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An improved effect size for single-case research: nonoverlap of all pairs.
Abstract
Nonoverlap of All Pairs (NAP), an index of data overlap between phases in single-case research, is demonstrated and field tested with 200 published AB contrasts. NAP is a novel application of an established effect size known in various forms as Area Under the Curve (AUC), the Common Language Effect Size (CL), the Probability of Superiority (PS), the Dominance Statistic (DS), Mann-Whitney's U, and Sommers D, among others. NAP was compared with 3 other non-overlap-based indices: PND (percent of nonoverlapping data), PEM (percent of data points exceeding the median), and PAND (percent of all nonoverlapping data), as well as Pearson's R(2). Five questions were addressed about NAP: (a) typical NAP values, (b) its ability to discriminate among typical single-case research results, (c) its power and precision (confidence interval width), (d) its correlation with the established effect size index, R(2), and (e) its relationship with visual judgments. Results were positive, the new index equaling or outperforming the other overlap indices on most criteria.
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“the effect sizes found in SCED studies are usually higher than those found in group designs such as randomized controlled trials (Parker and Vannest, 2009; Shadish et al., 2016).”
From A Multiple-Baseline Evaluation of Acceptance and Commitment Therapy Focused on Repetitive Negative Thinking for Comorbid Generalized Anxiety Disorder and Depression (2020) · cites this paper as Parker and Vannest, 2009
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“Parker and Vannest (2009) proposed the following ranges in order to interpret NAP; scores ranging from 0 to 0.65 are weak effects, from 0.66 to 0.92 are medium effects, and from 0.93 to 1.0 are large or strong effects.”
From Acceptance and commitment therapy for individuals with depressive and anxiety symptoms following acquired brain injury: A non-concurrent multiple baseline design across four cases. (2023) · cites this paper as Parker and Vannest (2009)
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O’Handley, R. D., Radley, K. C., & Lum, J. D. K. (2015) · Communication Disorders Quarterly · doi:10.1177/1525740115595346 · Cited by 22
“NAP scores between 0.00 and 0.65 are considered weak effects, 0.66 and 0.92 as moderate effects, and 0.93 and 1.00 strong effects (Parker & Vannest, 2009).”
BackgroundInfluentialPraharaj, S., King, D., Pettit, C. J., & Wentz, E. A. (2020) · Findings · doi:10.32866/001c.17590 · Cited by 22
“NAP has good power efficiency–about 91-94% that of linear regression for “conforming” data, and greater than 100% for highly skewed, multi-modal data (Parker and Vannest 2009).”
Say something nice: A meta-analytic review of peer reporting interventions
Collins, T. A., Drevon, D. D., Brown, A. M., Villarreal, J. N., Newman, C. L., & Endres, B. E. (2020) · Journal of School Psychology · doi:10.1016/j.jsp.2020.10.002 · Cited by 21
Chavers, T. N., Morris, M., Schlosser, R. W., & Koul, R. (2021) · American Journal of Speech-Language Pathology · doi:10.1044/2021_ajslp-20-00353 · Cited by 23
Holyfield, C., & Lorah, E. R. (2022) · Journal of Developmental and Physical Disabilities · doi:10.1007/s10882-022-09858-5 · Cited by 21
“In addition, the size of the effect of condition on IOH behaviors was estimated by calculating the Nonoverlap of All Pairs (NAP; Parker & Vannest, 2009).”
MethodYakubova, G., Leibowitz, L., Chen, B. B., Halawani, N., & Harpole, L. L. (2019) · Advances in Neurodevelopmental Disorders · doi:10.1007/s41252-019-0097-5 · Cited by 21
“Tau-U scores range from 0 to 1.0, with 0–0.65 having weak effects, 0.66–0.92 having medium to high effects, and 0.93– 1.0 having strong effects (Parker and Vannest 2009).”
BackgroundInfluentialArtificial Intelligence–Assisted Speech Therapy for /ɹ/: A Single-Case Experimental Study
Benway, N. R., & Preston, J. L. (2024) · American Journal of Speech-Language Pathology · doi:10.1044/2024_ajslp-23-00448 · Cited by 25
“…using the nonoverlap of all pairs statistic (NAP; i.e., Wilcoxon signed-ranks test), which analyzes pairwise comparisons between baseline and treatment data points and has been found to outperform traditional overlap indices such as percent of nonoverlapping data (Parker & Vannest, 2009).”
Lerman, A., Edmonds, L. A., & Goral, M. (2018) · Aphasiology · doi:10.1080/02687038.2018.1538493 · Cited by 20
“…by Non-overlap of All Pairs (NAP) effects; NAP is a measure of overlap between all data points pre-treatment and all data points post-treatment and it specifies the degree of improvement by indicating a strong, medium or weak effect of the treatment on any given measure (Parker & Vannest, 2009).”
