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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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Engman, L., Ter Kuile, M. M., Linton, S. J., Ekholm, E., Tuijnman-Raasveld, C. C., & Flink, I. K. (2022) · Cognitive Behaviour Therapy · doi:10.1080/16506073.2022.2086907 · Cited by 9
“Nonoverlap of All Pairs (NAP) compares every measurement point in phase A with every measurement point in phase B, determining overlap or non-overlap, resulting in a percentage of non-overlapping data (Parker & Vannest, 2009).”
David, M., Mason, R. A., Davis, J. L., Gregori, E. V., Lei, Q., Lory, C., & Wang, D. (2022) · Journal of Developmental and Physical Disabilities · doi:10.1007/s10882-022-09841-0 · Cited by 9
“(2018) examined the effects of function-based interventions in reducing challenging behavior of students with disabilities in inclusive school settings using nonoverlap of all pairs (NAP; Parker & Vannest, 2009) and Tau-U.”
BackgroundPark, J., & Bouck, E. C. (2022) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2022.104339 · Cited by 9
Gual-Montolio, P., Suso‐Ribera, C., García‐Palacios, A., Castilla, D., Zaragozá, I., & Bretón-López, J. M. (2023) · Internet Interventions · doi:10.1016/j.invent.2023.100601 · Cited by 11
Ban, Y., & McGill, P. (2023) · European Journal of Behavior Analysis · doi:10.1080/15021149.2023.2191078 · Cited by 9
Chavers, T. N., Schlosser, R. W., & Koul, R. (2024) · American Journal of Speech-Language Pathology · doi:10.1044/2024_ajslp-23-00313 · Cited by 15
Bäck, G. A., Mossige, M., Svendsen, H. B., Rønneberg, V., Selenius, H., Gøttsche, N. B., Dolmer, G., Fälth, L., Nilsson, S., & Svensson, I. (2024) · Disability and Rehabilitation Assistive Technology · doi:10.1080/17483107.2024.2351488 · Cited by 14
“Therefore, we calculated the nonoverlap of all pairs (NAP) [59] using the single-case effect size calculator [60].”
Hufford, B. J., Williams, M. K., Malec, J. F., & Cravotta, D. (2012) · Brain Injury · doi:10.3109/02699052.2012.698791 · Cited by 9
“Parker and Vannest [16] recommend this method for the analysis of short single subject time series data, reporting that NAP generally performed equivalently or better than other indices of this type.”
MethodManolov, R. (2017) · Anuario de Psicología/The UB Journal of Psychology · doi:10.1016/j.anpsic.2017.05.004 · Cited by 11
“However, confidence intervals are available only for some indices such as the BC-SMD (Shadish et al., 2014) and for some nonoverlap indices (see Parker & Vannest, 2009, pp. 361--362).”
MethodMorris R. Council, Gardner, R., Cartledge, G., & Telesman, A. O. (2019) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.2018.1540392 · Cited by 9
“Tau-U effect size values can be interpreted as follows: 65% or lower, small effect; between 66% and 92%, medium effect; and 93% or higher, large effect (Parker & Vannest, 2009).”
BackgroundO’Connor, K. M., & Hayes, B. (2019) · Emotional and Behavioural Difficulties · doi:10.1080/13632752.2019.1625246 · Cited by 9
“Table 6 includes NAP (Parker and Vannest 2009) scores for each participant’s target behaviour.”
BackgroundMethodInfluentialWu, S., Stratton, K. K., & Gadke, D. L. (2019) · Contemporary School Psychology · doi:10.1007/s40688-019-00248-x · Cited by 9
A peer-mediated approach to support emergent bilingual preschoolers
Karem, R. W., & Hobek, A. (2021) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2021.08.003 · Cited by 9
Implementing structured consultation with autism spectrum disorder early intervention practitioners
Keen, D., Paynter, J. M., Simpson, K., Sulek, R., & Trembath, D. (2016) · Journal of Intellectual & Developmental Disability · doi:10.3109/13668250.2016.1235683 · Cited by 9
“Nonoverlap of all pairs (NAP) was used to assess the size of treatment effects using guidelines by Parker and Vannest (2009) that indicated strong effects of the intervention for all three consultees, with the NAP of Consultee 1 being 96.25%, Consultee 2, 100%, and Consultee 3, 96%.”
