Single-subject designs are ideally suited to evaluate educational outcomes for any student, including those with autism. The characteristics of single-subject designs that make them ideal include their adaptability to each child’s baseline level of performance, their flexibility to work with almost any dependent variable, and their ability to determine functional variables with some certainty. Single-subject designs in applied settings evolved in the mid-1960s as a way of showing experimental control with individuals in a variety of settings, from a psychiatric hospital to university-based clinics and regular classrooms. With the publication of the Journal of Applied Behavior Analysis in 1968, single-subject designs had a showcase for demonstrating their power to go beyond statistical correlations to showing actual cause and effect with interventions and clinical treatments. This presentation I will demonstrate and discuss the application of reversal, multiple-baseline, multi-element, and changing criterion designs for a variety of independent and dependent variables with children with autism.
July 31 – August 3, 2017
The Penn Stater Conference Center Hotel
State College, Pennsylvania