BackgroundEfficacy of treatment intensity in German-speaking children with childhood apraxia of speech
Leonhartsberger, S., Huber, E., Brandstötter, G., Stoeckel, R., Baas, B. S., Weber, C., & Holzinger, D. (2021) · Child Language Teaching and Therapy · doi:10.1177/02656590211035156 · Cited by 15
“00 for small, medium and large effects, respectively (Parker and Vannest, 2009).”
BackgroundInfluentialTelepractice Delivery of an Autism Communication Intervention Program to Parent Groups
Garnett, R., Davidson, B. J., & Eadie, P. A. (2021) · Research in Autism · doi:10.1016/j.rasd.2021.101902 · Cited by 21
Implementing Ecological Momentary Assessment in Audiological Research: Opportunities and Challenges
Schinkel-Bielefeld, N., Burke, L., Holube, I., Iankilevitch, M., Jenstad, L., Lelic, D., Naylor, G., Singh, G., Smeds, K., von Gablenz, P., et al. (2024) · American Journal of Audiology · doi:10.1044/2024_aja-23-00249 · Cited by 16
“Von Gablenz et al. (2021) examined individual benefit of a hearing aid intervention using the “ nonoverlap of all pairs ” (NAP; Manolov et al., 2016; Parker & Vannest, 2009; Parker et al., 2011) method, an analysis method developed for single participant research that provides an estimate of the…”
MethodPoncet, F., SWAINE, B. R., Migeot, H., Lamoureux, J., Picq, C., & Pradat-Diehl, P. (2017) · Disability and Rehabilitation · doi:10.1080/09638288.2017.1300945 · Cited by 20
“The "non-overlap of all pairs" (NAP) method is a nonregression-based approach that summarizes data overlap in the pre and post intervention periods as the percentage of data points in the post intervention that are better than the data points in the pre-intervention [56].”
MethodBarnard-Brak, L. M., Richman, D. M., Little, T. D., & Yang, Z. (2017) · Behaviour Research and Therapy · doi:10.1016/j.brat.2017.12.003 · Cited by 20
Aspiranti, K. B., Bebech, A., Ruffo, B., & Skinner, C. H. (2018) · Behavior Analysis in Practice · doi:10.1007/s40617-018-0264-6 · Cited by 20
“Although Ma (2006) suggested PEM interpretation guidelines, more conservative guidelines for nonparametric effect size values were applied (Bruni et al., 2017; Parker & Vannest, 2009).”
BackgroundMethodMaki, K. E., Zaslofksy, A. F., Knight, S., Ebbesmeyer, A. M., & Chelmo-Boatman, A. (2020) · Journal of Behavioral Education · doi:10.1007/s10864-020-09388-0 · Cited by 20
“Visual analysis was used to analyze the data, and nonoverlap of all pairs (NAP; Parker and Vannest 2009) and Tau-U for nonoverlap with baseline trend control (Tau-U; Parker et al.”
MethodInfluentialWriting from Multiple Source Texts: SRSD for Fifth Grade Learners in Inclusive Settings
FitzPatrick, E. R., & McKeown, D. (2021) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12257 · Cited by 20
“PND, a nonparametric method for estimating the effect in single case research, is commonly reported, is easily understood by practitioners, and has a positive correlation with visual judgments (Parker & Vannest, 2009).”
MethodHine, J. F., Ardoin, S. P., & Foster, T. E. (2015) · Journal of Applied Behavior Analysis · doi:10.1002/jaba.233 · Cited by 20
Early Literacy Intervention for Preschoolers Who Need Tier 3 Support
Kaminski, R. A., & Powell‐Smith, K. A. (2016) · Topics in Early Childhood Special Education · doi:10.1177/0271121416642454 · Cited by 20
“Fourth, and finally, we calculated nonoverlap of all pairs (NAP; Parker & Vannest, 2009).”
MethodBullard, L., McDuffie, A. S., & Abbeduto, L. (2017) · Autism & Developmental Language Impairments · doi:10.1177/2396941517728690 · Cited by 20
“Further, for research questions 1 through 3, intervention effect sizes were calculated using nonoverlap of all pairs (NAP) which assesses the degree of overlap between baseline and intervention phases as well as baseline and follow-up phases (Parker & Vannest, 2009; Parker, Vannest, & Davis, 2011).”
