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¶ … Series Research
Also termed "single-case research" (Sheperis, Young & Daniels, 2017), time series research is "any research that takes place over time, in which different people or cases may be looked at in each time point" (Neuman, 2003, p. 546). A results of a time series study of the behavioral problems of one young learner, Kaya, are presented below, followed by a description of an appropriate behavioral intervention and how its effectiveness will be measured using another time series study.
A breakdown of Kaya's observed behaviors during 3 separate weekdays during school hours is provided in Table 1 and depicted graphically in Figure 1 below.
Breakdown of observed behaviors
Observation Period
Frequency of Off-Task Behaviors (1)
Frequency of Physically Aggression (2)
Frequency of Verbal Aggression (3)
Monday
12%
0%
2%
Wednesday
15%
20%
3%
Friday
20%
7%
10%
(1) = failure to maintain eye contact with task at hand for more than 3 consecutive seconds
(2) = hitting/pushing/kicking peers/teachers, throwing objects
(3) = threatening, yelling
Figure 1. Breakdown of observed behaviors
As can be readily discerned from Table 1 and Figure 1 above, the frequency of Kaya's off-task behaviors and verbal aggression steadily increased during the 3 days of observation, and she was observed engaging in physically aggressive behaviors...
Each of these behaviors requires an evidence-based intervention that can reduce or eliminate them, with physical aggression ranking at the top of the priority list (Guerra & Boxer, 2005). Although current views about behavior-based interventions include the notion that once young people address the errors in thinking or reduce social information processing deficits, they will exhibit improved behaviors; however, there is also a growing recognition of the need to take situational factors into account in formulating interventions (Guerra & Boxer, 2005). According to Guerra and Boxer (2005), cognitive-ecological interventions have proven efficacy in cases such as Kaya's. This strategy takes into account both the impact of individual factors as well as situational factors on behavior (Guerra & Boxer, 2005).
A client-specific cognitive-ecological intervention for Kaya would include an analysis of any triggers that are causing aggressive and verbal behaviors and deficits in maintaining on-task behaviors. In some cases, these may be organic while in other cases peers or teachers may be involved (Guerra & Boxer, 2005). Following this assessment and a meeting with Kaya's parents or caregivers with the school counselor, the cognitive-ecological intervention would set forth the implications of any future undesirable behaviors, most especially physical aggression which should have a zero tolerance threshold (Gage & Sugal, 2013). To determine…
References
Gage, N. A. & Sugai, G. (2013, May). Truancy and zero tolerance in high school: Does policy align with practice? Education & Treatment of Children, 36(2), 117-119.
Guerra, N. G. & Boxer, P. (2005, May 1). A cognitive-ecological approach to serving students with emotional and behavioral disorders: Application to aggressive behavior. Behavioral Disorders, 30(3), 277-279.
Sheperis, C. J., Young, J. S., & Daniels, M. H. (2017). Counseling research: Quantitative, qualitative, and mixed methods (2nd ed.) Upper Saddle River, NJ: Pearson Education, Inc.
Neuman, W. L. (2003). Social research methods: Qualitative and quantitative approaches, 5th ed. New York: Allyn & Bacon.
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