MethodInfluentialNonparametric meta-analysis for single-case research: Confidence intervals for combined effect sizes
Michiels, B., & Onghena, P. (2018) · Behavior Research Methods · doi:10.3758/s13428-018-1044-5 · Cited by 9
“A small group of nonoverlap measures are formally developed (e.g., the nonoverlap of all pairs: Parker & Vannest, 2009; the percentage of all nonoverlapping data: Parker, Hagan-Burke, & Vannest, 2007), but the statistical tests that can be used to calculate p values for thesemeasures (e.g.,…”
BackgroundMcKenna, J. W., Shin, M., Solis, M. R., Mize, M., & Pfannenstiel, K. H. (2019) · Psychology in the Schools · doi:10.1002/pits.22242 · Cited by 9
A Systematic Review of Tactile Prompting in Teacher Education
Markelz, A. M., Scheeler, M. C., Riccomini, P. J., & Taylor, J. (2019) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/0888406419877500 · Cited by 9
“Tau-U scores can be interpreted with the following criteria: 0.65 or lower = small effect, between 0.66 and 0.92 = medium to high effect, and 0.93 to 1.0 = very high effect (Parker & Vannest, 2009; Rakap, 2015).”
BackgroundInfluentialEditorial: New Instructions for Single-Subject Research in the Journal of Pediatric Psychology
Karazsia, B. T. (2018) · Journal of Pediatric Psychology · doi:10.1093/jpepsy/jsy039 · Cited by 9
Kellett, S., Alhadeff, L., Gaskell, C., & Simmonds‐Buckley, M. (2022) · Psychology and Psychotherapy Theory Research and Practice · doi:10.1111/papt.12390 · Cited by 8
A Meta-Analysis of the Graduated Guidance Procedure
Tekin-İftar, E., Ault, M. J., Collins, B. C., Olçay, S., Değirmenci, H. D., & Aydın, O. (2023) · The Journal of Special Education · doi:10.1177/00224669231200461 · Cited by 8
“We considered Tau-U scores at or above 93% as strong effect , between 66% and 92% as medium to high effect , and between 0% and 65% as small effect (Parker & Vannest, 2009).”
Noortgate, W. V. D., & Onghena, P. (2024) · Psychologica Belgica · doi:10.5334/pb.1307 · Cited by 8
Arts, E., de Castro, B. O., Luteijn, E., Elsendoorn, B. A. G., Marić, M., & Vissers, C. (2024) · Social Development · doi:10.1111/sode.12784 · Cited by 8
Billieux, J., Fournier, L., Rochat, L., Georgieva, I., Eben, C., Andersen, M. M., King, D. L., Simon, O., Khazaal, Y., Lieberoth, A., et al. (2025) · Royal Society Open Science · doi:10.1098/rsos.250273 · Cited by 10
Alleva, J. M., Mangel, L. C., Zigmantaitè, G., Piran, N., Tanious, R., Mayer, M., van Lil, L., Peters, M. L., & Tylka, T. L. (2025) · Body Image · doi:10.1016/j.bodyim.2025.101967 · Cited by 8
How to assess and take into account trend in single-case experimental design data
Manolov, R., Lebrault, H., & Krasny‐Pacini, A. (2023) · Neuropsychological Rehabilitation · doi:10.1080/09602011.2023.2190129 · Cited by 8
“For instance, this is the case for the non-overlap of all pairs (Parker & Vannest, 2009), the between-case standardized mean di ff erence (Shadish et al., 2014), and the log response ratio (Pustejovsky, 2018).”
BackgroundWu, C.-L., & Tsai, Y.-H. (2023) · Journal of Special Education Technology · doi:10.1177/01626434231170594 · Cited by 8
“Tau-U values ranging from 0.93 to 1 indicate a large effect size, those between 0.66 and 0.92 indicate a moderate effect size, and those below 0.65 indicate a small effect size (Ok et al., 2021; Parker & Vannest, 2009).”
