R/data-documentation.R

In jepusto/SingleCaseES: A Calculator for Single-Case Effect Sizes

#' @title Schmidt (2007)
#'
#' @description Data from a study by Schmidt (2007). The variables are as
#'   follows:
#'
#'   \itemize{ \item \code{Behavior_type}. Outcome measure description
#'   (disruptive behavior or on task behavior). \item \code{Procedure}. The
#'   observation recording procedure used to measure the outcome. \item
#'   \code{Metric}. The metric in which the outcome measurement is expressed
#'   ("count" for natural counts; "percentage" for percentage of intervals)
#'   \item \code{Session_length}. Length (in minutes) of the observation
#'   sessions \item \code{Interval_length}. If an interval method was used, the
#'   length of the intervals (in seconds); \code{NA} otherwise. \item
#'   \code{Case_Pseudonym}. Case Pseudonym provided by the authors. \item
#'   \code{Session_number}. Within-series session-number. \item \code{Phase}.
#'   Label for each unique phase (e.g., A1 is the first baseline phase, B2 is
#'   the second treatment phase). \item \code{Condition}. Label indicating
#'   whether the outcome is in the baseline (A) or treatment (B) phase. \item
#'   \code{Outcome}. Outcome measurement. \item \code{Phase_num}. Indicator for
#'   each pair of baseline and treatment phases. \item \code{direction}.
#'   Direction of therapeutic improvement for the outcome. \item
#'   \code{n_Intervals}. If an interval method was used, the total number of
#'   intervals; \code{NA} otherwise. }
#'
#' @note Data were reconstructed from figures in the source document.
#'   Consequently, outcome measurements in this dataset include additional error
#'   from the reconstruction process and may not exactly match the original
#'   source data.
#'
#'   In earlier versions of the package (0.5.0 and earlier), the
#'   \code{Case_Pseudonym} variable contained incorrect labels for each case,
#'   which did not match the labels in the source document. Specifically, Faith
#'   was incorrectly labeled as Albert; Lilly was incorrectly labeled as Faith;
#'   and Albert was incorrectly labeled as Lilly.
#'
#' @docType data
#' @keywords datasets
#' @format A data frame with 172 rows and 13 variables
#' @name Schmidt2007
#' @source Schmidt, A. C. (2007). The effects of a group contingency on group
#'   and individual behavior in an urban first-grade classroom.  Masters Thesis,
#'   University of Kansas, Department of Applied Behavioral Sciences. ProQuest
#'   Dissertations & Theses Global, thesis number 1443719.
#'   https://kuscholarworks.ku.edu/bitstream/handle/1808/32097/Schmidt_Anna_C_2007_5349292.pdf
#'   
NULL

#' @title McKissick et al. (2010)
#' 
#' @description  Disruptive behavior data from a study by McKissick et al. (2010). All data were collected
#' via event counting. The variables are as follows:
#' 
#' \itemize{
#'   \item \code{Case_Pseudonym}. Case Pseudonym provided by the authors.
#'   \item \code{Session_number}. Within-series session-number
#'   \item \code{Condition}. Describes whether the outcome is in the baseline (A) or treatment (B) phase.
#'   \item \code{Outcome}. Value for the outcome.
#'   \item \code{Session_length}. Length of the observation session.
#'   \item \code{Procedure}. The metric in which the outcome measurement is expressed, all "count".
#'   \item \code{Session_length}. The length of the observation session.
#' }
#' 
#' @docType data
#' @keywords datasets
#' @format A data frame with 35 rows and 4 variables
#' @name McKissick
#' @source McKissick, C., Hawkins, R. O., Lentz, F. E., Hailley, J., & McGuire, S. (2010). 
#' Randomizing multiple contingency components to decrease disruptive behaviors and increase 
#' student engagement in an urban second-grade classroom. \emph{Psychology in the Schools, 47}(9), 
#' 944-959. https://doi.org/10.1002/pits.20516
NULL

