The Use of Single-subject Research Methodology in Special Education

2017 ◽  
pp. 27-39
Author(s):  
Diane Berryman ◽  
Bryce Cooper
Keyword(s):  
Special Education ◽  
Research Methodology ◽  
Single Subject ◽  
Single Subject Research

scholarly journals Accelerating Qurán Reading Fluency through Learning Using QURÁNI Application for Students with Hearing Impairments

2019 ◽  
Vol 14 (06) ◽  
pp. 110
Author(s):  
Yusuf Hanafi ◽  
Heppy Jundan Hendrawan ◽  
Ilham Nur Hakim
Keyword(s):  
Special Education ◽  
Reading Fluency ◽  
Strong Correlation ◽  
Point Of View ◽  
Single Subject ◽  
Hearing Impairments ◽  
Limited Access ◽  
Single Subject Research ◽  
Components Of Reading ◽  
Positive Effect

The ability to read Qurán of students with hearing impairments supported by special education is still not as expected due to the limited access to technology. The progress of technology such as a smartphone has led many people to adopt a view that the technology of application is very appropriate to be developed for their learning. In this study, we have developed an application called QUR'ANI to teach reading the Qur'an fluently and appropriately for students with hearing impairments. The method used was single subject research with the AB model. The effectiveness of this application in teaching the Qur’an for students with hearing impairments has been tested with positive effect. Besides, the teacher's subjective point of view in this application has also been consulted. This research found that there was a strong correlation between the components of reading fluency.

Educational Validity Revisited

1987 ◽  
Vol 12 (2) ◽  
pp. 96-102 ◽  
Author(s):  
David W. Test ◽  
Fred Spooner ◽  
Nancy L. Cooke
Keyword(s):  
Research Methodology ◽  
Severe Disabilities ◽  
Educational Programs ◽  
Single Subject ◽  
Single Subject Research ◽  
Research Designs

In 1983, Voeltz and Evans introduced a set of criteria for establishing educational validity. Their intent was to improve the documentation of quality educational programs for learners with severe disabilities. Although the concept of educational validity is sound, we feel that Voeltz and Evans were not justified in rejecting single-subject research methodology as a vehicle for assessing educational validity. The present paper (a) provides a summary of the arguments of Voeltz and Evans against the use of single-subject research designs in establishing educational validity, (b) addresses each of the major concerns of Voeltz and Evans with single-subject research methodology, and (c) demonstrates how single-subject research methodology can be used to demonstrate educational validity.

Special Educators as Single-Subject Researchers

1983 ◽  
Vol 4 (3) ◽  
pp. 40-51 ◽  
Author(s):  
Phillip S. Strain ◽  
Scott Mcconnell ◽  
Linda Cordisco
Keyword(s):  
Special Education ◽  
Data Collection ◽  
Special Educators ◽  
Effective Means ◽  
Cost Effective ◽  
Single Subject ◽  
Observational Assessment ◽  
Target Behaviors ◽  
Single Subject Research ◽  
Assessment Procedures

This paper presents some basic guidelines for planning and conducting single-subject research in special education classrooms, and argues that single-subject research procedures are conceptually compatible with special education practices. Teachers seldom implement their own experiments and in general do not recognize the relevance of research to special education. As one contribution toward rectifying this problem, this paper highlights three basic steps for doing single-subject research in applied special education settings: selecting appropriate target behaviors, designing observational assessment procedures, and selecting cost-effective means for data collection that can be conducted by classroom personnel.

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