. Therefore, the purpose of this study was to investigate the effect of a computer-mediated social skills training program for children diagnosed with ADHD on their social problem solving skills. Three males ranging in age from 9 to 10 were recruited from local elementary schools to take part in the study. Criteria for selection of the participants were: (1) they had a diagnosis of ADHD from a recognized medical or psychological professional, (2) they had received scores below the 16th percentile on a standardized measure of social skills completed by their teacher and parent, and (3) they were not receiving other treatments for social skills. All four children were of average intelligence.

The computer program presented videotaped social skill scenarios in which several strategies for improving social skills were depicted in social situations in school and community settings. Participants interacted with the program as they learned the strategies. Participants viewed the videotapes twice a week during the Treatment Period. During the Baseline Period, the students viewed videotapes that did NOT present social skills strategies.

Social problem solving skills were measured during both the baseline and treatment periods by having the participants take part in 10 minute role plays with peers who did not know the participants. Trained observers recorded the number of times participants exhibited the social skills strategies presented in the videotapes. Observations made by pairs of observers showed a high level (90%) of agreement in the ratings given to the role plays. Participant 1 was observed for four sessions during the baseline and started the treatment (computer social skills training program) during Session 5, Participant 2 was observed for six sessions during the baseline and started the treatment during Session 7, and Participant 3 was observed for eight sessions during the baseline and started the treatment during Session 9. All participants received the computer videotape treatment and took part in the role plays for six sessions during the Treatment Period. Measures of participants’ social skills through role plays were also taken during the Follow-Up period at 3 and 6 weeks after the treatment was completed to see if participants remembered and used the strategies.

All results are displayed in the graph on the next page.

32. What type of single subject design is being used in this study?

a. ABAB

b. ABA

c. multiple baseline

d. case study

33. How does a design like this try to control extraneous variables or threats to internal validity, such as maturation?

34. Do the results provide strong evidence that the treatment worked for all the participants? Explain your answer by referring to the graph.

( Percent of problem solving social skills observed )

( Sessions )

35. Using criteria for good single subject research, evaluate this study. To what extent does the study follow the rules for good single subject research? What weaknesses do you see in uncontrolled extraneous variables or threats to internal validity? (Note: do not discuss external validity since that is typically not high for single subject research.)