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 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.

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.

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.

scholarly journals iPadagogy 101: Using Clinical ORthopedic Exam (C.O.R.E.) to Facilitate Evidence-Based Practice in the Orthopaedic Evaluation Classroom

2013 ◽  
Vol 8 (4) ◽  
pp. 131-134
Author(s):  
J. Jordan Hamson-Utley ◽  
Jennifer L. Stiller-Ostrowski
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Allied Health ◽  
Evidence Based Practice ◽  
Training Programs ◽  
Clinical Skills ◽  
Evidence Based ◽  
Special Test ◽  
Likelihood Ratios ◽  
Cross Sectional

Evidence-based practice (EBP) and educational technology have become fundamental skills within athletic training programs. The objective of this article is to share experiences implementing clinical orthopaedic evaluation applications (“apps”) that can be integrated into classroom and clinical education to enhance students' proficiency and efficiency utilizing and interpreting special test findings. Today's entry-level allied health professional is expected to have a deeper understanding of special tests than ever before. In addition to developing proficiency in clinical skills, these future clinicians must understand validity statistics in order to select appropriate special tests and interpret the results. The Clinical ORthopedic Exam (C.O.R.E.) application is a database of nearly 250 special tests with descriptions of the test, a video of the special test being performed, and statistical support for the use of the test in reported sensitivity/specificity and likelihood ratios. The series of anatomy applications developed by 3D4Medical.com allows the user to view, zoom, and rotate the joint in 3 dimensions, providing cross-sectional views and virtual layer removal (revealing muscles, connective tissue, bones, vessels, and nerves). Textbooks that overview clinical special tests are not updated often enough to reflect the growing body of research surrounding these techniques. Students and clinicians require the most up-to-date information in order to make sound clinical decisions. The C.O.R.E. application provides access to the most recent peer-reviewed validity statistics. Patient education is also highly valued; the series of applications by 3D4Medical provides vivid anatomical images that can aid in explanation of injury to patients. With EBP a required educational content area within athletic training education and with medical technology becoming commonplace in allied health settings, it is essential that athletic training programs engage students in the use of technology during their classroom and clinical experiences.

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.

scholarly journals Adapting Evidence-Based Treatments for Youth in a Community Mental Health Setting: Single-Case Design

2011 ◽  
Author(s):  
Alexis M. Quinoy ◽  
Shannon E. Hourigan ◽  
Michael A. Southam-Gerow ◽  
Alyssa M. Ward ◽  
Ruth C. Brown ◽  
...  
Keyword(s):  
Mental Health ◽  
Community Mental Health ◽  
Single Case ◽  
Evidence Based ◽  
Mental Health Setting ◽  
Single Case Design ◽  
Evidence Based Treatments ◽  
Case Design

scholarly journals EXAMINING INTERVENTION EFFECTIVENESS AND EFFICIENCY OUTCOMES IN SINGLE-CASE DESIGN STUDIES

2014 ◽  
Vol 8 (2) ◽  
pp. 161-171
Author(s):  
Julie Q. Morrison ◽  
Rebecca L. Rahschulte ◽  
Lauren McKinley ◽  
Allison M. Maxwell
Keyword(s):  
School Psychology ◽  
Single Case ◽  
Academic Intervention ◽  
Research Literature ◽  
Evidence Based ◽  
Single Case Design ◽  
Design Studies ◽  
Efficiency Measures ◽  
Effectiveness And Efficiency ◽  
Case Design

The research literature on evidence-based academic interventions focuses predominantly on measures of intervention effectiveness. Intervention efficiency measures, in contrast, include the dimension of time required to achieve a level of effectiveness. The purpose of this study was to review the research literature for single-case design studies that included measures of both effectiveness and efficiency for academic (i.e., reading, math, writing, and spelling) interventions in schools. The study reviewed single-case design research on academic interventions published in six dominant peer-reviewed journals in school psychology between 2003-2013: School Psychology Review, School Psychology Quarterly, Psychology in the Schools, Journal of School Psychology, Journal of Behavioral Education, and the Journal of Evidence-Based Practices for Schools. The results of this study suggest that intervention efficiency measures are largely absent from the academic intervention research. The implications of this study are that both effectiveness and efficiency measures need to be considered as they each provide a unique contribution to determining the impact of an academic intervention. Key words: intervention efficiency, single-case designs.

Moving Forward Four Words at a Time: Effects of a Supplemental Preschool Vocabulary Intervention

2020 ◽  
Vol 51 (1) ◽  
pp. 165-175 ◽  
Author(s):  
Lindsey A. Peters-Sanders ◽  
Elizabeth S. Kelley ◽  
Christa Haring Biel ◽  
Keri Madsen ◽  
Xigrid Soto ◽  
...  
Keyword(s):  
Group Intervention ◽  
Single Case ◽  
Single Case Design ◽  
Vocabulary Intervention ◽  
Iterative Development ◽  
At Risk Children ◽  
Before And After ◽  
Child Friendly ◽  
Interactive Lessons ◽  
Case Design

Purpose This study evaluated the effects of an automated, small-group intervention designed to teach preschoolers challenging vocabulary words. Previous studies have provided evidence of efficacy. In this study, we evaluated the effects of the program after doubling the number of words taught from 2 to 4 words per book. Method Seventeen preschool children listened to 1 prerecorded book per week for 9 weeks. Each storybook had embedded, interactive lessons for 4 target vocabulary words. Each lesson provided repeated exposures to words and their definitions, child-friendly contexts, and multiple opportunities for children to respond verbally to instructional prompts. Participants were asked to define the weekly targeted vocabulary before and after intervention. A repeated acquisition single-case design was used to examine the effects of the books and embedded lessons on learning of target vocabulary words. Results Treatment effects were observed for all children across many of the books. Learning of at least 2 points (i.e., 1 word) was replicated for 74.5% of 149 books tested across the 17 participants. On average, children learned to define 47% of the target vocabulary words (17 out of 36). Conclusions Results support including 4 challenging words per book, as children learned substantially more words when 4 words were taught, in comparison to previous studies. Within an iterative development process, results of the current study take us 1 step closer to creating an optimal vocabulary intervention that supports the language development of at-risk children.

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