DClinPsy Assignment Guidance

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# DClinPsy Assignment Guidance
## single case experimental design coursework
### University of Sheffield - Clinical and Applied Psychology Unit

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<img style="border-radius: 50%;" src="https://catalyse.uk.com/wp-content/uploads/sites/3/2015/10/SKcrop.jpg" width="150px"/>

### Steve Kellett

#### Clinical Psychologist

.fade[Sheffied Health & Social Care
NHS Foundation Trust]

### Mel Simmonds-Buckley

#### Researcher

.fade[University of Sheffield]

[<svg viewBox="0 0 512 512" style="position:relative;display:inline-block;top:.1em;height:1.5em;" xmlns="http://www.w3.org/2000/svg">  <path d="M464 64H48C21.49 64 0 85.49 0 112v288c0 26.51 21.49 48 48 48h416c26.51 0 48-21.49 48-48V112c0-26.51-21.49-48-48-48zm0 48v40.805c-22.422 18.259-58.168 46.651-134.587 106.49-16.841 13.247-50.201 45.072-73.413 44.701-23.208.375-56.579-31.459-73.413-44.701C106.18 199.465 70.425 171.067 48 152.805V112h416zM48 400V214.398c22.914 18.251 55.409 43.862 104.938 82.646 21.857 17.205 60.134 55.186 103.062 54.955 42.717.231 80.509-37.199 103.053-54.947 49.528-38.783 82.032-64.401 104.947-82.653V400H48z"></path></svg>](mailto:m.simmonds-buckley@sheffield.ac.uk)
[<svg viewBox="0 0 640 512" style="position:relative;display:inline-block;top:.1em;height:1.5em;" xmlns="http://www.w3.org/2000/svg">  <path d="M622.34 153.2L343.4 67.5c-15.2-4.67-31.6-4.67-46.79 0L17.66 153.2c-23.54 7.23-23.54 38.36 0 45.59l48.63 14.94c-10.67 13.19-17.23 29.28-17.88 46.9C38.78 266.15 32 276.11 32 288c0 10.78 5.68 19.85 13.86 25.65L20.33 428.53C18.11 438.52 25.71 448 35.94 448h56.11c10.24 0 17.84-9.48 15.62-19.47L82.14 313.65C90.32 307.85 96 298.78 96 288c0-11.57-6.47-21.25-15.66-26.87.76-15.02 8.44-28.3 20.69-36.72L296.6 284.5c9.06 2.78 26.44 6.25 46.79 0l278.95-85.7c23.55-7.24 23.55-38.36 0-45.6zM352.79 315.09c-28.53 8.76-52.84 3.92-65.59 0l-145.02-44.55L128 384c0 35.35 85.96 64 192 64s192-28.65 192-64l-14.18-113.47-145.03 44.56z"></path></svg>](https://scholar.google.com/citations?user=T85W7TYAAAAJ&hl=en)
[<svg viewBox="0 0 448 512" style="position:relative;display:inline-block;top:.1em;height:1.5em;" xmlns="http://www.w3.org/2000/svg">  <path d="M0 32v448h448V32H0zm262.2 334.4c-6.6 3-33.2 6-50-14.2-9.2-10.6-25.3-33.3-42.2-63.6-8.9 0-14.7 0-21.4-.6v46.4c0 23.5 6 21.2 25.8 23.9v8.1c-6.9-.3-23.1-.8-35.6-.8-13.1 0-26.1.6-33.6.8v-8.1c15.5-2.9 22-1.3 22-23.9V225c0-22.6-6.4-21-22-23.9V193c25.8 1 53.1-.6 70.9-.6 31.7 0 55.9 14.4 55.9 45.6 0 21.1-16.7 42.2-39.2 47.5 13.6 24.2 30 45.6 42.2 58.9 7.2 7.8 17.2 14.7 27.2 14.7v7.3zm22.9-135c-23.3 0-32.2-15.7-32.2-32.2V167c0-12.2 8.8-30.4 34-30.4s30.4 17.9 30.4 17.9l-10.7 7.2s-5.5-12.5-19.7-12.5c-7.9 0-19.7 7.3-19.7 19.7v26.8c0 13.4 6.6 23.3 17.9 23.3 14.1 0 21.5-10.9 21.5-26.8h-17.9v-10.7h30.4c0 20.5 4.7 49.9-34 49.9zm-116.5 44.7c-9.4 0-13.6-.3-20-.8v-69.7c6.4-.6 15-.6 22.5-.6 23.3 0 37.2 12.2 37.2 34.5 0 21.9-15 36.6-39.7 36.6z"></path></svg>](https://www.researchgate.net/profile/Mel-Simmonds-Buckley)
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<img style="border-radius: 50%;" src="https://pbs.twimg.com/profile_images/1434417640920002563/ZS62zhXl_400x400.jpg" width="150px"/>

