Multiple Baseline Design in Psychology

Multiple Baseline Design in Psychology
Name of the student
Name of the University
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Article review
Article Review Table
Reference (in APA
format)
Grosberg, D., & Charlop, M. H. (2017). Teaching conversational speech
to children with autism spectrum disorder using text‐message
prompting. Journal of applied behavior analysis, 50(4), 789-804.
Intro:
Previous Studies: Previous researchers also started expanding scripts to allow more
naturalistic use. Studies have now used parents as coaches, and lessons
have been used in play groups. Scripts are particularly useful because
they can be optimized for use on an electronic device that can be as
socially acceptable as paper-based scripts outside clinical settings
Purpose: The purpose of this study was to examine the effectiveness of teaching
conversational speech using text-message prompts to children with
autism spectrum disorder (ASD)
Method:
Participants/Setting: Six children were recruited in this study were already diagnosed with
ASD as per DSM-5. The participants were between the ages of 7 and 11
In this study assessment of child functioning including verbal behavior
skills and reading assessments were conducted in a clinic that the
participants attended regularly. All experimental sessions including
baseline, training, testing were executed at the home of the participants.
Design: A concurrent, multiple-baseline design across participant was used in
this study
DV: Outcome of conversational speech
IV: Use of text‐message prompting
Procedure: Initially the baseline data was collected from all participants by
Assessment of Child Functioning and Verbal Behavior Skills.
Participants are engaged in interactive playing event by their familiar
toys and games with their similar aged siblings. These siblings were
normal children. The participants had to receive the text message from