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    Novel Randomization Tests for Two-Sample Multiple-Baseline Designs

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    Author
    Levin, Joel R.
    Ferron, John M.
    Gafurov, Boris S.
    Affiliation
    Educational Psychology, University of Arizona
    Issue Date
    2022-03-10
    Keywords
    data-driven decision making
    multiple-baseline designs
    program effectiveness
    Single-case randomization tests
    two-sample comparisons
    
    Metadata
    Show full item record
    Publisher
    Informa UK Limited
    Citation
    Levin, J. R., Ferron, J. M., & Gafurov, B. S. (2022). Novel Randomization Tests for Two-Sample Multiple-Baseline Designs. Journal of Education for Students Placed at Risk.
    Journal
    Journal of Education for Students Placed at Risk
    Rights
    © 2022 Taylor & Francis Group, LLC.
    Collection Information
    This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.
    Abstract
    The present simulation study examined the statistical properties (namely, Type I error and statistical power) of various novel randomized single-case multiple-baseline designs and associated randomized-test analyses for comparing the A- to B-phase immediate abrupt outcome changes in two independent intervention conditions. It was found that with at least 4 cases randomly assigned to each of the conditions, the procedures were generally sufficiently powerful to detect moderate effect-size differences between the two conditions. Two procedures based on matching the cases’ intervention stagger positions and start points in the two conditions possessed the most rigorous design features while exhibiting power that was comparable to that of the other procedures, and therefore were highly recommended for consideration by two-sample intervention researchers working with limited resources.
    Note
    18 month embargo; published online: 10 March 2022
    ISSN
    1082-4669
    EISSN
    1532-7671
    DOI
    10.1080/10824669.2022.2045995
    Version
    Final accepted manuscript
    ae974a485f413a2113503eed53cd6c53
    10.1080/10824669.2022.2045995
    Scopus Count
    Collections
    UA Faculty Publications

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