An Exploratory Analysis of Quality Indicators in Adapted Alternating Treatments Designs

The design has been used prominently within the special education and behavior analysis literature since its inception. Despite its history and continued use, there are currently no formalized quality standards specific to the adapted alternating treatments design.

Given the rise of evidence-based practices and the increased number of organizations developing quality and rigor standards, a discussion and evaluation of quality indicators specific to adapted alternating treatments designs is warranted. We provide an overview of quality indicators and examine their prevalence over the years within a subset of studies commonly incorporating the adapted alternating treatments design. Implications for researchers who use the design and organizations that develop standards for single-case research are discussed.