A Primer on Single-Case Research Designs: Contemporary Use and Analysis

2019 ◽  
Vol 124 (1) ◽  
pp. 35-56 ◽  
Author(s):  
Jennifer R. Ledford ◽  
Erin E. Barton ◽  
Katherine E. Severini ◽  
Kathleen N. Zimmerman
Keyword(s):  
Single Case ◽  
Internal Validity ◽  
Positive Outcomes ◽  
Case Research ◽  
Functional Relations ◽  
Research Designs ◽  
Single Case Research ◽  
Research Questions ◽  
Data Analytic ◽  
Selection Of

Abstract The overarching purpose of this article is to provide an introduction to the use of rigorous single-case research designs (SCRDs) in special education and related fields. Authors first discuss basic design types and research questions that can be answered with SCRDs, examine threats to internal validity and potential ways to control for and detect common threats, and provide guidelines for selection of specific designs. Following, contemporary standards regarding rigor, measurement, description, and outcomes are presented. Then, authors discuss data analytic techniques, differentiating rigor, positive outcomes, functional relations, and magnitude of effects.

Using data collection apps and single-case designs to research transformative learning in adults

2017 ◽  
Vol 23 (2) ◽  
pp. 206-225 ◽  
Author(s):  
Kevin M Roessger ◽  
Arie Greenleaf ◽  
Chad Hoggan
Keyword(s):  
Data Collection ◽  
Transformative Learning ◽  
Single Case ◽  
Internal Validity ◽  
Research Approach ◽  
Case Research ◽  
Research Designs ◽  
Single Case Research ◽  
Using Data ◽  
Single Case Designs

To overcome situational hurdles when researching transformative learning in adults, we outline a research approach using single-case research designs and smartphone data collection apps. This approach allows researchers to better understand learners’ current lived experiences and determine the effects of transformative learning interventions on demonstrable outcomes. We first discuss data collection apps and their features. We then describe how they can be integrated into single-case research designs to make causal inferences about a learning intervention’s effects when limited by researcher access and learner retrospective reporting. Design controls for internal validity threats and visual and statistical data analysis are then discussed. Throughout, we highlight applications to transformative learning and conclude by discussing the approach’s potential limitations.

No Randomization? No Problem

2017 ◽  
Vol 39 (1) ◽  
pp. 71-90 ◽  
Author(s):  
Jennifer R. Ledford
Keyword(s):  
Single Case ◽  
Internal Validity ◽  
Experimental Conditions ◽  
Treatment Groups ◽  
Case Research ◽  
Logic Control ◽  
Large Numbers ◽  
Research Designs ◽  
Single Case Research ◽  
Single Case Designs

Randomization of large number of participants to different treatment groups is often not a feasible or preferable way to answer questions of immediate interest to professional practice. Single case designs (SCDs) are a class of research designs that are experimental in nature but require only a few participants, all of whom receive the treatment(s) of interest. SCDs are particularly relevant when a dependent variable of interest can be measured repeatedly over time across two conditions (e.g., baseline and intervention). Rather than using randomization of large numbers of participants, SCD researchers use careful and prescribed ordering of experimental conditions, which allow researchers to improve internal validity by ruling out alternative explanations for behavior change. This article describes SCD logic, control of threats to internal validity, the use of randomization and counterbalancing, and data analysis in the context of single case research.

Testing incontinence pads using single-case research designs

1994 ◽  
Vol 3 (7) ◽  
pp. 316-324 ◽  
Author(s):  
Linda M Proudfoot ◽  
Elizabeth S Farmer ◽  
Jean B McIntosh
Keyword(s):  
Single Case ◽  
Case Research ◽  
Research Designs ◽  
Incontinence Pads ◽  
Single Case Research

Comparing the Effects of Two Reading Interventions Using a Randomized Alternating Treatment Design

2019 ◽  
Vol 86 (4) ◽  
pp. 355-373
Author(s):  
Youjia Hua ◽  
Michelle Hinzman ◽  
Chengan Yuan ◽  
Kinga Balint Langel
Keyword(s):  
Visual Analysis ◽  
Reading Interventions ◽  
Single Case ◽  
Vocabulary Instruction ◽  
Internal Validity ◽  
Randomization Tests ◽  
Research Designs ◽  
Single Case Research ◽  
Alternating Treatment Design ◽  
Treatment Design

