Equating and Assigning Targets in the Adapted Alternating Treatments Design: Review of Special Education Journals

The current review examined the prevalence of the adapted alternating treatments design (AATD) across 22 special education journals and methods to equate and assign target sets to experimental conditions in the AATD. Since the seminal description of the design in 1985, a total of 49 articles were pu...

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Bibliographic Details
Published in:Remedial and special education 2022-02, Vol.43 (1), p.58-71
Main Authors: Cariveau, Tom, Helvey, Casey Irwin, Moseley, T. Kristina, Hester, Julie
Format: Article
Language:English
Subjects:
Assignment
Comparative Analysis
Educational Research
Incidence
Periodicals
Research Methodology
Special Education
Systematic review
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Summary:The current review examined the prevalence of the adapted alternating treatments design (AATD) across 22 special education journals and methods to equate and assign target sets to experimental conditions in the AATD. Since the seminal description of the design in 1985, a total of 49 articles were published using the AATD across 12 of the reviewed journals. The most prominent methods of equating target sets differed from prior reviews of behavior-analytic journals, likely due to the preponderance of response chains being targeted in special education research using the AATD. The majority of articles describe at least one method for equating target sets, although multiple methods were common. Additional methodological strengths in this literature included methods to reduce potential bias when assigning target sets to experimental conditions and counterbalancing target sets across participants. Considerations for practitioners and researchers when using the AATD are described.
ISSN:0741-9325
1538-4756
DOI:10.1177/0741932521996071