Multiple-Baseline and Multiple-Probe Designs: Practical Alternatives for Special Education Assessment and Evaluation

Publisher Website
Google Scholar
Abstract
At a time when the emphasis on accountability has never been greater, single-case designs can provide invaluable assistance to those caring for the developmentally disabled. While there are many types of single-case designs that can be used to collect accurate information regarding the quality of services, the present article is restricted to a consideration of multiple-baseline and multiple-probe designs. Although certain assessment and evaluation conditions might make different single-case designs more appropriate, the inherent flexibility of multiple-baseline and multiple-probe designs gives them greater potential for educational and treatment settings. Both designs are described, illustrated, and discussed. Practical and statistical criteria for assessing the significance of changes in behavior are presented.