BackgroundMethodInfluentialSalazar, D. M., Ruiz, F. J., Ramírez, E. S., & Cardona-Betancourt, V. (2020) · The Psychological Record · doi:10.1007/s40732-019-00362-5 · Cited by 19
Yakubova, G., & Chen, B. B. (2021) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-021-04913-0 · Cited by 19
Caron, J. G., O'Brien, M., & Weintraub, R. (2022) · American Journal of Speech-Language Pathology · doi:10.1044/2022_ajslp-21-00142 · Cited by 19
Kelly, L., & Holloway, J. (2014) · Research in Autism · doi:10.1016/j.rasd.2014.10.007 · Cited by 19
Singh, N. N., Lancioni, G. E., Karazsia, B. T., Winton, A. S. W., Singh, J., & Wahler, R. G. (2013) · International Journal of Mental Health and Addiction · doi:10.1007/s11469-013-9469-7 · Cited by 19
Stanton‐Chapman, T. L., Walker, V. L., & Jamison, K. R. (2014) · Journal of Early Childhood Teacher Education · doi:10.1080/10901027.2013.874385 · Cited by 19
“NAP scores (see Table 2) were calculated based on guidelines set forth by Parker and Vannest (2009) to analyze the effects of the social pragmatic intervention on increasing child interactive behavior (0–.31 = weak effects; .32–.84 = medium effects; .85–1.0 = large or strong effects).”
MethodInfluentialEnabling 2-Wheeled Cycling for Youth With Down Syndrome
Halayko, J., Magill‐Evans, J., Smith, V., & Polatajko, H. J. (2016) · Pediatric Physical Therapy · doi:10.1097/pep.0000000000000240 · Cited by 19
Acquiring the Skill of Identifying Fractions through the Virtual-Abstract Framework
Bouck, E. C., Park, J., Maher, C. E., Levy, K., & Cwiakala, K. (2018) · Journal of Developmental and Physical Disabilities · doi:10.1007/s10882-018-9650-9 · Cited by 19
Boles, M. B., Ganz, J. B., Hagan–Burke, S., Hong, E. R., Neely, L. C., Davis, J. L., & Zhang, D. (2019) · Review Journal of Autism and Developmental Disorders · doi:10.1007/s40489-019-00163-0 · Cited by 19
Batley, P. N., Mehta, S. S., & Hitchcock, J. H. (2020) · Behavioral Disorders · doi:10.1177/0198742920930704 · Cited by 19
“Although Parker and Vannest (2009) claim that it is appropriate for nearly all data types and distributions, it cannot distinguish between various levels of nonoverlap.”
BackgroundKent, C., Cordier, R., Joosten, A. V., Wilkes‐Gillan, S., & Bundy, A. C. (2020) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-020-04671-5 · Cited by 20
Kang, Y., Chang, Y., & Howell, S. (2020) · Journal of Applied Research in Intellectual Disabilities · doi:10.1111/jar.12828 · Cited by 19
Peer-mediated discrete trial training within a school setting
Radley, K. C., Dart, E. H., Furlow, C. M., & Ness, E. J. (2014) · Research in Autism · doi:10.1016/j.rasd.2014.10.001 · Cited by 23
Waddington, H. L., van der Meer, L. A. J., Sigafoos, J., & Ogilvie, E. (2019) · International Journal of Developmental Disabilities · doi:10.1080/20473869.2019.1569360 · Cited by 19
“The non-overlap of all pairs (NAP) statistic was also calculated to determine the effect size of improvements from baseline to intervention and baseline to follow-up for each primary outcome measure (Parker and Vannest 2009).”
BackgroundMethodInfluentialGómez-Pérez, M. C., García-Palacios, A., Castilla, D., Zaragozá, I., & Suso-Ribera, C. (2020) · Pain Research and Management · doi:10.1155/2020/7897268 · Cited by 18
“Nonoverlap indices, specially the nonoverlap of all pairs (NAP) which is the more robust to bias, can solve some of the problems of visual analysis by offering a mathematical calculation of the overlap between A and B phases [24].”
BackgroundGilbert, P., Basran, J. K., Raven, J., Gilbert, H., Petrocchi, N., Cheli, S., Rayner, A., Hayes, A., Lucre, K., Minou, P., et al. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.841932 · Cited by 22
Nepo, K., Tincani, M., & Axelrod, S. (2020) · Focus on Autism and Other Developmental Disabilities · doi:10.1177/1088357620943500 · Cited by 20
“The aggregated Tau-U of 1.0 suggested a large effect for both independent schedule following (τ = 1.00, 95% CI = [0.495, 1.00], p ≤ .001) and duration of activity completion (τ = 1.00, 95% CI = [0.454, 1.00], p ≤ .001) for both groups (Parker & Vannest, 2009).”
