scholarly journals A Comprehensive Method of Single-Case Data Analysis: Interrupted Time-Series Simulation (ITSSIM)

2018 ◽  
Author(s):  
Kevin Tarlow ◽  
Daniel Brossart
Keyword(s):  
Time Series ◽  
Effect Size ◽  
Single Case ◽  
Meta Analysis ◽  
Interrupted Time Series ◽  
Simulation Method ◽  
Psychological Research ◽  
Multilevel Methods ◽  
Time Series Simulation ◽  
Case Data

Single-case experimental methods are used across a range of educational and psychological research. Single-case data are analyzed with a variety of methods, but no statistic has demonstrated clear superiority over other methods. The time-series nature of single-case designs requires special consideration for baseline trend and autocorrelation when estimating intervention effect size. However, standard correction methods are limited because they assume precise statistical estimation of trend and autocorrelation. Unlike standard correction methods, Monte Carlo simulation methods can address the poor precision of single-case effect size indices. This paper presents the rationale for a new simulation method, Interrupted Time-Series Simulation (ITSSIM). A small field test was also conducted, and ITSSIM performed similarly to sophisticated multilevel methods for single-case research. ITSSIM is accessible as a free software application that requires no prior knowledge of statistical computing or syntax. ITSSIM may be used to estimate the effect size of a single interrupted time-series (AB design), and multiple ITSSIM effect size estimates may be combined via meta-analysis.

Meta-analysis of interrupted time series designs: what is the effect size?

2001 ◽  
Vol 1 (S3) ◽  
Author(s):  
Craig Ramsay ◽  
Jeremy Grimshaw ◽  
Roberto Grilli
Keyword(s):  
Time Series ◽  
Effect Size ◽  
Meta Analysis ◽  
Interrupted Time Series

Effect Size for Token Economy Use in Contemporary Classroom Settings: A Meta-Analysis of Single-Case Research

2016 ◽  
Vol 45 (4) ◽  
pp. 379-399 ◽  
Author(s):  
Denise A. Soares ◽  
Judith R. Harrison ◽  
Kimberly J. Vannest ◽  
Susan S. McClelland
Keyword(s):  
Effect Size ◽  
Single Case ◽  
Meta Analysis ◽  
Token Economy ◽  
Case Research ◽  
Single Case Research

Time Series Simulations of Wide-Band Spectra for Fatigue Tests of Offshore Structures

1984 ◽  
Vol 106 (4) ◽  
pp. 466-470 ◽  
Author(s):  
N. K. Lin ◽  
W. H. Hartt
Keyword(s):  
Time Series ◽  
Fatigue Testing ◽  
Wide Band ◽  
Simulation Method ◽  
Offshore Structures ◽  
Fatigue Tests ◽  
Time Series Model ◽  
Long Time ◽  
Band Spectra ◽  
Time Series Simulation

A time-series simulation method, based on the principle of time series modeling for dynamic systems, is used to reproduce a wide-band stress history from a prescribed stress spectral model for fatigue testing of offshore structures. The optimization procedures and stability of the time series model for the prescribed spectrum are presented and discussed. The optimization procedures are developed on the basis of the Levison-Durbin algorithm, which usually produces a stable time series model if the order of the time series model is even. An example is presented to demonstrate the applicability of the proposed method to long-time, high-cycle fatigue testing.

scholarly journals Meta-Analysis of Dynamic Assessment Research in South Africa

2006 ◽  
Vol 6 (1) ◽  
pp. 32-60 ◽  
Author(s):  
Raegan Murphy ◽  
David J.F. Maree
Keyword(s):  
South Africa ◽  
Effect Size ◽  
Tertiary Education ◽  
Single Case ◽  
Meta Analysis ◽  
Dynamic Assessment ◽  
Effect Sizes ◽  
Original Intention ◽  
Assessment Research ◽  
Do So