BackgroundInfluentialWang, J., Begeny, J. C., Durling, J. M., & Newson, N. K. (2023) · Psychology in the Schools · doi:10.1002/pits.22962 · Cited by 8
:null (2024) · Waxmann Verlag GmbH eBooks · doi:10.31244/9783830998761 · Cited by 11
Petts, R. A., Foster, C., Douleh, T. N., & Gaynor, S. T. (2016) · Behavior Analysis Research and Practice · doi:10.1037/bar0000036 · Cited by 10
Sullivan, W. E., Martens, B. K., Morley, A. J., & Long, S. J. (2017) · Psychology in the Schools · doi:10.1002/pits.22008 · Cited by 8
Alfonsson, S., Englund, J., & Parling, T. (2019) · Behaviour Change · doi:10.1017/bec.2019.10 · Cited by 9
“The best method for assessing effect sizes in single-case data is also debated and there are several alternatives to NAP used in this study (Parker & Vannest, 2009).”
MethodKellett, S., Oxborough, P., & Gaskell, C. (2020) · Behavioural and Cognitive Psychotherapy · doi:10.1017/s1352465820000521 · Cited by 3
“, 2007) and non-overlap of all pairs (NAP; Parker and Vannest, 2009).”
BackgroundMethodDamen, S., Schuengel, C., Ruijssenaars, W. A. J. J. M., & Janssen, M. J. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.578969 · Cited by 8
“The nonoverlapping of all pairs (NAP) technique (Parker and Vannest, 2009), revealed medium or large effects for all participants with deafblindness for at least one of the communication categories at the first and at least one of the categories at the second layer when comparing the baseline phase with either the fir…”
MethodTeaching Young Children to Make Bids to Play to Peers With Autism Spectrum Disorder
Dueñas, A. D., D’Agostino, S. R., & Plavnick, J. B. (2021) · Focus on Autism and Other Developmental Disabilities · doi:10.1177/10883576211023326 · Cited by 8
“The effect size can be interpreted as small (0.65 or lower), medium-tolarge (0.66–0.92), and large (0.93–1.0) (Parker & Vannest, 2009; Rakap, 2015).”
BackgroundInfluentialDyzel, V., Dekkers-Verbon, P., Toeters, M., & Sterkenburg, P. S. (2021) · British Journal of Visual Impairment · doi:10.1177/02646196211047733 · Cited by 8
“In combination with visual analysis, non-overlap of all pairs (NAP; Parker & Vannest, 2009) assessed any within subject change in caregiver mirroring behaviour and child happiness.”
BackgroundMethodInfluentialHerzog, M., & Casale, G. (2022) · lnternational Electronic Journal of Elementary Education · doi:10.26822/iejee.2022.246 · Cited by 10
“The non-rescaled non-overlap of all pairs (NAP; Parker & Vannest, 2009) is the percentage of all pairwise comparisons across the baseline and intervention phases.”
BackgroundVostanis, A., Padden, C., & Langdon, P. E. (2022) · British Journal of Special Education · doi:10.1111/1467-8578.12408 · Cited by 8
“First, the Non- Overlap of All Pairs (NAP) was used, which is highly correlated with the R2 effect size index (Parker & Vannest, 2009; Vannest et al., 2016).”
MethodOnline ACT Matrix Parent Training for Japanese-Speaking Mothers with Distress in the United States
Kurumiya, Y., García, Y., Griffith, A. K., & Szabo, T. G. (2022) · Journal of Child and Family Studies · doi:10.1007/s10826-022-02477-w · Cited by 8
“Non-overlap of all pairs (NAP) was used as a measure of effect (Parker & Vannest, 2009) for these two dependent variables.”
BackgroundMethodInfluentialKapoor, G., Vostanis, A., Mejía-Buenaño, S., & Langdon, P. E. (2023) · Journal of Behavioral Education · doi:10.1007/s10864-023-09520-w · Cited by 10
“The NAP is an appropriate effect size measure for single case research with high correlations with the R 2 effect size index (Parker & Vannest, 2009).”