BackgroundInfluentialCharacteristics of Moderators in Meta-Analyses of Single-Case Experimental Design Studies
Moeyaert, M., Yang, P., Xu, X., & Kim, E. (2021) · Behavior Modification · doi:10.1177/01454455211002111 · Cited by 18
“The metrics to quantify the intervention effectiveness can be classified into four broad categories: (a) non-overlap metrics (e.g., PND, Scruggs et al., 1987; IRD, Parker et al., 2009; NAP, Parker & Vannest, 2009; Tau, Parker, Vannest, Davis, & Sauber, 2011; Tarlow, 2017), (b) regression based metrics (including hiera…”
BackgroundChen, B. B., & Yakubova, G. (2021) · Review Journal of Autism and Developmental Disorders · doi:10.1007/s40489-021-00282-7 · Cited by 18
Lerman, A., Goral, M., Edmonds, L. A., & Obler, L. K. (2022) · Bilingualism Language and Cognition · doi:10.1017/s1366728921001036 · Cited by 23
Aydın, O., & Tanious, R. (2022) · Journal of Applied Behavior Analysis · doi:10.1002/jaba.928 · Cited by 18
Li, H., Luo, W., Baek, E., Thompson, C. G., & Lam, K. H. (2023) · Psychological Methods · doi:10.1037/met0000607 · Cited by 18
Holyfield, C., MacNeil, S., Caldwell, N., Zimmerman, T. O., Lorah, E. R., Dragut, E. C., & Vučetić, S. (2024) · American Journal of Speech-Language Pathology · doi:10.1044/2023_ajslp-23-00224 · Cited by 18
O’Neill, B., & Findlay, G. (2014) · Neuropsychological Rehabilitation · doi:10.1080/09602011.2014.915856 · Cited by 20
“This indicated two potential statistical approaches, randomisation statistics (Todman & Dugard, 2001) or non-overlap of all pairs (NAP; Parker & Vannest, 2009).”
BackgroundMethodInfluentialSingh, N. N., Lancioni, G. E., Myers, R. E., Karazsia, B. T., McPherson, C. L., Jackman, M. M., Kim, E.-J., & Thompson, T. M. (2018) · Advances in Neurodevelopmental Disorders · doi:10.1007/s41252-018-0073-5 · Cited by 19
Generalization of exposure in vivo in Complex Regional Pain Syndrome type I
den Hollander, M., de Jong, J. R., Onghena, P., & Vlaeyen, J. W. S. (2019) · Behaviour Research and Therapy · doi:10.1016/j.brat.2019.103511 · Cited by 18
“In the Multiple Exposure Condition, large e ff ect sizes (NAP scores ≥ 0.86) were found in all patients for the changes in fear of movement/(re)injury (NAP = 1.00) and pain catastrophizing (NAP = 1.00), both after treatment and at 6-months follow-up.”
MethodInfluentialLee, J., Bryant, D. P., Ok, M. W., & Shin, M. (2020) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12217 · Cited by 18
“Tau-U is interpreted as a small effect for 0 to 0.65, a moderate effect for 0.66 to 0.92, and a large effect for 0.93 to 1.00 (Parker & Vannest, 2009).”
BackgroundInfluentialBene, K., & Lapina, A. (2020) · Review Journal of Autism and Developmental Disorders · doi:10.1007/s40489-020-00212-z · Cited by 18
“We used the non-overlap of all pairs (NAP) method to calculate the overall effect size (Parker and Vannest 2009).”
BackgroundMethodInfluentialDennis, M. S., Sorrells, A. M., & Falcomata, T. S. (2015) · Learning Disability Quarterly · doi:10.1177/0731948715595943 · Cited by 18
“92: medium to high effect; and .93 or above: strong effect (Parker & Vannest, 2009; Rispoli et al., 2013).”
BackgroundAutomated prompting technologies in rehabilitation and at home
O'Neill, B., Best, C., Gillespie, A., & OʼNeill, L. (2013) · Social Care and Neurodisability · doi:10.1108/20420911311302281 · Cited by 18
“B’’) = 0.74, medium effect size (Parker and Vannest, 2009) indicating a significant improvement in morning checklist ratings from baseline and intervention conditions (A’’-”
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Causal Mediation Analysis in Single Case Experimental Designs: Introduction to the Special Issue
Miočević, M., Moeyaert, M., Mayer, A., & Montoya, A. K. (2022) · Evaluation & the Health Professions · doi:10.1177/01632787211073194 · Cited by 18
“…indices (e.g., percent of nonoverlapping data, Scruggs et al., 1987; improvement rate difference, Parker et al., 2009; non-overlap of all pairs, Parker & Vannest, 2009; Tau-U, Parker et al., 2011; baseline corrected Tau-U; Tarlow, 2017), regression-based effect sizes (e.g., Moeyaert et al.,…”
BackgroundText messages reduce memory failures in adults with brain injury: A single-case experimental design
Cruz, G., Petrie, S., Goudie, N., Kersel, D. A., & Evans, J. J. (2016) · British Journal of Occupational Therapy · doi:10.1177/0308022616640299 · Cited by 17
“Data points collected during baseline and intervention phases were contrasted using non-overlap of all pairs (NAP) statistical analysis (Parker and Vannest, 2009).”
