ERIC Number: EJ1262642
Record Type: Journal
Publication Date: 2020
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0973
EISSN: N/A
Brief Research Report: Bayesian versus REML Estimations with Noninformative Priors in Multilevel Single-Case Data
Baek, Eunkyeng; Beretvas, S. Natasha; Van den Noortgate, Wim; Ferron, John M.
Journal of Experimental Education, v88 n4 p698-710 2020
Recently, researchers have used multilevel models for estimating intervention effects in single-case experiments that include replications across participants (e.g., multiple baseline designs) or for combining results across multiple single-case studies. Researchers estimating these multilevel models have primarily relied on restricted maximum likelihood (REML) techniques, but Bayesian approaches have also been suggested. The purpose of this Monte Carlo simulation study was to examine the impact of estimation method (REML versus Bayesian with noninformative priors) on the estimation of treatment effects (relative bias, root mean square error) and on the inferences about those effects (interval coverage) for autocorrelated multiple-baseline data. Simulated conditions varied with regard to the number of participants, series length, and distribution of the variance within and across participants. REML and Bayesian estimation led to estimates of the fixed effects that showed little to no bias but that differentially impacted the inferences about the fixed effects and the estimates of the variances. Implications for applied researchers and methodologists are discussed.
Descriptors: Bayesian Statistics, Intervention, Case Studies, Monte Carlo Methods, Inferences, Comparative Analysis, Hierarchical Linear Modeling
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305D110024