Recursive Self-feedback Improved Speech Fluency in Two Patients with Chronic Nonfluent Aphasia
Imaezue, G. C., Tchernichovski, O., & Goral, M. (2023) · Aphasiology · doi:10.1080/02687038.2023.2239511 · Cited by 8
“The NAP effect size ranges between 0-1 where 0.5 is the null value due to matched overlap between both phases of assessment (Parker & Vannest, 2009).”
BackgroundInfluentialJovanović, S., Hočevar, K., Vuleta, A., & Tucić, B. (2023) · Plants · doi:10.3390/plants12173114 · Cited by 8
“There were three statistical assumptions underlining the profile analysis: (1) the distribution of dependent variables is multivariate normal; (2) the variance-covariance matrix of the variables is homogenous; and (3) the dependent variables are linearly related [117,119,122].”
BackgroundCaldwell, N., Holyfield, C., & Zimmerman, T. O. (2023) · Folia Phoniatrica et Logopaedica · doi:10.1159/000534288 · Cited by 8
“Furthermore, effect sizes were estimated using non-overlap of all pairs (NAP), a precise and powerful estimator [35].”
MethodInfluentialLane, J. D., & Ledford, J. R. (2015) · Journal of Behavioral Education · doi:10.1007/s10864-015-9235-y · Cited by 8
An Evaluation of Multiple Single-Case Outcome Indicators Using Convergent Evidence Scaling
McGill, R. J., & Busse, R. T. (2014) · Contemporary School Psychology · doi:10.1007/s40688-013-0004-4 · Cited by 8
“Although some researchers have questioned the use of PND as an effect size measure (e.g., Parker & Vannest, 2009), it remains one of the most popular overlap indices reported in the empirical literature (Parker, Vannest, & Davis, 2011).”
BackgroundQi, C. H., & Lin, Y.-L. (2012) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2012.06.288 · Cited by 8
Manolov, R., Jamieson, M., Evans, J. J., & Sierra, V. (2016) · Dipòsit Digital de la Universitat de Barcelona (Universitat de Barcelona) · Cited by 8
Stratton, K. K., Gadke, D. L., & Morton, R. C. (2018) · Journal of Applied School Psychology · doi:10.1080/15377903.2018.1509920 · Cited by 8
“Per Parker and Vannest (2009), NAP scores between 0 and 0.65 are weak/small, between 0.66 and 0.98 are moderate/medium; and between 0.93 and 1.00 are considered strong/larger effects.”
BackgroundMethodInfluentialJones, S., & Hurrell, E. (2018) · British Journal of Pain · doi:10.1177/2049463718802873 · Cited by 8
Embregts, P. J. C. M., van Oorsouw, W. M. W. J., Wintels, S. C., van Delden, R. W., Evers, V., & Reidsma, D. (2019) · Journal of Intellectual & Developmental Disability · doi:10.3109/13668250.2018.1537846 · Cited by 8
“After that, the various session percentages of condition 1 (television) were compared, per client, with those of condition 2 (interactive ball) by calculating Nonoverlap of All Pairs (NAP) (Parker & Vannest, 2009).”
BackgroundMethodInfluentialFielenbach, S., Donkers, F. C. L., Spreen, M., Smit, A. S., & Bogaerts, S. (2019) · International Journal of Offender Therapy and Comparative Criminology · doi:10.1177/0306624x19849562 · Cited by 9
“Parker and Vannest (2009) propose calculating effect sizes for NAP scores, with NAP scores from .00 to .65 indicating weak effects, .66 to .92 indicating medium effects, and .93 to 1.0 indicating large or strong effects.”
BackgroundMethodInfluentialTeaching Addition to Students with Moderate Disabilities Using Video Prompting
Dueker, S. A., & Cannella-Malone, H. I. (2019) · The Journal of Special Education Apprenticeship · doi:10.58729/2167-3454.1087 · Cited by 8
“Sigafoos et al. (2005) demonstrated that students can maintain the skill with immediate withdrawal of the videos once mastery criteria have been met.”
BackgroundExamining between‐group and within‐group effects of a peer‐assisted reading strategies intervention
Völlinger, V. A., Supanc, M., & Brunstein, J. C. (2018) · Psychology in the Schools · doi:10.1002/pits.22121 · Cited by 8
Mathwin, K., Chapparo, C., & Hinitt, J. (2023) · British Journal of Occupational Therapy · doi:10.1177/03080226221148413 · Cited by 7
“The number of comparisons with no overlap are divided by the total number of comparisons (Parker and Vannest, 2009).”