MethodByrne, C., & Coetzer, R. (2016) · Neurorehabilitation · doi:10.3233/nre-161352 · Cited by 17
“Parker and Vannest (2009) have provided tentative guidelines for the interpretation of Tau-U effect sizes: strong effect (0.93 – 1.0), medium effect (0.66 – 0.92) and weak effect (<0.65).”
InfluentialDodge-Chin, C., Shigetomi-Toyama, S., & Quinn, E. D. (2022) · Language Speech and Hearing Services in Schools · doi:10.1044/2021_lshss-21-00075 · Cited by 17
“The nonoverlap of all pairs (NAP; Parker & Vannest, 2009) was selected as the nonoverlap metric because of all overlap-based methods.”
Muñoz-Martínez, A., Stanton, C. E., Ta, J., Molaie, A. M., & Follette, W. (2022) · Journal of Contextual Behavioral Science · doi:10.1016/j.jcbs.2022.04.001 · Cited by 14
“A non-overlap analysis of all pairs (NAP; Parker & Vannest, 2009) was also performed as a complementary within-case effect size assessment.”
MethodTur, C., Campos, D., Suso‐Ribera, C., Kazlauskas, E., Castilla, D., Zaragozá, I., García‐Palacios, A., & Quero, S. (2022) · Internet Interventions · doi:10.1016/j.invent.2022.100558 · Cited by 19
“High scores indicate greater treatment effectiveness (Parker and Vannest, 2009).”
Lebrault, H., Martini, R., Manolov, R., Chavanne, C., Krasny‐Pacini, A., & Chevignard, M. (2023) · Developmental Medicine & Child Neurology · doi:10.1111/dmcn.15759 · Cited by 17
“39 NAP is an estimate of the probability that a randomly selected observation from the intervention phase ( y B ) improves upon a randomly selected observation from the baseline phase ( y A ).”
BackgroundBlock, H., Radley, K. C., Jenson, W. R., Clark, E., & O’Neill, R. (2015) · International Journal of School & Educational Psychology · doi:10.1080/21683603.2014.923355 · Cited by 19
“procedures described by Parker and Vannest (2009). NAP has been found to have good discriminability of effects, surpassing the discriminability of other indices of data overlap.”
MethodAddressing Cultural Responsiveness in Consultation: An Empirical Demonstration
McKenney, E. L. W., Mann, K. A., Brown, D. L., & Jewell, J. D. (2017) · Journal of Educational and Psychological Consultation · doi:10.1080/10474412.2017.1287575 · Cited by 17
“The results of NAP analyses indicate strong effects of the CR phase on disruptions in Classroom 2 and moderate effects in Classrooms 1 and 3 (see Table 5; Parker & Vannest, 2009).”
BackgroundMethodInfluentialHoward, C. L., Wallace, C., Perry, B., & Stokić, D. S. (2017) · International Journal of Rehabilitation Research · doi:10.1097/mrr.0000000000000267 · Cited by 17
Landa-Ramírez, É., Greer, J. A., Sánchez-Román, S., Manolov, R., Salado-Avila, M. M., Esteban, L. A. T., & Riveros-Rosas, A. (2019) · Journal of Clinical Psychology in Medical Settings · doi:10.1007/s10880-019-09620-8 · Cited by 17
Function-Based Interventions in K–8 General Education Settings: A Focus on Teacher Implementation
Lloyd, B. P., Barton, E. E., Ledbetter‐Cho, K., Pennington, B., & Pokorski, E. A. (2019) · The Elementary School Journal · doi:10.1086/703114 · Cited by 17
“They identified 27 single-case studies and found moderate to strong intervention effects based on averages of each of two single-case overlap metrics (nonoverlap of all pairs [NAP; Parker & Vannest, 2009] and tau-U [Parker, Vannest, Davis, & Sauber, 2011]) across participants.”
