Evaluating Tau-U With Oral Reading Fluency Data and the Impact of Measurement Error

2018 ◽  
Vol 43 (3) ◽  
pp. 413-438 ◽  
Author(s):  
David A. Klingbeil ◽  
Ethan R. Van Norman ◽  
Katherine E. McLendon ◽  
Sarah G. Ross ◽  
John C. Begeny
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Single Case ◽  
Effect Sizes ◽  
Multiple Baseline ◽  
Large Set ◽  
Single Case Design ◽  
Evidence Based Practices ◽  
The Impact ◽  
Case Design

Recently, researchers have argued that using quantitative effect sizes in single-case design (SCD) research may facilitate the identification evidence-based practices. Indices to quantify nonoverlap are among the most common methods for quantifying treatment effects in SCD research. Tau-U represents a family of effect size indices that were developed to address criticisms of previously developed measures of nonoverlap. However, more research is necessary to determine the extent to which Tau-U successfully addresses proposed limitations of other nonoverlap methods. This study evaluated Tau-U effect sizes, derived from multiple-baseline designs, where researchers used curriculum-based measures of reading (CBM-R) to measure reading fluency. Specifically, we evaluated the distribution of the summary Tau-U statistic when applied to a large set of CBM-R data and assessed how the variability inherent in CBM-R data may influence the obtained Tau-U values. Findings suggest that the summary Tau-U statistic may be susceptible to ceiling effects. Moreover, the results provide initial evidence that error inherent in CBM-R scores may have a small but meaningful influence on the obtained effect sizes. Implications and recommendations for research and practice are discussed.

scholarly journals Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study

2019 ◽  
Vol 35 (1) ◽  
pp. 75-88 ◽  
Author(s):  
Nuria Calet ◽  
M. Carmen Pérez-Morenilla ◽  
Macarena De los Santos-Roig
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Single Case ◽  
Repeated Reading ◽  
Conclusive Evidence ◽  
Prosodic Features ◽  
Single Case Design ◽  
The Impact

Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic reading intervention on the reading comprehension of a fourth-grade primary child with specific reading comprehension difficulties. An AB single-case design was used with baseline (A) and treatment (B) phases. The intervention, in 17 sessions, was based on repeated reading with a focus on expressiveness. Results pointed to improved reading fluency and reading comprehension scores over baseline scores. Nevertheless, more studies are needed to show conclusive evidence for improved comprehension as a result of prosody intervention. The implications of prosodic reading interventions for literacy development are discussed.

Volitional Change in Children With Autism: A Single-Case Design Study of the Impact of Hippotherapy on Motivation

2009 ◽  
Vol 25 (2) ◽  
pp. 192-200 ◽  
Author(s):  
Renee R. Taylor ◽  
Gary Kielhofner ◽  
Caitlin Smith ◽  
Sherri Butler ◽  
Susan M. Cahill ◽  
...  
Keyword(s):  
Single Case ◽  
Children With Autism ◽  
Single Case Design ◽  
Design Study ◽  
The Impact ◽  
Case Design

Estimating the Impact of Design Standards on the Rigor of a Subset of Single-Case Research

2020 ◽  
pp. 104420732093404 ◽  
Author(s):  
Collin Shepley ◽  
Kathleen N. Zimmerman ◽  
Kevin M. Ayres
Keyword(s):  
Single Case ◽  
Single Case Design ◽  
Design Standards ◽  
Case Research ◽  
What Works ◽  
What Works Clearinghouse ◽  
Single Case Research ◽  
The Impact ◽  
Case Design

The implementation of research-based practices by teachers in public school classrooms is required under federal law as expressed in the Individuals With Disabilities Education Improvement Act of 2004. To aid teachers in identifying such practices, researchers conduct systematic reviews of the educational literature. Although recent attention has been given to changes in the quality of these reviews, there has been minimal discussion about changes in the quality of the studies that comprise them. Specifically, to what extent have educational policies leading to the creation of experimental design standards resulted in a change in the rigor of educational research? Using a subset of the single-case literature commonly published in special education journals, we estimate the impact of What Works Clearinghouse single-case design standards on the trend in the rigor of single-case studies using a comparative interrupted time series framework. Within this subset of single-case studies, our estimation strategy did not detect a change in the trend of the rigor of single-case research following the establishment of What Works Clearinghouse single-case design standards. Implications are discussed for practitioners and researchers. Study data, syntax, and supplemental materials are available for public use at https://osf.io/xp7wv/.

Understanding individual differences in response to Self-Practice and Self-Reflection (SP/SR) during CBT training

2014 ◽  
Vol 7 ◽  
Author(s):  
Anna Chaddock ◽  
Richard Thwaites ◽  
James Bennett-Levy ◽  
Mark H. Freeston
Keyword(s):  
Professional Training ◽  
Single Case ◽  
Single Case Design ◽  
Experiential Training ◽  
Self Reflection ◽  
Training Strategy ◽  
Cognitive Behaviour ◽  
Considerable Individual Variation ◽  
The Impact ◽  
Case Design

AbstractSelf-Practice/Self-Reflection (SP/SR) has been developed as a self-experiential training strategy to enhance CBT therapists’ skills. SP/SR gives therapists an experience of CBT through practising CBT techniques on themselves, and reflecting on the experience and its implications for clinical practice. Many practitioners report significant professional and personal gains from SP/SR; however, there is considerable individual variation. This study examined individual experiences of SP/SR in order to develop a better understanding of idiosyncratic variations in participants’ approaches to SP/SR, and to inform the design and implementation of future SP/SR programmes. A single-case design was employed to examine the experiences of four trainee cognitive-behaviour therapists who were undertaking SP/SR as part of their professional training in CBT. Quantitative data from self-ratings of skill, and qualitative data from participants’ reflections and attributions following completion of SP/SR were examined. Both the participants, and two additional reviewers were consulted in the interpretation of the results. The impact of SP/SR appeared specific to each participant, reflecting different ways that participants engaged with SP/SR materials. The study suggests that for optimal development, engagement of the personal self and therapist self may be required.

