Time Series Research

Time Series Research

Student Name Here

Walden University



Time Series Research

The main objective of the research is to determine the impact of a designed intervention on reducing off-task, physical and verbal aggression behaviors. Kaya is the primary subject and the research aims at identifying how his behavior during math class, recess and group activities can be improved. Five different deigns can be used in time series research. They include simple phase or AB design, follow-up or ABA design, withdrawal-reversal or ABAB design, combined simple phase change or ABAC design and the multiple-baseline design. The most effective design for this case is the multiple-baseline design. It is a combination of AB designs used to assess the impact of an intervention on multiple behaviors of one subject under different settings. The research took 12 sessions. Three sessions were spent on gathering baseline data, while nine sessions were spent on assessing the impact of the treatment on each behavior.


The multiple-baseline design was used in this investigation. According to Sheperis, Young, and Daniels (2010), the multiple-baseline design is used to investigate different behaviors or settings of a subject and one behavior or settings across many subjects. In this case, the research identified the impact of the treatment on Kaya’s behaviors under different settings. The behavioral treatment was appraisal for any good deed performed by Kaya. The continuous appraisal was aimed at changing Kaya’s behavior, because the recognition encouraged him to become a good student.

Multiple- baseline design has a few advantages and disadvantages. The advantages are that withdrawal of treatment or intervention is unnecessary. In addition, it is the most effective design for irreversible behavior. Finally, the design is easy to use and conceptualize. Conversely, the disadvantages are that the design is time consuming and may require significant resources. In addition, functional relationship between the behaviors may not be demonstrated clearly. Furthermore, there is a possibility of covariance.

Between sessions four and six, the research identified the impact of appraisal on off-task behavior. During this period, Kaya’s physical and verbal aggressions were also monitored. From the seventh to the ninth sessions, the research focused on Kaya’s Physical aggression during recess. Meanwhile, his off-task and verbal aggression were also monitored. In the last phase of the research, the impact of appraisal on Kaya’s verbal aggression was studied. At the same time, the research monitored his off-task and physical aggression behavior. The aim of studying these settings independently was to identify how the impact resulting from the treatment of one behavior, will affect the other two.

Graphic Representation

Session Off-Task   Physical Aggression   Verbal Aggression  
  Baseline Treatment Baseline Treatment Baseline Treatment
Math class 12   0   2  
Recess 15   20   3  
Group activity 20   7   10  
Math class   10 5   3  
Recess   7 10   2  
Group activity   7 11   7  
Math class       0 2  
Recess       7 5  
Group activity       3 6  
Math class           1
Recess           2
Group activity           3



The first three sessions of the treatment focused on improving off-task behavior during different settings. Once the treatment was introduced, a decreasing trend in off-task behavior was witnessed. A decrease in physical and verbal aggression was also noted during the first three sessions of the treatment. Before the treatment was introduced, physical off-task behavior was highest during group activity at 20%. After the treatment, the intervals of off-task behavior reduced to 7%. Off-task behavior during math class and recess also reduced from 12% and 15% to 10% and 7% respectively.

During the second phase, more attention was placed on the impact of the treatment on physical aggression. This behavior was highest during recess at 20%. Its occurrence reduced to 7% after the treatment. Conversely, physical aggression during math class reduced 0%. During group activities, it reduced from 7% to 3% after the treatment. During the first phase of the treatment, the physical aggression during math class and group activities increased from 0% and 7% as reflected on the baseline data, to 5% and 11% respectively.

The third phase focused on the identifying the impact of the treatment on verbal aggression. In the baseline, this behavior had the highest interval during group activities at 10%. After the treatment, it reduced to 3%. During phase one and two, the intervals were 7% and 6% respectively. Conversely, verbal aggression during math class and recess reduced from 2% and 3% recorded by the baseline, to 1% and 2% respectively after the treatment. Verbal aggression during phases one and two for math class sessions were 3% and 2% respectively. On the other hand, verbal aggression during phases one and two for recess sessions were 2% and 5% respectively. A decrease or increase in the occurrences of a targeted behavior indicates that an intervention or treatment made an impact on the subject (Martella, 2013). Therefore, the decreasing trends, which were witnessed across different setting during this investigation, signified that appraisal improved Kaya’s behavior in and out of class.


Even though the multiple-baseline design has a few disadvantages, it proves to be the best tool to be used in this research. By using the design, the impact of the treatment on Kaya’s behavior was determined in three phases. From the research, it was clear that the treatment influenced the decreasing trend in Kaya’s off-task, physical and verbal aggression behaviors. This decreasing trend was witnessed across all the three settings, which included math class, recess and group activities.






Sheperis, C., Young, J. S., & Daniels, M. H. (2010). Counseling research: Quantitative, qualitative, and mixed methods. Boston: Pearson.

Martella, R. C. (2013). Understanding and interpreting educational research. New York, N.Y.: Guilford Press.

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