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/.

Analysis of Differences Across Two Unaffiliated Systematic Reviews Using What Works Clearinghouse Single-Case Design Standards

2020 ◽  
Vol 45 (3) ◽  
pp. 143-160
Author(s):  
Collin Shepley ◽  
Justin D. Lane ◽  
Melinda J. Ault
Keyword(s):  
Special Education ◽  
Systematic Reviews ◽  
Single Case ◽  
Single Case Design ◽  
Design Standards ◽  
Topic Area ◽  
System Of Least Prompts ◽  
What Works ◽  
What Works Clearinghouse ◽  
Case Design

The system of least prompts response prompting procedure has a rich history in special education research and practice. Recently, two independent systematic reviews were conducted to determine if the system of least prompts met criteria to be classified as an evidence-based practice. Both reviews used single-case design standards developed by What Works Clearinghouse to evaluate the rigor and effects of studies; however, findings and implications varied significantly across reviews. We examined the data supporting each review and discuss how two reviews on the same topic area using the same standards for evaluating studies could arrive at different conclusions. Results indicate that varying search parameters, visual analysis protocols, and the flexibility allotted by the design standards may have contributed to differences. We discuss the importance of multiple literature reviews on the same topic area with regard to replication research in special education. In addition, we highlight the necessity of open data in such reviews. Finally, we recommend how practitioners and researchers should collectively interpret the differing findings and conclusions from the reviews examining the system of least prompts.

A Systematic Review of Student Mediated Math Interventions for Students with Emotional or Behavior Disorders

2021 ◽  
Author(s):  
Corey Peltier ◽  
Kristi L. Morin ◽  
Kimberly Vannest ◽  
April Haas ◽  
Joshua Pulos ◽  
...  
Keyword(s):  
Visual Analysis ◽  
Single Case ◽  
Single Case Design ◽  
Design Standards ◽  
Math Interventions ◽  
What Works ◽  
Weak Evidence ◽  
What Works Clearinghouse ◽  
Case Design ◽  
Academic Content

Students identified with emotional or behavioral disorders (EBD) display deficits across academic content areas, most notably in mathematics. We reviewed research on student-mediated math interventions for students with EBD. A total of 19 studies published between 1968 and 2019 met inclusion criteria, with 24 of 32 cases meeting the What Works Clearinghouse Pilot Single-Case Design Standards (Version 4.0) with or without reservations. Participants included 51 students identified with EBD, ages 8 to 16 years old. Results from visual analysis revealed 0 cases demonstrated strong evidence, 11 cases demonstrated moderate evidence, and 21 cases demonstrated weak evidence of intervention effects. The omnibus Tau-U was 74.35% (CI95 = 64.2% to 84.4%), representing data from 17 studies including 46 students. Implications for research and practice are discussed.

A Meta-Analysis of Single-Case Research on Applied Behavior Analytic Interventions for People With Down Syndrome

2021 ◽  
Vol 126 (2) ◽  
pp. 114-141
Author(s):  
Nicole Neil ◽  
Ashley Amicarelli ◽  
Brianna M. Anderson ◽  
Kailee Liesemer
Keyword(s):  
Down Syndrome ◽  
Challenging Behavior ◽  
Single Case ◽  
Meta Analysis ◽  
Challenging Behaviors ◽  
Future Research ◽  
Case Research ◽  
What Works ◽  
What Works Clearinghouse ◽  
Single Case Research

Abstract This systematic review evaluates single-case research design studies investigating applied behavior analytic (ABA) interventions for people with Down syndrome (DS). One hundred twenty-five studies examining the efficacy of ABA interventions on increasing skills and/or decreasing challenging behaviors met inclusion criteria. The What Works Clearinghouse standards and Risk of Bias in N-of-1 Trials scale were used to analyze methodological characteristics, and Tau-U effect sizes were calculated. Results suggest the use of ABA-based interventions are promising for behavior change in people with DS. Thirty-six high-quality studies were identified and demonstrated a medium overall effect. A range of outcomes was targeted, primarily involving communication and challenging behavior. These outcomes will guide future research on ABA interventions and DS.