#' @title Shogren et al. (2004)
#' 
#' @description Data from a systematic review by Shogren et al. (2004) 
#' on the effects of choice-making interventions. 
#' These data were compiled and re-analyzed in Pustejovsky (2015).
#' The variables are as follows:
#' 
#' \itemize{
#'   \item \code{Study}. An ID for each study in the systematic review.
#'   \item \code{Case}. Case Pseudonym provided by the authors.
#'   \item \code{Measure}. Type of behavior observed as the outcome measure
#'   \item \code{Phase}. Phase indicator, baseline phase is "No Choice" and treatment phase is "Choice."
#'   \item \code{Percentage}. For those outcomes measured as percentage, outcomes value. \code{NA} for count outcomes.
#'   \item \code{Observed}. For those outcomes measured as count, outcome value. \code{NA} for percentage outcomes.
#'   \item \code{Possible}. For counts out of a maximum, lists the maximum value. \item \code{Recording_procedure}  Recording procedure. CDR = "Continuous Duration Recording", EC = "Event Counting", "MTS = "Momentary Time Sampling", and PIR = "Partial Interval Recording."
#'   \item \code{Session_length}. Length of the observation session in minutes.
#'   \item \code{interval_length}. Length of the observation intervals for data observed using MTS or PIR.
#'   \item \code{outcome}. Value for the outcome for all outcome types.
#'   \item \code{direction}. Direction of therapeutic improvement for the outcome.
#' }
#' 
#' @docType data
#' @keywords datasets
#' @format A data frame with 634 rows and 15 variables
#' @name Shogren
#' @source Shogren, K. A., Faggella-Luby, M. N., Bae, S. J., & Wehmeyer, M. L. (2004). 
#' The effect of choice-making as an intervention for problem behavior. \emph{Journal 
#' of Positive Behavior Interventions, 6}(4), 228-237. 
#'
#' @references Pustejovsky, J.E. (2015). Measurement-comparable effect 
#' sizes for single-case studies of free-operant behavior. 
#' \emph{Psychological Methods, 20}(3), 342-359.
#' 

NULL

#' @title Thorne and Kamps (2008)
#' 
#' @description Data from an ABAB design conducted by Thorne and Kamps (2008). 
#' These data were used as an example in Swan and Pustejovsky (2017). Academic engagement 
#' was collected via continuous recording (marked as "other") and inappropriate 
#' verbalizations were collected via event counting (marked as "count").
#' The variables are as follows:
#' 
#' \itemize{
#'   \item \code{Measure}. Outcome measure description (academic engagement or inappropriate verbalizations).
#'   \item \code{Case}. Participant identifier.  
#'   \item \code{Session_number}. Measurement occasion.
#'   \item \code{Outcome}. Outcome scores
#'   \item \code{Trt}. Treatment indicators.
#'   \item \code{Session_length}. Length of the observation session.
#'   \item \code{Measure}. The metric in which the outcome measurement is expressed (count or other).
#' }
#' 
#' @docType data
#' @keywords datasets
#' @format A data frame with 776 rows and 5 variables
#' @name Thorne
#' @source Thorne, S., & Kamps, D. (2008). The effects of a group contingency intervention on academic engagement and problem 
#' behavior of at-risk students. \emph{Behavior Analysis in Practice, 1}(2), 12-18.
#' 
#' @references Swan, D. M., & Pustejovsky, J. E. (2017). 
#' A gradual effects model for single-case designs. http://doi.org/10.17605/OSF.IO/GAXRV
NULL

#' @title Schmidt and Stichter (2012)
#' 
#' @description Data from an ABAB design conducted by Schmidt and 
#' Stichter (2012). All data were collected via continuous recording.
#'  The variables are as follows:
#' 
#' \itemize{
#'   \item \code{Case}. Participant identifier.
#'   \item \code{Behavior}. Behavior type (Conversation, Initiations, or Responses).
#'   \item \code{Trt} Treatment indicators.
#'   \item \code{Outcome}. Outcome scores.
#'   \item \code{Session_num}. Measurement occasion.
#'   \item \code{Session_length} Length of the observation session.
#'   \item \code{Procedure}  The metric in which the outcome measurement is expressed, all "other".
#' }
#' 
#' @docType data
#' @keywords datasets
#' @format A data frame with 180 rows and 5 variables
#' @name Schmidt2012
#' @source Schmidt, C., & Stichter, J. P. (2012). The use of peer-mediated interventions to 
#' promote the generalization of social competence for adolescents with high-functioning autism 
#' and Asperger's syndrome. \emph{Exceptionality}, 20(2), 94-113. doi:10.1080/09362835.2012
NULL

