Reversal Design Analysis
Reversal design entails withdrawal of the independent variable in a particular phase to explain its impact on a given behavior that is under analysis. The design is carried out in four phases. The basis of reversal design is the A-B-A-B design whereby in phase A is the steady state of the behavior, B is the intervention stage, A is the intervention removal to check the impact of the intervention on behavior, and B is the intervention reintroducing to confirm the effect of the intervention on a target behavior.
Figure 5 on page 558 shows the research on the response of student X on common commands. In the first (A) phase, the compliance to the instruction is very low fluctuating between two points one and two. In the second (B) phase, the compliance increased in the first two sessions, then stabilized in the third session before increasing in the fourth and fifth sessions (Alqraini, 2017). The range was between point three to six. In the third (A) phase, after the intervention is withdrawn, the compliance fell back to baseline with much decrease in the third to the fifth session. The compliance ranged between points one and two. In the last phase, after the intervention is reintroduced, compliance increases rapidly throughout the five sessions with compliance ranging between points three through six.
From the graph, prediction, replication, and verification are demonstrated. Predication is shown in the second phase on the graph where the trend is similar to that of phase one if the intervention is ineffective (Canon et al., 2016). Verification is demonstrated in the third phase since the trend is approximately similar to that of phase one. Replication is demonstrated in phase four where with intervention, approximately the same results as in phase two are obtained which is clear that the intervention on the target behavior works.
Alqraini, F. (2017). Single-Case Experimental Research: A Methodology for Establishing Evidence-Based Practice in Special Education: International Journal of Special Education Vol.32, No.3, 2017, 551 – 556.
Cannon, J. E., Guardino, C., Antia, S. D., & Luckner, J. L. (2016). Single-case design
Research. Building the evidence base in the field of education of deaf and hard of
hearing students. American Annals of the Deaf, 160(5), 440–452.
Figure 5, Page 558: https://files.eric.ed.gov/fulltext/EJ1184160.pdf