BackgroundLandman, W., Bogaerts, S., & Spreen, M. (2023) · Behavior Modification · doi:10.1177/01454455231190741 · Cited by 7
“NAP uses the degree of overlap of data between two phases to express effect sizes (Parker & Vannest, 2009).”
MethodTreatment for social media addiction with hypnotic-oriented counseling
Sugara, G. S., & Fadhilah, R. (2024) · Discover Psychology · doi:10.1007/s44202-024-00125-6 · Cited by 7
“…case research, it can be calculated using Cohen’s formula which shows that if the result is 0.87 then it shows a small intervention effect, if it is between 0.87 and 2.67 then the intervention effect is medium, and if you get a score > 2.67 hence the effect of the intervention is large [48].”
InfluentialSugara, G. S., Nurfadila, N. A., Arumsari, C., Rahimsyah, A. P., & Muhajirin, M. (2024) · Japanese Psychological Research · doi:10.1111/jpr.12566 · Cited by 8
Díaz, M., García, Y., Ré, T. C., & Szabo, T. (2025) · Journal of Contextual Behavioral Science · doi:10.1016/j.jcbs.2025.100870 · Cited by 7
Tate, R. L., Perdices, M., Rosenkoetter, U., McDonald, S., Togher, L., Shadish, W. R., Horner, R. H., Kratochwill, T. R., Barlow, D. H., Kazdin, A. E., et al. (2019) · Pratiques Psychologiques · doi:10.1016/j.prps.2019.03.001 · Cited by 10
The Efficacy of Virtual Positive Behavior Support in a Special School for Students with ASD
Alwahbi, A. A. (2022) · Journal of Behavioral Education · doi:10.1007/s10864-022-09486-1 · Cited by 7
“The score of nonoverlap of all pairs (NAP; Parker & Vannest, 2009) for the three classrooms was 100, indicating a strong effect size.”
Alresheed, F., & Machalicek, W. (2023) · Evidence-Based Communication Assessment and Intervention · doi:10.1080/17489539.2023.2200813 · Cited by 7
“The typical range of Tau-U identified by this investigation from interventions deemed effective by visual analysis seemed consistent with the Tau-U criteria determined by Parker and Vannest (2009).”
InfluentialReducing anger outbursts after a severe TBI: a single-case study
Rochat, L., Manolov, R., Aboulafia-Brakha, T., Burkard, C., & der Linden, M. V. (2016) · Neuropsychological Rehabilitation · doi:10.1080/09602011.2016.1270837 · Cited by 9
“As a quasi-statistical procedure, the non-overlap of all pairs (NAP; Parker & Vannest, 2009) focuses on data overlap (i.e., what proportion of data points improves the measurements from the previous phase), with values between 0 and 0.66 indicating a small effect size, and those between 0.93 and…”
MethodInfluentialO’Brien, M. E., McTiernan, A., & Holloway, J. (2017) · Journal of Developmental and Physical Disabilities · doi:10.1007/s10882-017-9581-x · Cited by 7
“If the NAP effect size was calculated between 0.66 – 0.92, an intervention was categorized as showing a B medium ^ effect, and if the NAP effect size was calculated between 0 and 0.65, an intervention was categorized as showing a B weak ^ effect (Parker and Vannest 2009).”
MethodInfluentialPhysical Activity and Psychological Correlates During an After-School Running Club
Kahan, D., & McKenzie, T. L. (2018) · American Journal of Health Education · doi:10.1080/19325037.2017.1414646 · Cited by 7
Physical Activity and Energy Expenditure During an After‐School Running Club: Laps Versus Game Play
Kahan, D., & McKenzie, T. L. (2018) · Journal of School Health · doi:10.1111/josh.12601 · Cited by 7
Structured Teaching and the Play of Preschoolers With Developmental Disabilities: An Evaluation
Pullum, M. R., King, S. A., & Kennedy, K. (2020) · Topics in Early Childhood Special Education · doi:10.1177/0271121420942841 · Cited by 7
“In addition, we determined the overlap in data points using the nonoverlap of all pairs (NAP; Parker & Vannest, 2009), a nonparametric estimate of overlap derived by dividing the number of nonoverlapping pairs by the total number of pairs.”
