The current review examined the prevalence of the adapted alternating treatments design (AATD) across 22 special education journals and methods to equate and assign target sets to experimental conditions in the AATD. Since the seminal description of the design in 1985, a total of 49 articles were published using the AATD across 12 of the reviewed journals. The most prominent methods of equating target sets differed from prior reviews of behavior-analytic journals, likely due to the preponderance of response chains being targeted in special education research using the AATD. The majority of articles describe at least one method for equating target sets, although multiple methods were common. Additional methodological strengths in this literature included methods to reduce potential bias when assigning target sets to experimental conditions and counterbalancing target sets across participants. Considerations for practitioners and researchers when using the AATD are described.

当前的审查检查了22种特殊教育期刊和方法的适应性交替治疗设计（AATD）的普遍性，以将目标集等同和分配给AATD中的实验条件。自1985年对设计进行开创性的描述以来，使用AATD在12篇审阅的期刊上共发表了49篇文章。等同于目标集的最突出方法与先前对行为分析期刊的评论不同，这可能是由于使用AATD的特殊教育研究中有针对性的反应链。尽管有多种方法很普遍，但大多数文章都描述了至少一种等同于目标集的方法。该文献中的其他方法论优势包括：在将目标集分配给实验条件时，减少潜在偏差的方法；以及在参与者之间平衡目标集的方法。描述了使用AATD时从业人员和研究人员的注意事项。