Multiple Baseline Design Analysis: Psychology Assignment Report

This report analyzes a psychology study that used a multiple baseline design to investigate the effectiveness of text-message prompting on conversational speech in children with autism spectrum disorder (ASD). The study, conducted with children aged 7-11, used a concurrent multiple-baseline design across participants. The intervention involved parents sending text messages during play sessions with siblings. The results indicated that the children improved their conversational speech skills. The report also discusses the study's limitations, particularly the absence of statistical significance testing. The report highlights the application of single-case research methodology, specifically the multiple baseline design, in evaluating the impact of interventions on attention scores. Desklib provides this and other past papers and solved assignments for students to enhance their understanding of psychological research methods and applications.

Multiple Baseline Design in Psychology
Name of the student
Name of the University
Author note

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

their parents and they had to be engaged with conversation regarding
these messages during playing with their siblings.
Results (include screenshot of the graph from article)
Level, trend, etc.:

Experimental
Control
From the experiment it has been found that children with ASD learned
conversational speech through the text-message messages. From the
Social validity measures it has been found that the parents of typically
developing children perceived significant improvement of
conversational speech with the participants after the the intervention.
Discussion:
Limitations: The Limitation of this study is that the significant differences are not
presented through statistical significance test by using probability testing
value (P-value).

Reversal Design:
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0.5
1
1.5
2
2.5
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3.5
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Baseline Attention training Baseline2 Attention Training2
sessions
Score of attention
It is a single case multiple baseline reversal study design. The purpose of this study is to find the
impac on attention score while being under the attention training.