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.

Graphing Data and Visual Analysis

2019 ◽  
pp. 71-88
Author(s):  
Keith C. Radley ◽  
Evan H. Dart
Keyword(s):  
Quality Indicators ◽  
Student Behavior ◽  
Visual Analysis ◽  
Single Case ◽  
Evidence Based ◽  
Single Case Design ◽  
Evidence Based Practices ◽  
Data Points ◽  
Evaluation Of Evidence ◽  
Case Design

As previously described, single-case design has several advantages in the evaluation of evidence-based practices and for the evaluation of the effects of interventions in applied settings. Following collection of data, data are typically graphed in order to determine the effects of an intervention on student behavior. However, recent research has determined that the manner in which graphs are constructed is likely to impact the decisions that visual analysts make regarding the effect of an intervention. As such, it is important that graphs be constructed in a manner that minimizes potential for error. This chapter describes quality indicators for graphs, and discusses analysis- and aesthetic-altering elements of graphs. In particular, the chapter describes two analysis-altering elements that must be considered when constructing graphs: scaling of the y-axis and the data points per x- to y-ratio (DPPXYR). Finally, the chapter describes how to conduct visual analysis. Six elements are discussed: changes in level, trend, and variability, consistency across similar conditions, overlap across adjacent phases, and immediacy of intervention effects.

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.

A Practitioner’s Guide to Understanding the Evidence

2019 ◽  
pp. 29-49
Author(s):  
John L. Davis
Keyword(s):  
Empirical Research ◽  
Evidence Based Practice ◽  
Single Case ◽  
Critical Element ◽  
Evidence Based ◽  
Single Case Design ◽  
High Quality Research ◽  
Evidence Based Practices ◽  
History Of ◽  
Case Design

A critical element in bridging the research to practice gap is by enhancing practitioner’s ability to identify evidence-based practices. The term evidence-based refers to any practice, intervention, or strategy that is derived from or informed by empirical or data based research. The evidence-based practice model of intervention and decision-making is an approach where practitioners make recommendations based on high-quality research evidence to support the needs of students and teachers to effect positive change. The chapter describes the history of the evidence-based practice movement with respect to educational policy. Next, an overview of empirical research is provided. The description of empirical research includes various types of research designs utilized in school settings (e.g., single-case design, group design) and accompanying quality indicators. The chapter also provides a discussion of the relative strengths of single-case design in identifying evidence-based practice. Finally, the chapter describes the use of resources that practitioners may consult when determining the empirical basis for intervention strategies.

scholarly journals Commercial head-mounted display virtual reality for upper extremity rehabilitation in chronic stroke: a single-case design study

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Mattias Erhardsson ◽  
Margit Alt Murphy ◽  
Katharina S. Sunnerhagen
Keyword(s):  
Virtual Reality ◽  
Upper Extremity ◽  
Visual Analysis ◽  
Single Case ◽  
Chronic Stroke ◽  
Single Case Design ◽  
Head Mounted Display ◽  
U Statistics ◽  
Upper Extremity Rehabilitation ◽  
Case Design

Abstract Background Rehabilitation is crucial for maximizing recovery after stroke. Rehabilitation activities that are fun and rewarding by themselves can be more effective than those who are not. Gamification with virtual reality (VR) exploits this principle. This single-case design study probes the potential for using commercial off-the-shelf, room-scale head-mounted virtual reality for upper extremity rehabilitation in individuals with chronic stroke, the insights of which can inform further research. Methods A heterogeneous volunteer sample of seven participants living with stroke were recruited through advertisement. A single-case design was employed with a 5-week baseline (A), followed by a 10-week intervention (B) and a 6-month follow-up. Upper extremity motor function was assessed with validated kinematic analysis of drinking task. Activity capacity was assessed with Action Research Arm Test, Box and Block Test and ABILHAND questionnaire. Assessments were done weekly and at follow-up. Playing games on a VR-system with head-mounted display (HTC Vive) was used as rehabilitation intervention. Approximately 300 games were screened and 6 tested. Visual analysis and Tau-U statistics were used to interpret the results. Results Visual analysis of trend, level shift and overlap as well as Tau-U statistics indicated improvement of Action Research Arm Test in six participants. Four of these had at least a moderate Tau-U score (0.50–0.92), in at least half of the assessed outcomes. These four participants trained a total of 361 to 935 min. Two out of four participants who were able to perform the drinking task, had the highest training dose (> 900 min) and showed also improvements in kinematics. The predominant game played was Beat Saber. No serious adverse effects related to the study were observed, one participant interrupted the intervention phase due to a fall at home. Conclusions This first study of combining commercial games, a commercial head-mounted VR, and commercial haptic hand controls, showed promising results for upper extremity rehabilitation in individuals with chronic stroke. By being affordable yet having high production values, as well as being an easily accessible off-the-shelf product, this variant of VR technology might facilitate widespread adaption. Insights garnered in this study can facilitate the execution of future studies. Trial registration The study was registered at researchweb.org (project number 262331, registered 2019-01-30, https://www.researchweb.org/is/vgr/project/262331) prior to participant enrolment.

scholarly journals Single-Case Research Design: An Alternative Strategy for Evidence-Based Practice

2015 ◽  
Vol 10 (3) ◽  
pp. 256-266 ◽  
Author(s):  
Drue Stapleton ◽  
Andrew Hawkins
Keyword(s):  
Athletic Training ◽  
Allied Health ◽  
Evidence Based Practice ◽  
Single Case ◽  
Pedagogical Practices ◽  
Single Subject ◽  
Evidence Based ◽  
Single Case Design ◽  
Proquest Dissertation ◽  
Case Design

Objective The trend of utilizing evidence-based practice (EBP) in athletic training is now requiring clinicians, researchers, educators, and students to be equipped to both engage in and make judgments about research evidence. Single-case design (SCD) research may provide an alternative approach to develop such skills and inform clinical and pedagogical practices. The purpose of this paper is to review the literature related to SCD and its potential contributions to EBP in athletic training. Data Source(s) We searched PubMed, CINAHL, Proquest Dissertation and Theses, and Google Scholar using terms “single case design”, “single subject design”, “within subjects”, and combined search terms of “single case design AND athletic training, AND allied health, AND medicine, AND nursing”. Data Synthesis Textual support for the use of SCD in athletic training and a brief review of literature pertaining to: general features, strengths, limitations, and design options commonly associated with the use of SCD. Conclusions Use of SCD in allied health professions is limited, with fewer studies in athletic training settings. Low awareness and misinterpretation of SCD may be contributing to the low use of SCD in athletic training research. The key characteristics of SCD make it appropriate for use in clinical and educational settings and may provide clinicians, educators, and researchers an alternative tool for the development of evidence necessary to engage in evidence-based practice.

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.

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.

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