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Purpose To investigate opinions among healthcare stakeholders whether implementation of the N-of-1 trial approach in clinical practice is a feasible way to optimize evidence-based treatment results for unique patients. Methods We interviewed clinicians, researchers, and a patient advocate (n = 13) with an interest in or experience with N-of-1 trials on the following topics: experience with N-of-1, measurement, validity and reliability, informally gathered data usability, and influence on physician-patient relationship. Interviews were analysed using qualitative, thematic analysis. Results The N-of-1 approach has the potential to shift the current healthcare system towards embracing personalized medicine. However, its application in clinical practice carries significant challenges in terms of logistics, time investment and acceptability. New skills will be required from patients and healthcare providers, which may alter the patient-physician relationship. The rise of consumer technology enabling self-measurement may leverage the uptake of N-of-1 approaches in clinical practice. Conclusions There is a strong belief that the N-of-1 approach has the potential to play a prominent role in transitioning the current healthcare system towards embracing personalized medicine. However, there are many barriers deeply ingrained in our healthcare system that hamper the uptake of the N-of-1 approach, making it momentarily only interesting for research purposes.

In learning activities at school we often find students who have learning difficulties, including students who have difficulty reading. Reading difficulties in learning mathematics will have an impact on students' understanding of mathematical concepts, one of the efforts that can be made to overcome these problems is to apply the Realistic Mathematics Education (RME) approach. This study aims to determine the application of the Realistic Mathematics Education (RME) approach to learning mathematics for students with reading difficulties. The method used in this research is Single Subject Research (SSR) A-B design with the first condition Baseline (A) and the second condition B (Intervention). The results showed that the application of RME improved the understanding of mathematical concepts of students with reading difficulties in comparison materials

This study aims to determine the effectiveness of implementing a multilayer model in lesson plan (LP) to increase the vocabulary knowledge of deaf students. This study is single-subject research with an A-B-A design (baseline-intervention-maintenance). The intervention instrument used was a LP that consisted of four units, each containing four words taught using multilayers. The instrument was validated and scored 4.6 on a scale of 1-5. The subjects who participated in the study were two students with severe deafness. Two teachers and two observers were involved in this study. The data were analyzed by inspecting the graph, intracondition, and intercondition. The percentage of non-overlapping data (PND) from the inter-condition was used to indicate the effectiveness of the intervention. It was found that the mean value of PND B/A for all LP from subject-1 was 96.25%, and from subject-2 was 100%. Thus, the multilayer model is very effective in improving vocabulary knowledge. The mean of PND A/B was 93.75%, and subject-2 achieved 89.87%, which means that the subject's vocabulary knowledge is maintained even without intervention. [ABSTRACT FROM AUTHOR]

Penelitian ini bertujuan untuk mengetahui kemampuan dasar microsoft word pada siswa tunanetra kelas VIII SMPLB di SKh 01 Kota Serang, dengan menggunakan metode learning by doing. Penelitian ini merupakan penelitian eksperimen dengan pendekatan single subject research (SSR) dengan desain A-B-A. Subjek dalam penelitian ini salah satu siswa kelas VIII SMPLB dengan hambatan penglihatan. Perilaku sasaran dalam penelitian ini adalah kemampuan dasar microsoft word. Teknik pengumpulan data diperoleh dengan observasi dan tes perbuatan. Analisis data yang digunakan yaitu statistik deskriptif dengan penyajian grafik. Berdasarkan hasil yang diperoleh pada kemampuan dasar microsoft word rata-rata atau mean level subjek penelitian pada fase baseline-1 (A1) sebesar 25% dikarenakan fase ini merupakan kondisi alamiah tanpa adanya pemberian intervensi atau perlakuan. Pada fase intervensi (B) rata-rata presentase mean level yang di dapat sebesar 86,8% dikarenakan pada fase ini subjek telah mendapkan intervensi atau perlakuan. Sedangkan pada fase baseline-2 (A2) rata-rata presentase mean level yang di dapat sebesar 70% dikarenakan pada fase ini hasil alamiah subjek setelah diberikanya perlakuan atau intervensi. Dari hasil yang di peroleh pada penelitian ini, maka kita bisa simpulkan bahwa penggunaan metode learning by doing untuk anak tunanetra dapat meningkatkan kemampuan dasar microsoft word pada siswa tunanetra kelas VIII SMPLB di SKh Negeri 01 Kota Serang, Banten.