### Chris Gaskell

#### Clinical Psychologist

.fade[Salford Royal
NHS Foundation Trust]

[<svg viewBox="0 0 512 512" style="position:relative;display:inline-block;top:.1em;height:1.5em;" xmlns="http://www.w3.org/2000/svg">  <path d="M459.37 151.716c.325 4.548.325 9.097.325 13.645 0 138.72-105.583 298.558-298.558 298.558-59.452 0-114.68-17.219-161.137-47.106 8.447.974 16.568 1.299 25.34 1.299 49.055 0 94.213-16.568 130.274-44.832-46.132-.975-84.792-31.188-98.112-72.772 6.498.974 12.995 1.624 19.818 1.624 9.421 0 18.843-1.3 27.614-3.573-48.081-9.747-84.143-51.98-84.143-102.985v-1.299c13.969 7.797 30.214 12.67 47.431 13.319-28.264-18.843-46.781-51.005-46.781-87.391 0-19.492 5.197-37.36 14.294-52.954 51.655 63.675 129.3 105.258 216.365 109.807-1.624-7.797-2.599-15.918-2.599-24.04 0-57.828 46.782-104.934 104.934-104.934 30.213 0 57.502 12.67 76.67 33.137 23.715-4.548 46.456-13.32 66.599-25.34-7.798 24.366-24.366 44.833-46.132 57.827 21.117-2.273 41.584-8.122 60.426-16.243-14.292 20.791-32.161 39.308-52.628 54.253z"></path></svg> ](https://twitter.com/chrisgaskell92)
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[<svg viewBox="0 0 512 512" style="position:relative;display:inline-block;top:.1em;height:1.5em;" xmlns="http://www.w3.org/2000/svg">  <path d="M464 64H48C21.49 64 0 85.49 0 112v288c0 26.51 21.49 48 48 48h416c26.51 0 48-21.49 48-48V112c0-26.51-21.49-48-48-48zm0 48v40.805c-22.422 18.259-58.168 46.651-134.587 106.49-16.841 13.247-50.201 45.072-73.413 44.701-23.208.375-56.579-31.459-73.413-44.701C106.18 199.465 70.425 171.067 48 152.805V112h416zM48 400V214.398c22.914 18.251 55.409 43.862 104.938 82.646 21.857 17.205 60.134 55.186 103.062 54.955 42.717.231 80.509-37.199 103.053-54.947 49.528-38.783 82.032-64.401 104.947-82.653V400H48z"></path></svg>](mailto:chris-gaskell@hotmail.co.uks)
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# Assignment Guidance

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#  What can you submit?

- The design of the submission needs to either be quasi-experimental or a SCED.  The design of quasi-single case experiments is A/B.  
- It is advantageous but not necessary to have a follow-up phase (i.e. an A/B-FU design) in which the idiographic measures continue to be collected and the nomothetic measure(s) are collected at the final follow-up.  
- Trainees are also encouraged to consider completing a true SCED in which a cross-over design is used (e.g. A/B/C where B is systemic therapy and C is CBT) or where there is a treatment removal component (i.e. ABA, or ABAB).  
- All designs need to be agreed in clinical supervision, and treatment withdrawal particularly considered due to the associated ethical issues.