#' @title Wright & McCathren (2012)
#' 
#' @description Data from a multiple baseline design conducted by Wright and
#'   McCathren (2012), which evaluated the effects of two types of social story
#'   interventions (a basic social story and a modified social story) on the
#'   behavior of four children with autism. Both dependent variables were
#'   measured using frequency counting for 10 minute observation sessions. The
#'   variables are as follows:
#' 
#' \itemize{
#'   \item \code{Participant} Participant identifier.
#'   \item \code{Session} Session number.
#'   \item \code{Condition} Phase of the design (baseline, intervention A, or intervention B.
#'   \item \code{Problem_behavior} Outcome scores.
#' }
#' 
#' @docType data
#' @keywords datasets
#' @format A data frame with 97 rows and 5 variables
#' @name Wright2012
#' @source Wright, L. A., & McCathren, R. B. (2012). 
#' Utilizing social stories to increase prosocial behavior and reduce 
#' problem behavior in young children with autism. 
#' \emph{Child Development Research}, 2012, 1-13. doi:10.1155/2012/357291
NULL

#' @title Crozier and Tincani (2015)
#' 
#' @description Data from an ABAB design that evaluated a social story intervention 
#' on the disruptive behavior of a preschool child with autism. The dependent variable, 
#' number of disruptions, was measured using frequency counting for a thirty minute observation
#' session. The variables are as follows:
#' 
#' \itemize{
#' \item \code{session}. Within-series session-number.
#' \item \code{phase}. Lable for each unique phase (e.g., A1 is the first baseline phase, B2 is the second treatment phase).
#' \item \code{score}. Value for the outcome.
#' }
#' 
#' @docType data
#' @keywords datasets
#' @format A data frame with 24 rows and 3 variables
#' @name Crozier2005
#' @source Crozier, S., & Tincani, M. J. (2005). Using a modified social story to decrease disruptive behavior of a child with autism. 
#' Focus on Autism and Other Developmental Disabilities, 20(3), 150-157.
NULL

#' @title Olszewski, et al. (2017)
#'
#' @description Data from a multiple baseline design across behavior looking at
#'   four fluency measures (blends, segmenting, first part ID, first sound ID).
#'   The dependent variable is a score on a subtest, with a maximum score of 20.
#'   The variables are as follows:
#'
#' \itemize{
#'   \item \code{behavior}. Outcome measure description (blends, segmenting, first part ID, or first sound ID)
#'   \item \code{session}. Within-series session-number
#'   \item \code{phase}. Label for each unique phase (A for baseline, B for treatment)
#'   \item \code{score}. Value for the outcome.
#'   \item \code{Include}. Value for inclusion in POGO calculation (0 if included in article, 1 if not included)
#' }
#'
#' @docType data
#' @keywords datasets
#' @format A data frame with 72 rows and 4 variables
#' @name Olszewski2017
#' @source Olszewski, A., Soto, X., & Goldstein, H. (2017). Modeling alphabet
#'   skills as instructive feedback within a phonological awareness
#'   intervention. American Journal of Speech-Language Pathology, 26(3),
#'   769-790. doi:10.1044/2017_AJSLP-16-0042
NULL

#' @title English, et al. (1997)
#'
#' @description Data from a multiple baseline design across participants
#'   conducted by English, et al. (1997), which evaluated the effects of
#'   peer-training on interaction skills. This dependent variable, number of
#'   communicative acts directed by the participant to their peers, was measured
#'   using frequency counting for a 10-minute observation session. The variables
#'   are as follows:
#'
#' \itemize{
#'   \item \code{case}. Participant pseudonym given by author
#'   \item \code{session}. Within-series session-number
#'   \item \code{phase}. Label for each unique phase (A for baseline, B for treatment)
#'   \item \code{score}. Value for the outcome.
#' }
#'
#' @docType data
#' @keywords datasets
#' @format A data frame with 59 rows and 4 variables
#' @name English1997
#' @source English, K., Goldstein, H., Shafer, K., & Kaczmarek, L. (1997).
#'   Promoting interactions among preschoolers with and without disabilities:
#'   Effects of a buddy skills-training program. Exceptional Children, 63(2),
#'   229-243.
NULL

#' @title Facon, et al. (2008)
#'
#' @description Data from a changing criterion design conducted by Facon, et al.
#'   (2008), which evaluated two operant learning procedures, shaping and
#'   fading, for treating selective mutism. The dependent variable, average
#'   speech loudness in dB, was measured during 15-minute observation sessions.
#'   The variables are as follows:
#'
#' \itemize{
#'   \item \code{session}. Within-series session-number
#'   \item \code{phase}. Label for each unique phase (A for baseline, each following for a change in criteria.
#'   \item \code{score}. Value for the outcome.
#'   \item \code{criterion}. The fixed criterion value for each of the phases. The student moved to the next criterion when 80% of their utterances are equal or greater than the current criterion during at least 3 consecutive sessions. The first criterion was set at 43 dB with each following criterion equal to the mean score for the five best trials in the previous phase.
#' }
#'
#' @docType data
#' @keywords datasets
#' @format A data frame with 49 rows and 4 variables
#' @name Facon2008
#' @source Facon, B., Sahiri, S., & Riviere, V. (2008). A controlled single-case
#'   treatment of severe long-term selective mutism in a child with mental
#'   retardation. Behavior Therapy, 39, 313-321
NULL