This article discusses potential ways of combining two methods of evaluation in single-case studies: the synthetic control method and the process tracing method. Both are designed to examine certain events/programmes that take place in given cases but view these events/programmes from different causal perspectives. Seeing an event/programme as a cause, synthetic control estimates its impact on one or more outcomes. Conversely, starting from a certain outcome, process tracing uncovers the causes responsible. One can start from the causal explanation reached via one of the two methods and then proceed to examine that explanation through the other method. Once the causes of an outcome are traced via a process tracing analysis, that account can be validated by estimating the effects of those causes via synthetic control. Equally, once the impact of a certain event is estimated through synthetic control, causal mechanisms traceable via process tracing can be exploited to refine that impact evaluation. [ABSTRACT FROM AUTHOR]

The purpose of this study is to provide a brief introduction to effect size calculation in single-subject design studies, including a description of nonparametric and regression-based effect sizes. We then focus the rest of the tutorial on common regression-based methods used to calculate effect size in single-subject experimental studies. We start by first describing the difference between five regression-based methods (Gorsuch, White et al., Center et al., Allison and Gorman, Huitema and McKean). This is followed by an example using the five regression-based effect size methods and a demonstration how these methods can be applied using a sample data set. In this way, the question of how the values obtained from different effect size methods differ was answered. The specific regression models used in these five regression-based methods and how these models can be obtained from the SPSS program were shown. R 2 values obtained from these five methods were converted to Cohen's d value and compared in this study. The d values obtained from the same data set were estimated as 0.003, 0.357, 2.180, 3.470, and 2.108 for the Allison and Gorman, Gorsuch, White et al., Center et al., as well as for Huitema and McKean methods, respectively. A brief description of selected statistical programs available to conduct regression-based methods was given. [ABSTRACT FROM AUTHOR]

Slow Learner students often have difficulty understanding mathematics content, one of which is direct and inverse proportion. This study aims to improve the student's understanding of the direct and inverse proportion material using the Contextual Teaching and Learning (CTL) approach. The research subject in this study was a single subject, namely Slow Learner student who studied in seventh grade in one of the Junior High School in Bantul district, Yogyakarta Special Region. This study used the Single Subject Research method with an A-B design. Researchers collected the data in this study through audio documentation, photos, videos, and written documentation. The data were then analyzed using analysis in conditions and between conditions. The results showed that students had an average score of learning outcomes that was 32 before being given intervention and had an average score of 78 after being given an intervention to implement learning with the CTL approach. This result shows that using the CTL approach can improve the understanding of Slow Learner student in understanding the direct and inverse proportion and minimizing the learning difficulties of Slow Learning student during teaching and learning activities.

Purpose: To investigate opinions among healthcare stakeholders whether implementation of the N-of-1 trial approach in clinical practice is a feasible way to optimize evidence-based treatment results for unique patients., Methods: We interviewed clinicians, researchers, and a patient advocate ( n  = 13) with an interest in or experience with N-of-1 trials on the following topics: experience with N-of-1, measurement, validity and reliability, informally gathered data usability, and influence on physician-patient relationship. Interviews were analysed using qualitative, thematic analysis., Results: The N-of-1 approach has the potential to shift the current healthcare system towards embracing personalized medicine. However, its application in clinical practice carries significant challenges in terms of logistics, time investment and acceptability. New skills will be required from patients and healthcare providers, which may alter the patient-physician relationship. The rise of consumer technology enabling self-measurement may leverage the uptake of N-of-1 approaches in clinical practice., Conclusions: There is a strong belief that the N-of-1 approach has the potential to play a prominent role in transitioning the current healthcare system towards embracing personalized medicine. However, there are many barriers deeply ingrained in our healthcare system that hamper the uptake of the N-of-1 approach, making it momentarily only interesting for research purposes.

