The Scientist Practitioner: Research and Accountability in Clinical and Educational SettingsPergamon Press, 1984 - 359 ˹éÒ |
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... baseline . In fact , however , it is impossible to " go back to baseline " in a literal sense . The second baseline phase in an A / B / A , for example , is baseline in the context of an immediately preceding A / B sequence . Suppose B ...
... baseline . In fact , however , it is impossible to " go back to baseline " in a literal sense . The second baseline phase in an A / B / A , for example , is baseline in the context of an immediately preceding A / B sequence . Suppose B ...
˹éÒ 247
... baseline . For example , several B / C phase changes could easily be collected into a multiple baseline . To make sense of the term , it may help to recall that , in a sense , the first phase in a simple phase change is always a kind of ...
... baseline . For example , several B / C phase changes could easily be collected into a multiple baseline . To make sense of the term , it may help to recall that , in a sense , the first phase in a simple phase change is always a kind of ...
˹éÒ 262
... baseline ( often widely so ) , due to case complexities or to matters of convenience . Thus , sequential cases usually lead to a multiple baseline across people . Some of the earliest applied literature on the multiple baseline ( e.g. ...
... baseline ( often widely so ) , due to case complexities or to matters of convenience . Thus , sequential cases usually lead to a multiple baseline across people . Some of the earliest applied literature on the multiple baseline ( e.g. ...
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RESEARCH STRATEGIES AND THE ROLE | 38 |
Practical and Realistic Measures of Change | 71 |
SELFMONITORING | 95 |
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