BackgroundSwan, K. L., Kaff, M. S., & Haas, S. (2019) · The Journal for Specialists in Group Work · doi:10.1080/01933922.2019.1599478 · Cited by 21
Taylor, T. (2020) · Learning and Motivation · doi:10.1016/j.lmot.2020.101651 · Cited by 17
Adapting the good behavior game for special education classrooms
Groves, E. A., May, R. J., Rees, R. E., & Austin, J. L. (2021) · Psychology in the Schools · doi:10.1002/pits.22496 · Cited by 17
Mathematics Learning Through Online Video-Based Instruction for an Autistic Child
Yakubova, G., Defayette, M. A., & Chen, B. B. (2022) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-022-05525-y · Cited by 17
“We interpreted TauU results within a range score of 0 to 1.0 using Parker and Vannest (2009) guidelines: weak effect (0–0.65), medium to high effect (0.66–0.92) and strong effect (0.93–1.0).”
MethodInfluentialCarr, M. E., Anderson, A., Moore, D. W., & Evans, W. H. (2014) · Review Journal of Autism and Developmental Disorders · doi:10.1007/s40489-014-0030-9 · Cited by 17
“In addition, our search identified three nonparametric approaches that can be calculated by hand: PND (Scruggs et al. 1987), percentage of all nonoverlapping data (PAND) (Parker et al. 2007), and nonoverlap of all pairs (NAP) (Parker & Vannest, 2009).”
BackgroundMethodInfluentialBouck, E. C., Bouck, M. K., & Hunley, M. (2015) · Journal of Special Education Technology · doi:10.1177/0162643415617371 · Cited by 17
A Meta-analysis of the Taped Problems Intervention
Kleinert, W. L., Codding, R. S., Minami, T., & Gould, K. M. (2017) · Journal of Behavioral Education · doi:10.1007/s10864-017-9284-5 · Cited by 17
A High School Replication of Targeted Professional Development for Classroom Management
Freeman, J., Kowitt, J. S., Simonsen, B. M., Wei, Y., Dooley, K., Gordon, L., & Maddock, E. (2018) · Remedial and Special Education · doi:10.1177/0741932517719547 · Cited by 16
“…individual and weighted Tau-U, which provides a standardized measure of intervention effectiveness within and across participants that accounts for both phase nonoverlap and trend (Vannest, Parker, & Gonen, 2011), using the Single Case Research™ web-based calculator (Parker & Vannest, 2009).”
MethodSleep problems in children with Angelman Syndrome: The effect of a behavioral intervention program
Heus, K. B., Radstaake, M., Legerstee, J. S., ten Hoopen, L. W., Dieleman, G. C., Moll, H. A., Mous, S. E., & de Wit, M. Y. (2023) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2023.104444 · Cited by 16
van Wingerden, E., Vacaru, S. V., Holstege, L., & Sterkenburg, P. S. (2023) · Journal of Intellectual Disability Research · doi:10.1111/jir.13064 · Cited by 16
Effects of an AAC feature on decoding and encoding skills of adults with Down syndrome
Holyfield, C., Pope, L. E., Light, J., Jakobs, E., Laubscher, E., McNaughton, D., & Pfaff, O. (2023) · Augmentative and Alternative Communication · doi:10.1080/07434618.2023.2266025 · Cited by 16
“A score of 0.93 or higher indicated a strong effect, scores of 0.66-0.92 indicated a moderate effect, and scores below 0.66 indicated a weak effect (Parker & Vannest, 2009).”
BackgroundInfluentialFiat, A. E., Cook, C. R., Zhang, Y., Renshaw, T. L., Decano, P., & Merrick, J. (2017) · Journal of Applied School Psychology · doi:10.1080/15377903.2017.1292975 · Cited by 16
“The NAP results for Arturo, Jamilla, Sue, Marcus, Jamie, and Juan were 100%, 95%, 89%, 93%, 88%, and 77%, respectively, indicating that the majority of the intervention data points did not overlap with baseline data points (see Table 3).”
MethodInfluentialGarwood, J. D., & Loan, C. L. V. (2017) · Exceptionality · doi:10.1080/09362835.2017.1409118 · Cited by 16
“Qi et al. (2015) also reported the PEM, as well as the percent of data exceeding median trend (PEM-T; Wolery, Busick, Reichow, & Barton, 2010) and the pairwise data overlap squared (PDO2; Parker & Vannest, 2009).”
BackgroundComparing Paper and Tablet Modalities of Math Assessment for Multiplication and Addition
Aspiranti, K. B., Henze, E. E. C., & Reynolds, J. L. (2020) · School Psychology Review · doi:10.1080/2372966x.2020.1844548 · Cited by 16
Ferguson, J., Dounavi, K., & Craig, E. A. (2022) · Journal of Developmental and Physical Disabilities · doi:10.1007/s10882-022-09859-4 · Cited by 16
“Effect sizes can be rated as weak (< 0.66), medium (0.66–0.92) or large (> 0.92) (Parker & Vannest, 2009; Rispoli et al., 2013).”