Present study investigated the effectiveness of the use of technology software-based instruction in learning Circle Geometry, the extent of the students' interest on the use of this strategy, and designs a classification model through Discriminant Analysis forcasting students' performance as to having mastered or not the lessons based on their interest on the use of the strategy. The study utilized single subject research design to the thirty-one Grade 10 students in Llamera National High School, Dinagat Islands Division. Trend analysis and repeated ANOVA results revealed that most students' performance in circle geometry improved throughout the intervention of technology softwarebased instruction and the gap between the high achieving and low achieving students was reduced. Students also perceived high interest in learning geometry through the intervention. Indeed, technology software-based instruction recuperates knowledge in Circle Geometry. Accordingly, the capability to visualize the lesson through the software-based instruction is the best predictor of the students' mastery in circle geometry. [ABSTRACT FROM AUTHOR]

This study aims to look at tenth-grade a mental retardation student in solving the problem of a division operation. The method used is Single Subject Research (SSR) with learning outcomes as variables that are measured and describe student learning activities in solving problems using Math GASING. The data collection technique is done by video recorder, documentation and test questions. The instruments are a video that is to see student activities during the study, photos to see the results of student work, and work the answer to see student answers to the questions given. Analysis of this research data is analyzed in conditions and between conditions. The results of the research carried out obtained that student experienced an increase in solving the division questions and the student gave a good response to the behavior carried out with Math GASING.

This research aims to examine the effectiveness of solution-focused counseling to improve student learning motivation. The research is conducted using Single Subject Research design. The research subjects were five eight-grade students who have very low learning motivation. The instruments for data collection are learning motivation scale, interview, and observation. The data were analyzed using descriptive analysis. The findings indicated that the counseling effectively improves student learning motivation. Based on the research findings, it is suggested that counselors apply SFC in counseling both in individuals and in groups.

Dyscalculia is one of the barriers to learning for students with some special mental retardation needs. Students with intellectual disabilities may also have dyscalculia. In that sense, in learning mathematics, it is necessary to use various learning media. Related to this condition, the present study aims to determine the effect of the use of instructional video media to introduce natural numbers to students who experience mental retardation with dyscalculia. This type of research is an experimental research design with a single subject. This single-subject research uses the A - B method. The research subjects were chosen based on a purposive sampling technique because the researchers had to find subjects with mental retardation as well as dyscalculia characteristics with these characteristics one elementary special school in Yogyakarta was found. Data collection techniques involved using the method of observation, interviews to determine the characteristics of the subject, tests to determine the ability of subjects to recognize natural numbers. The results of this study indicate that interactive media positively influences the ability to recognize natural numbers in mentally retarded children with dyscalculia. This can be seen from the average score obtained by the subjects before being given an intervention that is 30 and increased to 54 after being given an intervention. [ABSTRACT FROM AUTHOR]