An emerging body of research suggests that incorporating randomization schemes in single-case research designs strengthens study internal validity and data evaluation. The purpose of this study was to test the utility and feasibility of a randomized alternating-treatment design in an investigation that compared the combined effects of vocabulary instruction and the paraphrasing strategies on expository comprehension of six students with reading difficulties. We analyzed the data using three types of randomization tests as well as visual analysis. The visual analysis and randomization tests confirmed the additional benefit of vocabulary instruction on expository comprehension for one student. However, the effects were not replicated across the other five students. We found that proper randomization schemes can improve both internal validity and data analysis strategies of the alternating-treatment design.

The Iterative Use of Single Case Research Designs to Advance the Science of EI/ECSE

2016 ◽  
Vol 36 (1) ◽  
pp. 4-14 ◽  
Author(s):  
Erin E. Barton ◽  
Jennifer R. Ledford ◽  
Justin D. Lane ◽  
Jessica Decker ◽  
Sara E. Germansky ◽  
...  
Keyword(s):  
Single Case ◽  
Case Research ◽  
Research Designs ◽  
Single Case Research

A Systematic Review of Instructional Comparisons in Single-Case Research

2019 ◽  
pp. 074193251985505 ◽  
Author(s):  
Jennifer R. Ledford ◽  
Kate T. Chazin ◽  
Kari L. Gagnon ◽  
Anne K. Lord ◽  
Virginia R. Turner ◽  
...  
Keyword(s):  
Single Case ◽  
Internal Validity ◽  
Instructional Interventions ◽  
Systematic Instruction ◽  
Case Research ◽  
Control Sets ◽  
Differential Acquisition ◽  
Single Case Research ◽  
Time Lagged ◽  
Reliability Measurement

Comparison studies conducted to determine which instructional interventions are most efficient for teaching discrete behaviors to individuals with disabilities are potentially valuable, although some threats to internal validity may be more likely in these studies. Studies included in this review typically met common internal validity standards, such as reliability measurement, but often did not include controls specific to comparison designs. Comparisons often included young children with autism and were frequently conducted by researchers in self-contained classroom settings. Systematic instruction was effective in nearly all comparisons, although many included undifferentiated data (i.e., both interventions were equally effective), and within-participant replications were often inconsistent (i.e., outcomes varied across comparisons for a single participant). Results suggest implementers should conduct high-fidelity instruction with corrective and instructive feedback and should choose intervention variations based on participant preference. We recommend researchers include control sets or time-lagged introductions, counterbalance behavior sets, and measure differential acquisition over time.

Multitiered Systems of Support in Preschool Settings: A Review and Meta-Analysis of Single-Case Research

2020 ◽  
pp. 027112141989972
Author(s):  
Collin Shepley ◽  
Jennifer Grisham-Brown ◽  
Justin D. Lane
Keyword(s):  
Support Systems ◽  
Single Case ◽  
Meta Analysis ◽  
Open Science ◽  
Future Research ◽  
Case Research ◽  
Functional Relations ◽  
Single Case Research ◽  
Tiered Support ◽  
Systems Of Support

Multitiered systems of support provide a framework for matching the needs of a struggling student with an appropriate intervention. Experimental evaluations of tiered support systems in grade schools have been conducted for decades but have been less frequently examined in early childhood contexts. A recent meta-analysis of multitiered systems of support in preschool settings exclusively synthesized outcomes from group design studies. Our current review extends this review by synthesizing single-case research examining interventions implemented within tiered support system frameworks in preschool settings. Our data indicate that single-case evaluations of tiered support systems do not frequently meet contemporary standards for rigor nor consistently identify functional relations. Recommendations and considerations for future research are discussed. Copies of completed coding tables, syntax, and supplemental tables referenced throughout the manuscript may be obtained via Open Science Framework at https://osf.io/ghptw/ .

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