---
# Coursework Structure

- Title
- Introduction
- Aims and hypotheses
- Methods
- Results
- Discussion

Not in the word count:
- References
- Appendices

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#  Reporting standards

+ A key set of references that will help to design and report SCEDs are the:
  + <a href="https://chris-gaskell.github.io/uos-sced/papers/scribe.pdf">SCRIBE</a> guidelines.
  + <a href="https://chris-gaskell.github.io/uos-sced/papers/wwc.pdf">WhatWorksClearingHouse</a> guidelines.
+ These will help you write inclusively.
+ Read these before planning a case too!

---
#  What goes in the introduction?

+ Concise summary of relevant background literature about the UP and how it relates to the case.
+ Consider and refer to relevant NICE guidance if available.
+ Provide focus of present case study briefly mentioning rationale and approach and end with specification of hypotheses according to design.

---
#  What to include in the method

- Outline of rationale and design of study, brief and confidential description of client (participant), service, supervision, and your details. 
- List and provide evidence of the psychometric properties of nomothetic measures used and the analysis strategy being taken (e.g. RCSC).
- Describe the idiographic measures and the data collection methods (e.g. observational schedules, self-monitoring diaries completed by the client) and the analysis strategy being used and naming the package being used.. 
- A three-column treatment adherence table should be provided detailing the session number, phase of the SCM, content of that session and connection to the - treatment protocol or evidence base. 
- Describe intervention and formulation (use diagrams as useful summary presentation). 
- Report any competency checks done by your supervisor.

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<table class="table" style="font-size: 25px; margin-left: auto; margin-right: auto;">
 <thead>
  <tr>
   <th style="text-align:left;"> Session </th>
   <th style="text-align:left;"> Phase of study and module </th>
   <th style="text-align:left;"> Content </th>
  </tr>
 </thead>
<tbody>
  <tr>
   <td style="text-align:left;"> Session 1 </td>
   <td style="text-align:left;"> A: Baseline Beckian CBT for depression (2008) </td>
   <td style="text-align:left;"> Assessment of current functioning </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Session 2 </td>
   <td style="text-align:left;"> A: Baseline Beckian CBT for depression (2008) </td>
   <td style="text-align:left;"> Assessment of developmental history </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Session 3 </td>
   <td style="text-align:left;"> A: Baseline Beckian CBT for depression (2008) </td>
   <td style="text-align:left;"> Formulation, Goals, Problem statement </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Session 4 </td>
   <td style="text-align:left;"> B Intervention Beckian CBT for depression (2008) </td>
   <td style="text-align:left;"> Mood diary and activity scheduling of mastery and pleasure activities </td>
  </tr>
</tbody>
</table>

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#  What goes in the results? Ideographics

+ Visual Analysis:
  + Time series graphs for each measure:
  + Show phases of the study.
  + Observations on the horizontal axis and scores on the vertical axis.
  + Trend lines which fit your hypotheses (e.g. trend lines, median lines).
+ Table of means + SD for the phases of each idiographic measure.
+ Statistical Analysis:
  + Baseline phases should be assessed for monotonic trend (visual & statistical analysis [e.g. Tau]).
  + When significant baseline trend of improvement arises, statistical adjustments should be made (e.g. Tau-U).
+ Table of between phase change using a minimum of three nonoverlap tests (e.g. PND, PEM, PAND, NAP, IRD). These findings should be reported in a table and interpreted using the established guidelines.

---

#  What goes in the results? Nomothetics

+ The scores on nomothetic measure(s) should be presented in a table for each time point.
+ This table also contains reliable and clinical change analysis and also the relevant clinical and community norms on that measure.
+ If there is a sessional nomothetic outcome measure then that should be graphed at each session.

---
#  What goes in the results?

+ Additional or supplementary data and graphs can be appended to the report after the reference section.
+ When statistical analyses are reported, ensure sufficient details ( t values, d.f . , means and SDs of groups, etc.) for their interpretation are provided.
+ Graphs within the body of the text should be of a high standard of presentation and clearly labelled.

---
#  What goes in the discussion?

+ The findings should be discussed in relation to the original hypotheses.
+ Please ensure that you relate the results obtained to the design employed.
+ Consider the generalisability of the intervention effect.
+ A critical review of the methods, design and analysis employed should be presented.
+ Please comment on any relevant organisational and ethical issues surrounding this clinical study. The clinical significance of the study should also be addressed.