[Bahasa]: Penelitian ini bertujuan untuk menganalisis proses pembelajaran siswa introvert pada materi Phytagoras dan hasil perlakuan dengan problem-based learning (PBL) terhadap kemampuan berpikir kritis matematis siswa. Penelitian kuantitatif deskriptif dengan desain Single Subject Research (SSR) A-B digunakan untuk mencapai tujuan penelitian tersebut. Subjek dalam penelitian ini adalah seorang siswa kelas VIII SMP. Data dikumpulkan melalui tes, observasi, dan wawancara. Selanjutnya, data yang dikumpulkan dianalisis berdasarkan dua kondisi besar selama proses penelitian, yaitu analisis dalam kondisi dan antar kondisi. Analisis dalam kondisi meliputi komponen panjang kondisi (panjang interval), kecenderungan arah, tingkat stabilitas, tingkat perubahan, jejak data, dan rentang. Analisis antar kondisi meliputi jumlah variable yang diubah, perubahan kecenderungan arah dan efeknya, perubahan stabilitas dan efeknya, perubahan level data, serta data yang tumpang tindih (overlap). Hasil penelitian menunjukkan bahwa PBL memiliki peran yang sangat besar selama proses pembelajaran karena mendukung siswa introvert untuk aktif dalam menyelesaikan permasalahan-permasalahan kontekstual yang diberikan, sehingga pada akhir pembelajaran kemampuan berpikir kritis matematis siswa tersebut dapat ditingkatkan. Kata kunci: Berpikir Kritis; Introvert; Single Subject Research; Problem-based Learning [English]: The research aimed to analyze how introvert student learn Phytagoras topic and the result of learning intervention using problem-based learning (PBL) on the student's mathematical critical thinking ability. Descriptive quantitative research with single subject design was used to achieve the aims of the research. The subject was an introvert student of grade VIII. Data was collected through test, observation, and interview. Data analysis was based on two major conditions during the research, i.e. within-conditions and inter-conditions. Within-condition analysis included interval length, direction tendency, stability level, rate of change, data trace, and range. Meanwhile, inter-condition analysis comprised the number of variables changed, changes in direction and effect trends, changes in stability and its effects, changes in data levels, and overlap data. The research showed that PBL has a significant role during the learning process since it supports the subject to be active in solving the contextual problems. In this case, the mathematical critical thinking ability can be developed and improved. Keywords: Critical Thinking; Introvert; Single Subject Research; Problem-based Learning

BACKGROUND: Young adults with autism spectrum disorder (ASD) frequently experience barriers to competitive integrated employment. Established evidence-based practices (EBPs) for individuals with ASD may serve as an effective training method to enhance the employment experiences of this population. OBJECTIVE: This study examined the effects of a packaged intervention consisting of corporate-created video modules, repeated practice with prompting and reinforcement, and social narratives to enhance the on-task work performance of a competitively employed young adult with ASD. METHODS: One male with ASD, age 20 years, was employed as a grocery store courtesy clerk and participated in this study. The intervention package was implemented at the beginning of his work shift. A co-worker was trained to implement the package as a means to generalize to natural intervention agents in the employment setting. An ABAB withdrawal design with probe sessions was utilized to evaluate the effects of the intervention package. RESULTS AND CONCLUSIONS: Results indicated improved on-task work performance to 80% or higher on work shifts the intervention package was implemented. Established EBPs can be used to enhance the job performance of young adults with ASD. Co-workers can also be trained to provide support to employees with ASD. Limitations and suggestions for future research are discussed with particular emphasis on studies in competitive integrated employment contexts. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare 12 commonly‐used nonoverlap methods with each other and with the results of visual analysis. Data were obtained from 25 studies focused on embedded instruction and schema‐based instruction and included a total of 101 graphs. Treatment effect estimates using 12 nonoverlap methods were calculated for each graph by hand or using an online calculator. Five experts conducted visual analysis of each graph. Results showed that strong agreements existed between visual analysis and PND, TauNOVLAP and Tau‐U when raw data were analysed, and PND, PNCD and PEM‐T when categorised data were analysed. Of the 12 methods investigated, PND had the highest agreement rate with visual analysis, followed by PEM‐T, PAND, PNCD, IRD, NAP and TauNOVLAP. Overall, visual analysis appeared to be more conservative, as most nonoverlap methods overestimated the treatment effect. Additional research is needed to replicate and potentially validate the findings of this study. [ABSTRACT FROM AUTHOR]

The current study examined the relation between the ratio of baseline to treatment sessions and how differences in this ratio can influence estimation of treatment effect size from temporally adjacent baseline and treatment phases of any single-case experimental design (SCED). The current study describes how Bayesian statistical analyses can be used to aggregate treatment outcomes across subjects to meta-analyze SCED data. One-third of all A versus B comparisons (based upon simulated average values) did have a 10% or more bias, with the vast majority of the bias being substantially fewer data points in baseline compared to treatment sessions. SCEDs require relatively steady state responding; thus researchers may run relatively more B sessions compared to A sessions in the course of visually inspecting graphically depicted data. When the standard deviation for the number of A sessions was approximately twice as large or more than the B phase standard deviation, the degree of AB sessions ratio bias decreased substantially. SCED practitioners can use results of the current study to determine the potential benefits of running additional baseline or treatment sessions. [ABSTRACT FROM AUTHOR]