BackgroundInfluentialThe impact of response-guided baseline phase extensions on treatment effect estimates
Joo, S., Ferron, J. M., Beretvas, S. N., Moeyaert, M., & Noortgate, W. V. D. (2017) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2017.12.018 · Cited by 16
Development of a Distance-Based Effect Size Metric for Single-Case Research: Ratio of Distances
Carlin, M. T., & Costello, M. S. (2018) · Behavior Therapy · doi:10.1016/j.beth.2018.02.005 · Cited by 16
Access to General Education Curriculum
Coulter, G. A., & Lambert, M. C. (2015) · Learning Disability Quarterly · doi:10.1177/0731948715580438 · Cited by 16
“Researchers encourage quantifying data overlap in singlecase research for several purposes, including comparing the relative effectiveness of two or more interventions as well as providing support for a knowledge base of “evidencebased practices” (R. I. Parker & Vannest, 2009, p. 357).”
MethodInfluentialMindfulness Training Program for Chinese Athletes and Its Effectiveness
Si, G.-Y., Lo, K., & Zhang, C.-Q. (2016) · Mindfulness and Performance · doi:10.1017/cbo9781139871310.012 · Cited by 16
AN EFFECTIVE NEUROFEEDBACK TRAINING, WITH CORTISOL CORRELATES, IN A CLINICAL CASE OF ANXIETY
Costa, M. A., Gadea, M., Hidalgo, V., Pérez, V., & Sanjuán, J. (2017) · Universitas Psychologica · doi:10.11144/javeriana.upsy15-5.entc · Cited by 15
“Additionally, the NAP index, usually employed as the most statically trustworthy index for the analysis of single case studies (Parker & Vannest, 2009), indicated a middle size effect of the NF training on anxiety.”
MethodInfluentialEffects of a Class-Wide Positive Peer Reporting Intervention on Middle School Student Behavior
Chaffee, R. K., Briesch, A., Volpe, R., Johnson, A. H., & Dudley, L. L. (2020) · Behavioral disorders · doi:10.1177/0198742919881112 · Cited by 16
“Although NAP is affected by baseline trend, it has no a priori assumptions, includes all data points in calculations, and has shown good discriminability as compared with other nonoverlap metrics (Parker & Vannest, 2009).”
BackgroundMethodResultInfluentialDe, T. K., & Onghena, P. (2022) · Behavior Research Methods · doi:10.3758/s13428-021-01781-5 · Cited by 15
“…possible pairs of one value each from each treatment condition (baseline A and treatment B) and then computing the proportion of pairs in which the B condition value exceeds the A condition value (or vice versa, when the condition B is expected to result in lower scores) (Parker & Vannest, 2009).”
BackgroundChavers, T. N., Schlosser, R. W., Cheng, C., & Koul, R. (2022) · American Journal of Speech-Language Pathology · doi:10.1044/2022_ajslp-22-00039 · Cited by 15
Plavnick, J. B., & Dueñas, A. D. (2018) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3481-5 · Cited by 15
“The size of the effect can be interpreted as a small (0.65 or lower), medium-to-large (0.66–0.92), or large (0.93–1.0) effect (Parker and Vannest 2009; Rakap 2015).”