A Systematic Review of the Evidence Base for Active Supervision in Pre-K–12 Settings

2019 ◽  
Vol 45 (3) ◽  
pp. 167-182
Author(s):  
Grant Edmund Allen ◽  
Eric Alan Common ◽  
Kathryn A. Germer ◽  
Kathleen Lynne Lane ◽  
Mark Matthew Buckman ◽  
...  
Keyword(s):  
Single Case ◽  
Challenging Behaviors ◽  
Evidence Base ◽  
The Body ◽  
Evidence Based ◽  
Single Case Design ◽  
Evidence Based Practices ◽  
Positive Effects ◽  
K 12 ◽  
The Impact

Active supervision is a proactive, low-intensity strategy to minimize challenging behaviors and increase desired behaviors. To examine the evidence base of this strategy, we applied the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education to the body of research exploring the impact of active supervision with Pre-K–12 students in traditional school settings. In this systematic literature review, we identified seven peer-reviewed, single-case design, treatment-outcome studies meeting inclusion criteria. All studies met a ≥80% weighted criterion of CEC’s quality indicators. These seven studies included 15 cases aggregated at the school, classroom, or grade level, collectively involving 1,686 participants. Three studies included three or more cases and demonstrated positive effects across primary dependent variables (with one study showing neutral effects on a secondary dependent variable). Based on available evidence and using CEC criteria, we determined active supervision to be a potentially evidence-based practice. We discuss implications, limitations, and future directions.

An Examination of Fluoxetine for the Treatment of Selective Mutism Using a Nonconcurrent Multiple-Baseline Single-Case Design Across 5 Cases

2018 ◽  
Vol 24 (1) ◽  
pp. 2-14 ◽  
Author(s):  
JUSTIN A. BARTERIAN ◽  
JOEL M. SANCHEZ ◽  
JED MAGEN ◽  
ALLISON K. SIROKY ◽  
BRITTANY L. MASH ◽  
...  
Keyword(s):  
Single Case ◽  
Selective Mutism ◽  
Multiple Baseline ◽  
Single Case Design ◽  
Case Design

scholarly journals Systematic Use of Visual Analysis for Assessing Outcomes in Single Case Design Studies

2017 ◽  
Vol 19 (1) ◽  
pp. 4-17 ◽  
Author(s):  
Jennifer R. Ledford ◽  
Justin D. Lane ◽  
Katherine E. Severini
Keyword(s):  
Visual Analysis ◽  
Single Case ◽  
Summative Evaluation ◽  
Single Case Design ◽  
Design Studies ◽  
Dichotomous Responses ◽  
Single Case Designs ◽  
Evaluation Of Data ◽  
The Impact ◽  
Case Design

Single case designs (SCDs) allow researchers to objectively evaluate the impact of an intervention by repeatedly measuring a dependent variable across baseline and intervention conditions. Rooted in baseline logic, SCDs evaluate change over time, with each participant serving as his or her own control during the course of a study. Formative and summative evaluation of data is critical to determining causal relations. Visual analysis involves evaluation of level, trend, variability, consistency, overlap, and immediacy of effects within (baseline and intervention) and between conditions (baseline to intervention). The purpose of this paper is to highlight the process for visually analysing data collected in the context of a SCD and to provide structures and procedures for evaluating the six data characteristics of interest. A checklist with dichotomous responses (i.e., yes/no) is presented to facilitate implementation and reporting of systematic visual analysis.

Teaching academic skills to students with significant intellectual disabilities: A systematic review of the single-case design literature

2019 ◽  
pp. 174462951989538 ◽  
Author(s):  
Helen I Cannella-Malone ◽  
Scott A Dueker ◽  
Mary A Barczak ◽  
Matthew E Brock
Keyword(s):  
Systematic Review ◽  
Visual Analysis ◽  
Single Case ◽  
Academic Skills ◽  
Evidence Based ◽  
Single Case Design ◽  
Significant Disabilities ◽  
Evidence Based Practices ◽  
Basic Reading Skills ◽  
Case Design

Students with significant intellectual and developmental disabilities deserve access to instruction on academic skills in addition to functional skills. Many teachers, however, report challenges with identifying appropriate evidence-based practices to teach academics to these students. The purpose of this systematic review was to summarize and analyze literature on academic instruction for students with significant disabilities. Two hundred twenty-two articles with 225 experiments utilizing a single-case design and published between 1976 and 2018 were included in the review. Visual analysis indicated that, in most cases, interventions enabled students to make progress on targeted academic skills. The majority of studies focused on basic reading skills and included participants with moderate disabilities. Most studies used a combination of three or four evidence-based practices, with modeling, prompting, visual supports, time delay, and reinforcement being the most frequently used combination across studies.

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