In this study, its examined that, whether or not there is any significant difference between reading with PQRST or repetitive normal reading, about recalling. Research grounded on quantitative paradigm. Experimental model used with single subject. Eight texts read four times in a row with normal reading, eight texts read with PQRST. After reading each text, ten-question test was done by the subject student. One test was done immediately and the other was delayed for 30 minutes. The results analyzed with Wilcoxon signed ranks test. It was found that repetitive normal reading was better than reading with PQRST at recalling in the short term. There was no significant difference about recalling in the long term between PQRST and repetitive normal reading. Also, it was found that there was a significant difference when we compare the difference between immediate and delayed tests of PQRST and normal reading sessions, in favor of PQRST. [ABSTRACT FROM AUTHOR]

Background: Sexual abuse and harassment are among the major threats to labor children, especially girls, which can be associated with anxiety and loneliness. The current study aimed to investigate the effect of Gestalt play therapy on anxiety and loneliness in Afghan female labor children with sexual abuse histories. Methods: This was a Single Case Research Design (SCRD) study of the AB model. The statistical population of the study consisted of all 8-11-year-old sexually-abused Afghan children in Karaj City, Iran, in 2018. Three 8-11-year-old female labor children with a sexual abuse history supported by Imam Ali Society (AS) were selected using a random sampling method. The intervention was performed in ten 45-minute sessions for 3 months, and the follow-up phase was conducted one month after the treatment. The required data were collected using the Child Abuse Scale, Asher Loneliness Scale, and Spence Children's Anxiety Scale. Graphical analysis, recovery percentage, and reliable change index were used to analyze the collected data. Results: The loneliness posttest scores improved, compared to the baseline values in the study participants. Their total recovery frequency was 0.56% in the loneliness, and the scores of reliable change index were >1.96 for all 3 study participants. In addition, the obtained results represented that this therapy decreased anxiety in these children and was clinically significant. Their total recovery frequency was equal to 0.57% in the loneliness, and the scores of reliable change index were >1.96 for all 3 study participants. Moreover, the follow-up test results indicated that the effects of intervention continued one month after the last session of play therapy. Conclusion: Gestalt play therapy has effectively reduced loneliness and anxiety in sexuallyabused children. Thus, this therapy could be used as a therapeutic intervention in health centers to improve the feeling of loneliness in labor children and reduce their stress and psychological problems. [ABSTRACT FROM AUTHOR]

Purpose: In single-case treatment studies, researchers may compare client performance during a baseline, nontreatment phase(s) to client performance during intervention phases. Autocorrelation in the data series gathered during such studies increases the likelihood that analysts will detect or fail to detect meaningful differences between baseline and treatment phase data. We examined the impact that autocorrelation has on 4 effect size calculation methods when these methods are applied to data generated by people with aphasia during anomia treatment studies. The effect sizes we selected were Busk and Serlin's d, Young's C, nonoverlap of all pairs, and Tau-U. We hypothesized that d and C would be influenced by autocorrelation, whereas nonoverlap of all pairs and Tau-U would not. Method: We extracted 173 highly autocorrelated data series from published investigations of treatments for anomia. These data series were then "cleansed" of autocorrelation through the use of an autoregressive integrated moving average (ARIMA) process. The 4 effect size calculation methods were used to derive an effect size for each published and each corresponding ARIMA-tized data series. The published and ARIMA-tized effect sizes associated with each calculation method were then compared. Results: For all of the 4 effect sizes, statistically significant differences existed between the published effect sizes and the ARIMA-tized effect sizes. Conclusions: All 4 of the methods were influenced by autocorrelation. Further research that develops effect size calculation methods that are not influenced by autocorrelation will help to improve the quality of single-case studies. [ABSTRACT FROM AUTHOR]