InfluentialThe Impact of Relationship Wellness Checkups With Lesbian Couples
Minten, M. J., & Dykeman, C. (2018) · The Family Journal · doi:10.1177/1066480718809429 · Cited by 13
Vaquero, J., Zurita, M., Rasilla, J. M., Pascual, M. L., Fernández-Mateos, C., García, E., & Fernández‐Guinea, S. (2019) · Cytotherapy · doi:10.1016/j.jcyt.2019.02.009 · Cited by 15
Intervenciones para mejorar el juego de los niños con autismo en el patio de recreo
Gómez, A. G., Ambrosio-Bravo, M., & Gil-Diaz, L. (2020) · Estudios sobre Educación · doi:10.15581/004.38.253-278 · Cited by 15
Miočević, M., Klaassen, F., Geuke, G. G. M., Moeyaert, M., & Marić, M. (2020) · Evidence-Based Communication Assessment and Intervention · doi:10.1080/17489539.2020.1732029 · Cited by 15
“…nonoverlap indices quantify the degree of non-overlap between the baseline and the treatment data clouds, such as Nonoverlap of All Pairs (NAP; Parker & Vannest, 2009), Tau-U (Parker, Vannest, Davis, & Sauber, 2011), Tau-C (Tarlow, 2017), Improvement Rate Difference (IRD; Parker, Vannest, &…”
BackgroundMorris, S. L., & Vollmer, T. R. (2022) · Journal of Applied Behavior Analysis · doi:10.1002/jaba.919 · Cited by 15
Cook, C. R., Xie, S. R., Earl, R. K., Lyon, A. R., Dart, E. H., & Zhang, Y. (2015) · School Mental Health · doi:10.1007/s12310-014-9137-5 · Cited by 15
Weighting strategies in the meta-analysis of single-case studies
Manolov, R., Guilera, G., & Sierra, V. (2014) · Behavior Research Methods · doi:10.3758/s13428-013-0440-0 · Cited by 15
THE CLASSROOM PASSWORD: A CLASS-WIDE INTERVENTION TO INCREASE ACADEMIC ENGAGEMENT
Dart, E. H., Radley, K. C., Battaglia, A. A., Dadakhodjaeva, K., Bates‐Brantley, K., & Wright, S. J. (2016) · Psychology in the Schools · doi:10.1002/pits.21911 · Cited by 15
The Caterpillar Game: A SW-PBIS Aligned Classroom Management System
Floress, M. T., & Jacoby, A. L. (2016) · Journal of Applied School Psychology · doi:10.1080/15377903.2016.1229706 · Cited by 15
A Pilot Study to Teach Siblings to Support Children With Complex Communication Needs
Douglas, S. N., Kammes, R. R., Nordquist, E. A., & D’Agostino, S. R. (2017) · Communication Disorders Quarterly · doi:10.1177/1525740117703366 · Cited by 15
“Using NAP, effect sizes of 1 to 0.93 are strong, 0.92 to 0.66 are medium, and 0.65 to 0 are considered weak (Parker & Vannest, 2009).”
BackgroundMethodInfluentialSmith, D., Romano-Smith, S., Wright, D. J., Deller-Rust, B., & Wakefield, C. J. (2018) · Journal of Applied Sport Psychology · doi:10.1080/10413200.2018.1560372 · Cited by 15
“Based on previous data, Parker and Vannest (2009) examined effect sizes for single-case designs and proposed that an effect size of less than .87 is small, .87–2.67 is medium, and greater than 2.67 is large.”
MethodInfluentialBrady, L., Padden, C., & McGill, P. (2019) · Journal of Applied Research in Intellectual Disabilities · doi:10.1111/jar.12585 · Cited by 15
Groves, E. A., & Austin, J. L. (2020) · School Psychology Review · doi:10.1080/2372966x.2020.1716635 · Cited by 15
“When interpreting Tau-U scores, scores of 0 to .65 suggests weak effects, scores of .66 to .92 suggest medium effects, and scores of .93 to 1.0 suggest large or strong effects (Parker & Vannest, 2009).”
BackgroundInfluentialA Meta-Analysis of Parenting Interventions for Immigrants
Lim, N., O’Reilly, M. F., Russell-George, A., & Londoño, F. V. (2023) · Prevention Science · doi:10.1007/s11121-022-01488-9 · Cited by 18
“NAP compares each data point in phase A with each data point in phase B to provide a measure of non-overlap across phases (Parker & Vannest, 2009).”
Method
Metadata
- Authors
- Parker, R. I., & Vannest, K.
- Affiliations
- Texas A&M University (US)
- Corresponding author
- Parker, Richard I.
- ORCID
- Vannest, Kimberly
- Venue
- Behavior Therapy
- Publisher
- Elsevier BV
- Published
- 2009-12
- Volume
- 40
- Issue
- 4
- Pages
- 357-367
- ISSN
- 0005-7894 (ISSN-L)
- OpenAlex
- W2028628292
- Cited by
- 1,126
- References
- 65
- Citations by year
- 2026: 61 · 2025: 95 · 2024: 85 · 2023: 97 · 2022: 99 · 2021: 90 · 2020: 87 · 2019: 81 · 2018: 86 · 2017: 84 · 2016: 69 · 2015: 57 · 2014: 49 · 2013: 30 · 2012: 35
- FWCI
- 12.23
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Behavior Therapy (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Decision Sciences › Statistics, Probability and Uncertainty › Meta-analysis and systematic reviews
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychology Research and Bibliometrics
- Keywords
- effect size, single subject research, data overlap, R-squared, visual assessment, confidence interval width, statistical power
- MeSH terms
- Humans, Models, Psychological, Probability, Psychology, Research Design, Confidence Intervals, Area Under Curve
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