#' @title Spencer et al. (2012)
#' 
#' @description Data from a repeated acquisition single-case experimental design 
#' evaluating vocabulary knowledge using an expressive definition task.
#' The variables are as follows:
#' 
#' \itemize{
#' \item \code{Observation}. Participant number.
#' \item \code{Book}. Book used for evaluation.
#' \item \code{Pre}. Pre-intervention score on the expressive definition task.
#' \item \code{Post}. Post-intervention score on the expressive definition task.
#' }
#' 
#' @docType data
#' @keywords datasets
#' @format A data frame with 81 rows and 4 variables
#' @name Spencer2012
#' @source Spencer, E., Goldstein, H., Sherman, A., Noe, S., Tabbah, R., Ziolkowski, R., & Schneider, N. (2012). 
#' Effects of an automated vocabulary and comprehension intervention: An early efficacy study. Journal of Early Intervention, 
#' 34, 195-221. doi:10.1177/1053815112471990
NULL

#' @title Kelley et al. (2015)
#'
#' @description Data from a randomized control trial with embedded repeated
#'   acquisition single- case experimental design evaluating vocabulary
#'   knowledge using an expressive definition task. The variables are as
#'   follows:
#'
#' \itemize{
#' \item \code{condition}. Indicates whether control or treatment group.
#' \item \code{observation}. Identifier for participant
#' \item \code{unit}. Classroom unit.
#' \item \code{Pre}. Pre-intervention score on the expressive definition task.
#' \item \code{Post}. Post-intervention score on the expressive definition task.
#' }
#'
#' @docType data
#' @keywords datasets
#' @format A data frame with 54 rows and 5 variables
#' @name Kelley2015
#' @source Kelley, E. S., Goldstein, H., Spencer, T., & Sherman, A. (2015).
#'   Effects of automated Tier 2 storybook intervention on vocabulary and
#'   comprehension learning in preschool children with limited oral language
#'   skills. Early Childhood Research Quarterly, 31, 47-61.
#'   doi:10.1016/j.ecresq.2014.12.004
NULL

#' @title Peters-Sanders et al. (2020)
#'
#' @description Data from a Repeated acquisition single-case experimental design
#'   evaluating vocabulary knowledge using an expressive definition task. The
#'   variables are as follows:
#'
#' \itemize{
#'   \item \code{observation}. Identifier for participant
#'   \item \code{Book}.Book used for evaluation.
#'   \item \code{Pre}. Pre-intervention score on the expressive definition task.
#'   \item \code{Post}. Post-intervention score on the expressive definition task.
#' }
#'
#' @docType data
#' @keywords datasets
#' @format A data frame with 153 rows and 4 variables
#' @name Peters2020
#' @source Peters-Sanders, L., Kelley, E., Haring, C., Madsen, K., Soto, X.,
#'   Seven, Y., Hull, K., & Goldstein, H. (2020). Moving forward four words at a
#'   time: Effects of a supplemental preschool vocabulary. Language, Speech, and
#'   Hearing Services in Schools, 51, 165-175. doi:10.1044/2019_LSHSS-19-00029
NULL

#' @title Dennis & Whalon, (2021)
#'
#' @description Data from a Repeated acquisition single-case experimental design
#'   evaluating vocabulary knowledge using an expressive definition task. The
#'   variables are as follows:
#'
#' \itemize{
#'   \item \code{Participant}. Participant identifier.
#'   \item \code{Condition}. Indicates condition, application (App) or teacher (TCH).
#'   \item \code{Observation}. Within-series session-number
#'   \item \code{Pre}. Pre-intervention score on the expressive definition task.
#'   \item \code{Post}. Post-intervention score on the expressive definition task.
#' }
#'
#' @docType data
#' @keywords datasets
#' @format A data frame with 90 rows and 5 variables
#' @name Dennis2021
#' @source Dennis, L. R., & Whalon, K. J. (2021). Effects of teacher-versus
#'   application-delivered instruction on the expressive vocabulary of at-risk
#'   preschool children. Remedial and Special Education, 42(4), 195-206.
#'   doi:10.1177/0741932519900991
NULL