The deaf-mute students have limited communication and knowledge, which result in their limitations in learning mathematics. This study aims to determine the development of the deaf-mute student in learning mathematics, especially about a fraction. The research method used is the Single Subject Research (SSR) by implementing the Indonesia Realistic Mathematics Education (IRME) approach by using the context of pipettes. The research subject consisted of one deaf-mute-male student in seventh grade at the special education public school 2 in Bantul, Indonesia who got handling in the learning process using IRME approach. The research subject was purposively chosen based on the character of a research subject who have difficulty in understanding the topic of the fraction. The research subject received eight treatments, three meetings for the baseline phase and five meetings for the intervention phase, during approximately two months. This research instrument uses videos to see the learning process and when students work on the given problems, photos to refer the results of student work, and written test in worksheets to get the data on student's work. The data analysis technique used is analyzed in conditions and between conditions with A-B research design to describe the development of student who has special characteristic in the fraction learning process. The research results show that the implementation of IRME approach using the pipette context can improve the understanding of fraction concepts and the learning outcomes of the deaf-mute student. [ABSTRACT FROM AUTHOR]

Studies using video analysis are being reported more frequently in the literature. Although the body of research suggests that video analysis is effective for changing educators' instructional practices, questions regarding for whom and under what circumstances it is most effective still remain. This meta-analysis reports on the overall effectiveness of video analysis when used with special educators, as well as on moderator analyses related to participant and instructional characteristics. Tau-U, a nonparametric effect size commonly used in single-case research, was used to aggregate the results from 191 AB phase contrasts across 12 dissertations and 18 peer-reviewed publications. A total of 111 participants across 69 single-case design experiments are reflected in the results. Overall, results indicate that video analysis is effective for changing the instructional practices of special educators and that it can be used across a variety of settings and with a diverse group of educators. [ABSTRACT FROM AUTHOR]

Multilevel modeling has been utilized for combining single-case experimental design (SCED) data assuming simple level-1 error structures. The purpose of this study is to compare various multilevel analysis approaches for handling potential complexity in the level-1 error structure within SCED data, including approaches assuming simple and complex error structures (heterogeneous, autocorrelation, and both) and those using fit indices to select between alternative error structures. A Monte Carlo study was conducted to empirically validate the suggested multilevel modeling approaches. Results indicate that each approach leads to fixed effect estimates with little to no bias and that inferences for fixed effects were frequently accurate, particularly when a simple homogeneous level-1 error structure or a first-order autoregressive structure was assumed and the inferences were based on the Kenward-Roger method. Practical implications and recommendations are discussed. [ABSTRACT FROM AUTHOR]

The article looks at single-subject research. The article discusses reliable behavioral changes in subjects participating in single-subject studies, statistical techniques such as the time-series analysis, educational researchers, generalizations made from single-subject studies, and computer programs to perform time-series analysis.

Single‐case research methods provide the basis for evaluating effective instructional approaches in special education. The purpose of this article is to provide special educators an overview of single‐case research methods, with an emphasis on how these designs are used to establish whether an instructional practice relates to improved learner outcomes. Specifically, we describe (1) core principles of single‐case design (SCD) research, (2) two frequently used SCDs—withdrawal and multiple‐baseline designs, (3) how visual analysis of graphed data is used to examine functional relations in SCDs, (4) limitations to the generalizability of findings from individual SCD studies, and (5) two studies in the special education literature that use SCDs. Our take‐home message is that SCDs can be used to determine whether an instructional intervention causes improved outcomes for students, but caution is warranted when generalizing results from individual SCD studies. [ABSTRACT FROM AUTHOR]

An increasing movement in single case research is to employ statistical analyses as one form of data analysis. Researchers have proposed different statistical approaches. The purpose of this paper is to examine the utility and discriminant validity of two novel types of between-case standardized effect size analyses with two existing systematic reviews. The between-case analyses found greater effect sizes for the studies in the object play review and smaller effect sizes for studies of sensory intervention, which were consistent with the overall conclusions reached in the original systematic reviews. These findings provide evidence of discriminant validity, although concerns remain around the methods' utility across different single case research designs. Future directions for research and development also are provided. [ABSTRACT FROM AUTHOR]