MethodDoes Embedding Restricted Interests of Students with Autism in Text Improve Reading Comprehension?
Marshall, B., & Myers, C. L. (2021) · Developmental Neurorehabilitation · doi:10.1080/17518423.2021.1898486 · Cited by 7
“follows: (a) small, 0% to 65%, (b) moderate, 66% to 92%, and (c) large, 93% to 100%.(39)”
Xu, N., Yan, W., Sun, M., Li, R., Wang, Y., & Chi, L. (2023) · International Journal of Sport and Exercise Psychology · doi:10.1080/1612197x.2023.2168724 · Cited by 12
Effekte des Good Behavior Game bei Grundschüler_innen mit externalisierenden Verhaltensproblemen
Hagen, T., Nitz, J., Brack, F., Hövel, D. C., & Hennemann, T. (2023) · Lernen und Lernstörungen · doi:10.1024/2235-0977/a000410 · Cited by 7
de Veer, M. R., Waalboer‐Spuij, R., Hijnen, D., Doeksen, D., Busschbach, J. J. V., & Kranenburg, L. W. (2023) · Frontiers in Medicine · doi:10.3389/fmed.2023.1101935 · Cited by 7
Nitz, J., Hagen, T., Krull, J., Verbeck, L., Eiben, K., Hanisch, C., & Hennemann, T. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1208854 · Cited by 12
“TABLE 2 Single-case data with NAP for all 29 cases.”
MethodInfluentialBontemps, M., Servières-Bordes, M., & Moritz‐Gasser, S. (2024) · International Journal of Speech-Language Pathology · doi:10.1080/17549507.2023.2289351 · Cited by 7
“…the analysis of the two-standard deviation bands (Perdices & Tate, 2009), while treatment effect and effect size were analysed through the study of data overlap by the computation of two statistical measures: Tau-U (Lee & Cherney, 2018) and non-overlap of all pairs (NAP; Parker & Vannest, 2009).”
Brawand, A., King-Sears, M. E., Evmenova, A., & Regan, K. (2019) · Learning Disability Quarterly · doi:10.1177/0731948719837920 · Cited by 9
“Parker and Vannest (2009) reported 0 to .65 as a small effect, .66 to .92 as a medium effect, and .93 to 1 as a large effect.”
BackgroundThe Good Behavior Game for Latino English Language Learners in a small-group setting
Ortiz, J., Bray, M. A., Bilias‐Lolis, E., & Kehle, T. J. (2016) · International Journal of School & Educational Psychology · doi:10.1080/21683603.2016.1169961 · Cited by 7
“Advantages of NAP include less room for human error, greater discrimination within or between single-case studies, stronger validation by both visual analysis and R 2, and narrower confidence intervals, which reflect greater precision (Parker & Vannest, 2009).”
MethodFacilitating Commenting and Requesting Skills in 3-Year-Old Children With Disabilities
Stanton‐Chapman, T. L., & Brown, T. S. (2015) · Journal of Early Intervention · doi:10.1177/1053815115598005 · Cited by 7
“We calculated the Non-Overlap of All Pairs (NAP; Parker & Vannest, 2009) to evaluate improvement in child behavior across intervention phases.”
MethodCarr, M. E. (2014) · Review Journal of Autism and Developmental Disorders · doi:10.1007/s40489-014-0037-2 · Cited by 7
“Parker and Vannest (2009) did provide a tentative interpretation scale for NAP, analogous to that used in PND, based on a process of expert judgements of 200 data sets.”
BackgroundMethodResultInfluentialWinkens, I., Ponds, R., Pouwels, C. G. J. G., Eilander, H. J., & Heugten, C. M. V. (2014) · Neuropsychological Rehabilitation · doi:10.1080/09602011.2014.901229 · Cited by 7
“The intervention effect size (NAP) was weak (ES ¼ .62; Parker & Vannest, 2009).”
