Utilization of the simultaneous treatment design to improve student behavior in a first-grade classroom.

Presents a brief discussion of time-series designs and outlines the methodological limitations of the ABAB design, one of the most representative and widely used time series. The simultaneous treatment design is discussed as one means to avoid the serious limitations of the ABAB. A single case study is presented to demonstrate the utility of the simultaneous treatment design to modify the behavior of a 1st-grade male. One teacher and her aide recorded data and administered the program. The simultaneous treatment design allowed for statistical comparison of the treatment effects of 2 contingency programs administered simultaneously. The more effective program was successfully maintained. (PsycINFO Database Record (c) 2010 APA, all rights reserved)