Systematic reviews and meta-analyses can be a useful method for synthesizing evidence across multiple studies to draw conclusions about a research base. An important aspect of rigorous systematic reviews is an assessment of the study methods and potential biases impacting results or interpretations and conclusions of the primary studies. Single-case design (SCD) research has been a primary mechanism for identifying evidence-based practices across disciplines, but primarily in behavioral fields and special education. While the Cochrane Risk of Bias tool has been adapted for use in reviews of non-randomized studies, there is currently no guidance for evaluating SCD research. Hence, we developed a single case design risk of bias tool (SCD RoB) based on current conceptualizations of biases that might affect the validity of claims from single-case design research. We used the Cochrane risk of bias criteria and contemporary single-case design quality indicators and design standards to guide development. We describe the SCD RoB tool and two early applications of its use to demonstrate its application and provide initial validation. We also provide an overview of future areas of research using the SCD RoB tool in an effort to advance the science of single-case design research methods. [ABSTRACT FROM AUTHOR]

Background: Despite positive effects of and established empirical evidence for tablet-based interventions for individuals with autism spectrum disorder (ASD), it is not known whether such findings can be applicable to maintenance and generalization effects of those interventions.Aims: This systematic review evaluated peer-reviewed single-case experimental design (SCED) studies concerning evidence of generalization and maintenance effects of tablet-based interventions for individuals with ASD.Methods: To evaluate the methodological rigor of the literature in terms of generalization and maintenance effects, the authors adopted four of the basic design standards developed by What Works Clearinghouse (WWC; Kratochwill et al., 2010/2014). In addition, the authors used Tau-U effect size measure and attempted to calculate effect sizes differentiated by the type of generalization and maintenance teaching strategies.Results: A total of 21 studies assessed generalization and/or maintenance effects. In the first evaluation of evidence of generalization and maintenance effects, it was found that more than half of the studies included in this review collected interobserver agreement (IOA) on at least 20% of sessions across all generalization and maintenance conditions and met the minimum quality thresholds of IOA. Meanwhile, less than one third of the studies included more than three data points in each generalization and maintenance condition. With regard to maintenance of effects, about half of the reviewed studies did not report the latency to the maintenance measure, which may hamper the assessment of the clinical and practical significance of the effect of the tablet-based intervention. In the second evaluation, the omnibus Tau-U effect size for baseline to generalization comparisons resulted in a moderate effect. For the contrasts between intervention and generalization comparisons resulted in a small effect. The omnibus Tau-U effect size for baseline and maintenance comparisons resulted in a strong effect. For the contrasts between intervention to maintenance comparisons, the omnibus Tau-U effect size resulted in a small effect.Conclusions and Implication: Findings in this review suggest that efforts should be made to establish a system for appraising generalization and maintenance procedures in SCED studies. In addition, future studies should investigate if tablet-based interventions are truly effective in creating sustainable behavioral change in individuals with ASD. [ABSTRACT FROM AUTHOR]

Tools for evaluating the quality and rigor of single case research designs (SCD) are often used when conducting SCD syntheses. Preferred components include evaluations of design features related to the internal validity of SCD to obtain quality and/or rigor ratings. Three tools for evaluating the quality and rigor of SCD (Council for Exceptional Children, What Works Clearinghouse, and Single-Case Analysis and Design Framework) were compared to determine if conclusions regarding the effectiveness of antecedent sensory-based interventions for young children changed based on choice of quality evaluation tool. Evaluation of SCD quality differed across tools, suggesting selection of quality evaluation tools impacts evaluation findings. Suggestions for selecting an appropriate quality and rigor assessment tool are provided and across-tool conclusions are drawn regarding the quality and rigor of studies. Finally, authors provide guidance for using quality evaluations in conjunction with outcome analyses when conducting syntheses of interventions evaluated in the context of SCD. [ABSTRACT FROM AUTHOR]

