Self-Management for Primary School Students Demonstrating Problem Behavior in Regular Classrooms: Evidence Review of Single-Case Design Research

2015 ◽  
Vol 24 (4) ◽  
pp. 373-401 ◽  
Author(s):  
Margherita L. Busacca ◽  
Angelika Anderson ◽  
Dennis W. Moore
Keyword(s):  
Problem Behavior ◽  
Design Research ◽  
Single Case ◽  
Self Management ◽  
Single Case Design ◽  
Primary School Students ◽  
School Students ◽  
Regular Classrooms ◽  
Evidence Review ◽  
Case Design

scholarly journals Preregistration in Single-Case Design Research

2019 ◽  
Vol 86 (1) ◽  
pp. 95-112 ◽  
Author(s):  
Austin H. Johnson ◽  
Bryan G. Cook
Keyword(s):  
Design Research ◽  
Single Case ◽  
Single Case Design ◽  
Descriptive Information ◽  
Dependent Variables ◽  
Information Research ◽  
Research Questions ◽  
Participant Characteristics ◽  
Case Design ◽  
Research Studies

To draw informed conclusions from research studies, research consumers need full and accurate descriptions of study methods and procedures. Preregistration has been proposed as a means to clarify reporting of research methods and procedures, with the goal of reducing bias in research. However, preregistration has been applied primarily to research studies utilizing group designs. In this article, we discuss general issues in preregistration and consider the use of preregistration in single-case design research, particularly as it relates to differing applications of this methodology. We then provide a rationale and make specific recommendations for preregistering single-case design research, including guidelines for preregistering basic descriptive information, research questions, participant characteristics, baseline conditions, independent and dependent variables, hypotheses, and phase-change decisions.

Mentoring to Promote Courage and Confidence Among Elementary School Students With Internalizing Problems: A Single-Case Design Pilot Study

2017 ◽  
Vol 33 (4) ◽  
pp. 261-287 ◽  
Author(s):  
Aria E. Fiat ◽  
Clayton R. Cook ◽  
Yanchen Zhang ◽  
Tyler L. Renshaw ◽  
Polocarpio DeCano ◽  
...  
Keyword(s):  
Elementary School ◽  
Pilot Study ◽  
Elementary School Students ◽  
Internalizing Problems ◽  
Single Case ◽  
Single Case Design ◽  
School Students ◽  
Case Design

Single-Case Design Research on Early Literacy Skills of Learners Who Are d/Deaf and Hard of Hearing

2019 ◽  
Vol 164 (3) ◽  
pp. 363-380
Author(s):  
Carrie A. Davenport ◽  
Martreece Watson ◽  
Joanna E. Cannon
Keyword(s):  
Early Literacy ◽  
Hard Of Hearing ◽  
Design Research ◽  
Single Case ◽  
Literacy Skills ◽  
Single Case Design ◽  
Early Literacy Skills ◽  
Case Design

Single Case Design Research

2021 ◽  
Author(s):  
Tiffany Nielson ◽  
Hailey Martinez ◽  
Ann McCaughan
Keyword(s):  
Design Research ◽  
Single Case ◽  
Single Case Design ◽  
Case Design

Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research

2019 ◽  
Vol 89 (4) ◽  
pp. 569-611 ◽  
Author(s):  
Judith R. Harrison ◽  
Denise A. Soares ◽  
Stephen Rudzinski ◽  
Rachel Johnson
Keyword(s):  
Systematic Review ◽  
Attention Deficit ◽  
Single Case ◽  
Meta Analysis ◽  
Self Management ◽  
Evidence Based ◽  
Single Case Design ◽  
Exceptional Children ◽  
Students With Adhd ◽  
Case Design

Students with attention deficit hyperactivity disorder (ADHD) experience symptoms of inattention, impulsivity, and hyperactivity that often manifest as academic impairment. As such, teachers must select interventions to increase the probability of success for students with ADHD in their classes. Prior meta-analyses have evaluated school-based intervention effects; however, no systematic review meta-analysis has evaluated the effectiveness of interventions implemented in classrooms with students with ADHD. Additionally, classroom-based studies are frequently conducted through single-case design methodology, and recent advances in meta-analytic techniques provide the opportunity to explore intervention effectiveness as evaluated through quality research. Therefore, to inform selection of evidence-based interventions to be implemented in classroom settings, the current systematic review with meta-analysis of single-case design studies was conducted to evaluate intervention effectiveness, evidence-based status, and moderators of effects for four intervention types (behavioral, instructional, self-management, and environmental) when implemented with students with ADHD in classroom settings. The analysis included 27 articles published from 1971 to 2018. Overall and specific to each intervention type, the results indicate that classroom-based interventions for students with ADHD were moderately effective. Instructional and self-management interventions were deemed evidence based by What Works Clearinghouse standards and potentially evidence based by Council for Exceptional Children standards. Behavioral interventions were found to be potentially evidence based by Council for Exceptional Children criteria and were most effective when selected through functional behavior analysis and implemented by researchers in secondary settings. Instructional interventions were more effective when implemented in special education settings targeting academic outcomes. Implications for research and practice are discussed.

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