Rethinking Rigor in Multiple Baseline and Multiple Probe Designs

A number of resources are available for evaluating the rigor of single-case designs, including the commonly used multiple baseline design. In this article, we discuss two characteristics commonly cited as necessary for the highest rigor in multiple baseline designs—concurrence and response-guided ba...

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Bibliographic Details
Published inRemedial and special education Vol. 44; no. 2; pp. 154 - 167
Main Authors Ledford, Jennifer R., Zimmerman, Kathleen N.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.04.2023
SAGE Publications and Hammill Institute on Disabilities
SAGE PUBLICATIONS, INC
Subjects
Behavior Change
Behavior Problems
Child Behavior
Educational research
Educational tests & measurements
Effect Size
Intervention
Research Design
Research Methodology
Special education
Student Behavior
evidence-based practice
change/innovation
single-subject research methodology
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Summary:A number of resources are available for evaluating the rigor of single-case designs, including the commonly used multiple baseline design. In this article, we discuss two characteristics commonly cited as necessary for the highest rigor in multiple baseline designs—concurrence and response-guided baseline condition duration. We suggest that both nonconcurrence and response-independent baseline condition duration may be appropriate in some situations. Suggestions for researchers include improved reporting and graphing. Future research is needed to determine experimental differences when these design variations are used.
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ISSN:0741-9325
1538-4756
DOI:10.1177/07419325221102539