BackgroundProbability and Visual Aids for Assessing Intervention Effectiveness in Single-Case Designs
Manolov, R., Jamieson, M., Evans, J. J., & Sierra, V. (2015) · Behavior Modification · doi:10.1177/0145445515593512 · Cited by 7
“Regarding quantifications, the statistical analysis included the following techniques: PND (Scruggs et al., 1987), NAP (Parker & Vannest, 2009), Tau-U (Parker, Vannest, Davis, & Sauber, 2011; using the R code described in Brossart, Vannest, Davis, & Patience, 2014, downloaded from https://…”
BackgroundMethodInfluentialGame technology to increase range of motion for adolescents with cerebral palsy: a feasibility study
Hung, J.-W., Chang, Y., & Han, W.-Y. (2016) · International Journal on Disability and Human Development · doi:10.1515/ijdhd-2016-0026 · Cited by 7
“Although there are no published guidelines for interpreting Tau-U, the existing guidelines for interpretation of NAP offer a conservative estimate of effect considering trend control available in Tau-U.”
BackgroundMethodInfluentialCederberg, J. T., Dahl, J. C., von Essén, L., & Ljungman, G. (2017) · Journal of Pain Research · doi:10.2147/jpr.s139087 · Cited by 10
“Other methods to accompany the visual analysis in single-subject research are, for example, the celeration line, the C-statistic,(49) the percentage of nonoverlapping data(51) and the nonoverlap of all pairs method.(52) These were not applicable on account of too few data points.”
Montaño, O. M., Montenegro, M. A., & Muñoz-Martínez, A. (2018) · The Psychological Record · doi:10.1007/s40732-018-0263-6 · Cited by 7
Garbacz, S. A., Beattie, T., Novotnak, T., Kurtz‐Nelson, E., Zahn, M. R., Yim-Dockery, H., Cohenour, J. M., & Jordan, P. (2019) · Behavioral Disorders · doi:10.1177/0198742919888844 · Cited by 9
“The NAP is an effect size indicator which provides a summary of the overlap between each Phase A data point and each Phase B data point (Parker & Vannest, 2009).”
BackgroundMethodInfluentialvan Noorden, L. E., Waddington, H. L., van der Meer, L. A. J., & Tupou, J. (2020) · Research and Practice in Intellectual and Developmental Disabilities · doi:10.1080/23297018.2020.1727770 · Cited by 7
Kellett, S., & Stockton, D. (2021) · British Journal of Guidance and Counselling · doi:10.1080/03069885.2021.1929834 · Cited by 7
“Degree of change in ideographic measures was quantified through the proportion of non-overlapping data (PND) points method between paired phases (Parker & Vannest, 2009).”
MethodFrampton, S. E., Munk, G. T., Shillingsburg, L. A., & Shillingsburg, M. A. (2021) · Perspectives on Behavior Science · doi:10.1007/s40614-021-00292-0 · Cited by 7
Literacy instruction for autistic children who speak languages other than English
Bailey, B., & Arciuli, J. (2021) · Autism · doi:10.1177/13623613211025422 · Cited by 7
“For single-subject design studies, intervention outcomes were quantified using the Non-overlap of All Pairs (NAP) statistic (Parker & Vannest, 2009).”
MethodWallsten, D., Norell‐Clarke, A., Alfonsson, S., Gryphon, D., Eriksson, H., & Tillfors, M. (2021) · Behavioural and Cognitive Psychotherapy · doi:10.1017/s1352465821000278 · Cited by 7
“Non-overlap of all pairs (NAP) was used to calculate phase differences and effect sizes for the daily measures of social anxiety (modified version of SPRS) and undesired time awake (SOL WASO; Manolov et al., 2016; Parker and Vannest, 2009; Parker et al., 2011).”
BackgroundMethodInfluentialPeters, E., Hovinga, D., Maas, J., & Schuengel, C. (2021) · Journal of Social Distress and the Homeless · doi:10.1080/10530789.2021.1995937 · Cited by 7
“The effect sizes were medium (Parker & Vannest, 2009).”