Single Case Experimental Design is a discipline grounded in applied behavior analysis where the needs of individual clients and the application of scientific inquiry are fundamental tenets. These two principles remain tantamount in the conduct of research using this methodology and the expansion of the method into evidence-based practice determinations. Although recommendations for quality indicators are widespread, implementation is not. Concurrent to the rise of quality indicators is an increasing interest in analysis methodology. Visual analysis has a history of application and validity, newer forms of analysis less so. While some argue for concordance between the two, it may be the differences that are worth exploration in understanding characteristics of trend and variability in much of the published literature. Design choice and visual analysis decisions are rarely fully articulated. Statistical analyses are likewise inadequately justified or described. Recommendations for the explicit language of reporting as derived from prior meta-analysis and a current review of two leading journals provides a scaffold consistent with existing guidelines but additive in detail, exemplars, and justification. This is intended to improve reporting of results for individual studies and their potential use in future meta-analytic work. [ABSTRACT FROM AUTHOR]

Varying methods for evaluating the outcomes of single case research designs (SCD) are currently used in reviews and meta-analyses of interventions. Quantitative effect size measures are often presented alongside visual analysis conclusions. Six measures across two classes-overlap measures (percentage non-overlapping data, improvement rate difference, and Tau) and parametric within-case effect sizes (standardized mean difference and log response ratio [increasing and decreasing])-were compared to determine if choice of synthesis method within and across classes impacts conclusions regarding effectiveness. The effectiveness of sensory-based interventions (SBI), a commonly used class of treatments for young children, was evaluated. Separately from evaluations of rigor and quality, authors evaluated behavior change between baseline and SBI conditions. SBI were unlikely to result in positive behavior change across all measures except IRD. However, subgroup analyses resulted in variable conclusions, indicating that the choice of measures for SCD meta-analyses can impact conclusions. Suggestions for using the log response ratio in SCD meta-analyses and considerations for understanding variability in SCD meta-analysis conclusions are discussed. [ABSTRACT FROM AUTHOR]

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This single-subject case study adopted a narrative approach and focused on two objectives: (a) to explore an athlete’s career development, including the impact of injuries, and (b) to explore that athlete’s injury experiences in detail. The participant was a 26-year-old former elite handball player who had experienced two major anterior cruciate ligament injuries during his career. To guide the research process from the formulation of its objectives to the interpretation of the participant’s narratives, we followed the narrative-oriented inquiry framework. To collect the participant’s stories, a low-structured interview guide consisting of open questions and requests for information about the participant’s handball career and injury experiences was used. The holistic content analysis allowed us to conceptualise injuries as career transition processes embedded in the athlete’s career development. Moreover, the participant’s narratives made it possible to identify four phases of injury transition and the distinct psychological content (demands, resources, barriers, and coping strategies) relevant to each of the four phases. Based on the results of the study, we anticipate that athletes, sport psychology consultants, coaches, and members of sport medicine teams can benefit from greater awareness of the specific demands and barriers relevant to each phase of the injury transition process. This knowledge can be further used to facilitate the development of adequate resources and coping strategies to help injured athletes navigate the rehabilitation process and successfully return to active sport involvement. [ABSTRACT FROM AUTHOR]

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Abstract: We review published single subject design (SSD) studies that examine the effects of interventions for English learners at‐risk or with learning disabilities. Results of our literature search yielded 10 studies, five in reading, one in reading and behavior, and four in mathematics that met our inclusion criteria. Seven studies targeted Spanish‐speaking English learners, and three studies included students who spoke other languages than English and/or English only students. Two studies in mathematics included native language instruction. Six studies included English learners in second grade and above, and one study included high school students. We were able to calculate effect sizes (Hedges g) for eight of the 10 studies. Findings indicated a significant effect of the intervention for 12 of the 18 dependent variables measured. SSD methodology has the potential to help researchers and practitioners better understand what interventions work for English learners, and under what circumstances. [ABSTRACT FROM AUTHOR]

This paper presents a unilevel and multilevel approach for the analysis and meta-analysis of single-case experiments (SCEs). We propose a definition of SCEs and derive the specific features of SCEs’ data that have to be taken into account when analysing and meta-analysing SCEs. We discuss multilevel models of increasing complexity and propose alternative and complementary techniques based on probability combining and randomisation test wrapping. The proposed techniques are demonstrated with real-life data and corresponding R code. [ABSTRACT FROM PUBLISHER]