The What Works Clearinghouse Single-Case Design Pilot Standards

2014 ◽  
Vol 35 (3) ◽  
pp. 145-152 ◽  
Author(s):  
John H. Hitchcock ◽  
Robert H. Horner ◽  
Thomas R. Kratochwill ◽  
Joel R. Levin ◽  
Samuel L. Odom ◽  
...  
Keyword(s):  
Single Case ◽  
Single Case Design ◽  
What Works ◽  
What Works Clearinghouse ◽  
Case Design

What Works Clearinghouse Standards and Generalization of Single-Case Design Evidence

2015 ◽  
Vol 24 (4) ◽  
pp. 459-469 ◽  
Author(s):  
John H. Hitchcock ◽  
Thomas R. Kratochwill ◽  
Laura C. Chezan
Keyword(s):  
Single Case ◽  
Single Case Design ◽  
What Works ◽  
What Works Clearinghouse ◽  
Case Design

Augmentative and Alternative Communication for Adults With Complex Communication Needs: A Review of Single-Case Research

2021 ◽  
pp. 152574012199147
Author(s):  
Natalie R. Andzik ◽  
Yun-Ching Chung
Keyword(s):  
Augmentative And Alternative Communication ◽  
Single Case ◽  
Alternative Communication ◽  
Single Case Design ◽  
Complex Communication Needs ◽  
Case Research ◽  
What Works Clearinghouse ◽  
Single Case Research ◽  
Communication Needs ◽  
Picture Communication

The authors conducted a systematic review of the literature including studies that used a single-case design (SCD) and taught augmentative and alternative communication (AAC) use to adults with complex communication needs. The purpose of this review was to describe (a) adults receiving AAC intervention, (b) components of the interventions used, and (c) how the literature met quality standards set by the What Works Clearinghouse (WWC). Across the 12 SCD studies included, a total of 28 adults with complex communication needs received intervention. As part of the intervention, the majority of the participants ( n = 24; 86%) were introduced to new AAC systems (e.g., picture, communication application). Ten of 12 studies showed at least moderate evidence of effectiveness. Only three of 12 studies met the WWC standards without reservation. Findings from this review call for action to ensure quality AAC access and services are available to adults with complex communication needs.

Effects of Interventions Using Virtual Manipulatives for Students With Learning Disabilities: A Synthesis of Single-Case Research

2021 ◽  
pp. 002221942110063
Author(s):  
Jiyeon Park ◽  
Diane P. Bryant ◽  
Mikyung Shin
Keyword(s):  
Learning Disabilities ◽  
Single Case ◽  
Virtual Manipulatives ◽  
Single Case Design ◽  
Students With Learning Disabilities ◽  
Visual Objects ◽  
Case Research ◽  
Single Case Research ◽  
K 12 ◽  
Case Design

Virtual manipulatives are interactive and dynamic visual objects on a screen, which allow students to manipulate them to construct mathematical knowledge. The purpose of this study was to synthesize the literature on interventions that used virtual manipulatives to improve the mathematics performance of K–12 students with learning disabilities. A total of 19 single-case design studies (16 peer-reviewed articles and three dissertations) were selected using specific selection criteria. Overall, students with learning disabilities demonstrated mathematical improvement after receiving interventions involving virtual manipulatives. Although many students with learning disabilities maintained and generalized the intervention effects, further research is required to verify the current findings.

scholarly journals INTRAPRENEURIAL DYNAMICS: A CASE RESEARCH AT THE INSURANCE INDUSTRY IN PORTUGAL

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Bruno F. ABRANTES
Keyword(s):  
Insurance Industry ◽  
Single Case ◽  
Theory Development ◽  
Target Population ◽  
Corporate Entrepreneurship ◽  
Assessment Model ◽  
Single Case Design ◽  
Case Research ◽  
The Impact ◽  
Case Design

This research focusses on the firm endowments; focusing on the impact of an organizational structure and its managerial systems as the intrapreneurial conditions (IC) for constraining and/or leveraging behavioral patterns of intrapreneurial dynamics (ID). With a positivistic stance and deductive approach to theory development, the researcher attempts to test the phenomenon using a single case design with a holistic frame. The intrapreneurial assessment model of Hartman (2006) outlines the IC variables. Online questionnaires directed to the stakeholders of the partaking firm have originated a probabilistic and randomized sample of 9,70% of respondents of the target-population (670 employees).  We argue that the firm´s environment has a direct impact on the intrapreneurial behavior at both, managerial and non-managerial levels, since data exhibits an interaction of variables IC-ID with a positive correlation in its mutation patterns. Herein, is not encompassed the subset of ID with roots upon corporate entrepreneurship (CE); however, it constitutes a clear gap for further statistical and analytical generalizations. This study illuminates the determinism of the organizational ecosystems on the formation of intrapreneurial ideas and ventures and shaping the new intraprises with regard to Entrepreneurial Employee Activity (EEA).

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