#' @title Byiers et al., (2014)
#'
#' @description Data from an ABAB design that evaluated the effectiveness of
#'   functional assessment and functional communication training on the Rett
#'   syndrome (RTT) of three individuals with RTT novel communicative behaviors.
#'   The dependent variable, communicative behavior, was measured using
#'   frequency counting for a five minute observation session. A single outcome
#'   (percent of switch activated responses) was calculated with appropriate
#'   responses per minute divided by inappropriate responses per minute,
#'   multiplied by 100. The variables are as follows:
#'
#' \itemize{
#'   \item \code{StudyID}. Study identifier.
#'   \item \code{StudyID_CaseID}. Participant identifier.
#'   \item \code{Session_number}. Within-series session-number.
#'   \item \code{Condition}. Indicates condition, (A for baseline, B for treatment).
#'   \item \code{Outcome}. Value for the percent of switch activated responses.
#'   \item \code{Session_length}. Length of the session.
#'   \item \code{Procedure}. Scale of the outcome variable.
#'   \item \code{Goal_level}. Indicates the goal level for each series.
#'   \item \code{phase_pair_calculated}. Indicates the unique phase number of each
#'   sequential occurrence of a phase for each participant of ABAB design.
#' }
#'
#' @docType data
#' @keywords datasets
#' @format A data frame with 54 rows and 9 variables
#' @name Byiers2014
#' @source Byiers, B. J., Dimian, A., & Symons, F. J. (2014). Functional
#'   communication training in Rett syndrome: A preliminary study. \emph{American
#'   Journal on Intellectual and Developmental Disabilities, 119}(4), 340-350.
#'   doi:10.1352/1944-7558-119.4.340
NULL

#' @title Casey (1978)
#'
#' @description Data from a multiple baseline design across participant that
#'   evaluated the effectiveness of use of manual signs with verbalizations in
#'   improving appropriate communicative behavior and reducing inappropriate
#'   behavior. The study aimed to increase positive communicative behavior to 1
#'   and reduce the proportion of intervals engaged in problem behavior to 0.
#'   These two outcomes were combined to create the dependent variable:
#'   proportion of communicative opportunities with a signed request. The
#'   variables are as follows:
#'
#' \itemize{
#'   \item \code{StudyID}. Study identifier.
#'   \item \code{StudyID_CaseID}. Participant identifier.
#'   \item \code{Session_number}. Within-series session-number.
#'   \item \code{Condition}. Indicates condition, (A for baseline, B for treatment).
#'   \item \code{Outcome}. Value for the outcome variable.
#'   \item \code{Session_length}. Length of the session.
#'   \item \code{Procedure}. Scale of the outcome variable.
#'   \item \code{Goal_level}. Indicates the goal level for each series.
#' }
#'
#' @docType data
#' @keywords datasets
#' @format A data frame with 100 rows and 8 variables
#' @name Casey1978
#' @source Casey, L. O. (1978). Development of communicative behavior in
#'   autistic children: A parent program using manual signs. \emph{Journal of Autism
#'   and Childhood Schizophrenia, 8}(1), 45-59. https://doi.org/10.1007/BF01550277
NULL

#' @title Strasberger & Ferreri (2014)
#'
#' @description Data from a multiple baseline design across participant that
#'   evaluated the effectiveness of an iPod-based speech generating device and a
#'   peer mediated intervention on improving sophisticated communication skills
#'   of children with autism. The variables are as follows:
#'
#' \itemize{
#'   \item \code{StudyID}. Study identifier.
#'   \item \code{StudyID_CaseID}. Participant identifier.
#'   \item \code{Session_number}. Within-series session-number.
#'   \item \code{Condition}. Indicates condition, (A for baseline, B for intervention).
#'   \item \code{Outcome}. The number of independent 2-step mands.
#'   \item \code{Session_length}. Length of the session.
#'   \item \code{Procedure}. Scale of the outcome variable.
#'   \item \code{Goal_level}. Indicates the goal level for each series.
#' }
#'
#' @docType data
#' @keywords datasets
#' @format A data frame with 47 rows and 8 variables
#' @name Strasberger2014
#' @source Strasberger, S. K., & Ferreri, S. J. (2014). The effects of peer
#'   assisted communication application training on the communicative and social
#'   behaviors of children with autism. \emph{Journal of Developmental and Physical
#'   Disabilities, 26}, 513-526. https://doi.org/10.1007/s10882-013-9358-9
NULL