How to Be RAD: Repeated Acquisition Design Features that Enhance Internal and External Validity

Abstract

The Repeated Acquisition Design (RAD) is a type of single-case research design (SCRD) that involves repeated and rapid measurement of irreversible discrete skills or behaviors through pre-and postintervention probes across different sets of stimuli. Researchers interested in the study of learning in animals and humans have used the RAD because of its sensitivity to detect immediate changes in rate or accuracy. Despite its strengths, critics of the RAD have cautioned against its use due to reasonable threats to internal validity like pretest effects, history, and maturation. Furthermore, many methodologists and researchers have neglected the RAD in their SCRD standards (e.g., What Works Clearinghouse [WWC], 2020; Horner et al., 2005). Unless given guidance to address threats to internal validity, researchers may avoid the design altogether or continue to use a weak version of the RAD. Therefore, we propose a set of 15 quality RAD indicators, comprising foundational elements that should be present in all RAD studies and additional features that enhance causal inference and external validity. We review contemporary RAD use and describe how the additional features strengthen the rigor of RAD studies. We end the article with suggested guidelines for interpreting effects and the strength of the evidence generated by RAD studies. We invite researchers to use these initial guidelines as a jumping off point for a more RAD future.

Keywords: behavior analysis; education; measurement; repeated acquisition design; single-case research design.

Fig. 1

Basic features of a Repeated Acquisition Design. Note. Panel A shows a standard repeated acquisition design featuring a single intervention while panel B shows a comparison of two interventions

Fig. 2

Quality indicators of a Repeated Acquisition Design

Fig. 3

Supplemental features that strengthen Repeated Acquisition Designs. Note. Panel A shows the addition of a baseline condition, with (right) and without (left) pre- to post-intervention measurement; Panel B shows the addition of control stimulus sets; Panel C shows the addition of a control participant; Panel D shows a repeated acquisition within a multiple baseline design; Panel E shows the addition of retention probes

Fig. 4

Recommendations for reporting Repeated Acquisition Design studies