BackgroundHall-Mills, S. S., & Marante, L. M. (2023) · Learning Disability Quarterly · doi:10.1177/07319487221145689 · Cited by 7
“Tau-U scores are interpreted as 0.93 to 1.0 = large effect, 0.66 to 0.92 = medium effect, and 0 to 0.65 = small effect (Parker & Vannest, 2009).”
InfluentialA Systematic review of AAC interventions using speech generating devices for autistic preschoolers
Therrien, M. C. S., Whalon, K., Nunes, D. R. D. P., Marti, P., & Sellers, A. J. (2025) · Augmentative and Alternative Communication · doi:10.1080/07434618.2025.2479768 · Cited by 21
“NAP is an estimate of the likelihood that a randomly selected intervention data point is an improvement over a randomly selected baseline data point (Parker & vannest, 2009).”
Sharaa, H. A., Bartels, S. L., Taygar, A. S., Engman, L., Petersson, S., Flink, I. K., Boersma, K., McCracken, L. M., Simons, L. E., Vlaeyen, J. W. S., et al. (2025) · European Journal of Pain · doi:10.1002/ejp.70128 · Cited by 7
Bouck, E. C., & Long, H. M. (2023) · Education and Training in Autism and Developmental Disabilities · doi:10.1177/215416472305800203 · Cited by 6
“Tau-U effects greater than .93 were large, between .66 and .92 medium, and small if less than .65 (Parker & Vannest, 2009).”
Coaching Parents to Support Oral Language Skills During Shared Reading
Jones, J. C., McDonnell, A. P., Johnston, S. S., Blue, C. W., & Tolbert, M. (2022) · Early Childhood Education Journal · doi:10.1007/s10643-022-01327-0 · Cited by 6
“Effect sizes were calculated using nonoverlap of all pairs (Parker & Vannest, 2009).”
MethodInfluentialThe Effects of Varied and Non-Varied Praise on Student On-Task Behaviors
Markelz, A. M., Riden, B. S., Morano, S., Hazelwood, A., & Taylor, A. M. (2022) · Journal of Positive Behavior Interventions · doi:10.1177/10983007221126568 · Cited by 6
Exploring the Effects of Literacy Instruction for Children With Cerebral Palsy: A Systematic Review
Murphy, A., Bailey, B., & Arciuli, J. (2022) · Language Speech and Hearing Services in Schools · doi:10.1044/2022_lshss-22-00014 · Cited by 8
Gersib, J. A., & Mason, S. C. (2023) · Behavioral Disorders · doi:10.1177/01987429231160285 · Cited by 10
“Thus, an additional technique, the nonoverlap of all pairs (NAP), was calculated for all single-case designs to include a comparable effect size calculation (Parker & Vannest, 2009).”
BackgroundMethodFunctional analysis of maladaptive behaviors: Rule as a transitive conditioned motivating operation
Belfiore, P. J., Kitchen, T., & Lee, D. L. (2015) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2015.11.012 · Cited by 6
The Effects of Co-Treatment on Concept Development in Children With Down Syndrome
Lund, E., Young, A., & Yarbrough, R. (2019) · Communication Disorders Quarterly · doi:10.1177/1525740119827264 · Cited by 6
“Nonoverlap of All Pairs (NAP) was also calculated within each condition across all students: this calculation compares the number of times a child improved from pre- to posttest with the number of times the child did not improve (Parker & Vannest, 2009).”
MethodResultInfluentialDueker, S. A., & Day, J. M. (2020) · Psychology in the Schools · doi:10.1002/pits.22473 · Cited by 6
Measurement and Data Recording of Aggression
Zangrillo, A. N., Walker, S. G., Roane, H. S., Sullivan, W. E., Keller, D. L., & DeRosa, N. M. (2021) · Springer eBooks · doi:10.1007/978-3-030-68549-2_1 · Cited by 6
Vega, J., Bell, B. T., Taylor, C. S., Xie, J., Ng, H., Honary, M., & McNaney, R. (2022) · JMIR Mental Health · doi:10.2196/32146 · Cited by 7
“Once the data were processed, we used the Nonoverlap of All Pairs (NAP) index [73] to measure the probability that a behavioral feature value drawn at random from any episode day would exceed that of a feature value drawn at random from any nonepisode day.”
Influential
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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