The need for tertiary education screening in South Africa has highlighted the role dynamic assessment has to play in this regard, and as no cumulative statistical conclusions can be drawn from single case studies, it was considered timely to do so. In order to address this gap in the field, a meta-analysis was conducted on studies that focused on the efficacy of dynamic assessment interventions within various settings. Fewer research studies dealing with dynamic assessment have been conducted in South Africa as compared to overseas research in the same area. The study served a two-fold purpose: first, to assess the significance of the synthesized effect size from a number of individual studies whose original intention was an investigation of the significance of dynamic assessment interventions; second, to compare two meta-analytic software programs that are freely available online. Small to average effect sizes of 0.3354 and 0.3481 were generated respectively by both programs, with the typical effect size ranging from 0.2–0.8. The method and results of this meta-analysis are discussed along with the limitations inherent in both the programs and we conclude with recommendations for further meta-analytic studies in South Africa within the field of dynamic assessment.

scholarly journals Methods used to meta-analyse results from interrupted time series studies: A methodological systematic review protocol

F1000Research ◽  
2020 ◽  
Vol 9 ◽  
pp. 110
Author(s):  
Elizabeth Korevaar ◽  
Amalia Karahalios ◽  
Andrew B. Forbes ◽  
Simon L. Turner ◽  
Steve McDonald ◽  
...  
Keyword(s):  
Public Health ◽  
Time Series ◽  
Systematic Reviews ◽  
Data Extraction ◽  
Meta Analysis ◽  
Interrupted Time Series ◽  
Analysis Methods ◽  
Study Selection ◽  
The Individual ◽  
Meta Analyses

Background: Systematic reviews are used to inform healthcare decision making. In reviews that aim to examine the effects of organisational, policy change or public health interventions, or exposures, evidence from interrupted time series (ITS) studies may be included. A core component of many systematic reviews is meta-analysis, which is the statistical synthesis of results across studies. There is currently a lack of guidance informing the choice of meta-analysis methods for combining results from ITS studies, and there have been no studies examining the meta-analysis methods used in practice. This study therefore aims to describe current meta-analysis methods used in a cohort of reviews of ITS studies. Methods: We will identify the 100 most recent reviews (published between 1 January 2000 and 11 October 2019) that include meta-analyses of ITS studies from a search of eight electronic databases covering several disciplines (public health, psychology, education, economics). Study selection will be undertaken independently by two authors. Data extraction will be undertaken by one author, and for a random sample of the reviews, two authors. From eligible reviews we will extract details at the review level including discipline, type of interruption and any tools used to assess the risk of bias / methodological quality of included ITS studies; at the meta-analytic level we will extract type of outcome, effect measure(s), meta-analytic methods, and any methods used to re-analyse the individual ITS studies. Descriptive statistics will be used to summarise the data. Conclusions: This review will describe the methods used to meta-analyse results from ITS studies. Results from this review will inform future methods research examining how different meta-analysis methods perform, and ultimately, the development of guidance.

The Effects of Social Skills Interventions for Students With EBD and ASD: A Single-Case Meta-Analysis

2019 ◽  
Vol 44 (5) ◽  
pp. 773-794 ◽  
Author(s):  
Nancy S. Hutchins ◽  
Mack D. Burke ◽  
Lisa Bowman-Perrott ◽  
Kevin R. Tarlow ◽  
Heather Hatton
Keyword(s):  
At Risk ◽  
Social Skills ◽  
Effect Size ◽  
Single Case ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Social Emotional ◽  
Weighted Mean ◽  
Social Skills Interventions ◽  
Students With Ebd

Social skills interventions are critical for promoting social, emotional, and behavioral competence for students with or at risk of emotional and behavioral disorders (EBD) and autism spectrum disorders (ASD). This single-case meta-analysis examined the effects of social skills interventions (SSIs) for students with EBD and ASD. Effect sizes were calculated for 78 cases across 25 included studies using a nonparametric effect size, Baseline Corrected Tau. The overall weighted mean effect size of 0.54 suggested a moderate effect across the 25 studies. The overall weighted mean effects for studies reporting maintenance and generalization data were 0.68 and 0.37, respectively. Potential moderators examined (disability, intervention design, intervention delivery, methodological quality) were not significant. As such, they did not moderate the outcomes for participants. We conducted a post hoc analysis and hypothesized that between-study differences may be more meaningful than the similarities shared by participants in the same moderator groups. Implications are discussed on using SSIs to address the social, emotional, and behavioral challenges of students with or at risk of EBD and ASD.

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