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The use of single-case effect sizes (SCESs) has increased in the intervention literature. Meta-analyses based on single-case data have also increased in popularity. However, few researchers who have adopted these metrics have provided an adequate rationale for their selection. We review several important statistical assumptions that should be considered prior to calculating and interpreting SCESs. We then more closely investigate a sampling of these newer procedures and conclude with critical analysis of the potential utility of these metrics., Author(s): Benjamin G. Solomon[sup.1] [sup.2] , Taylor K. Howard[sup.1] , Brit'ny L. Stein[sup.1] Author Affiliations: (1) School Psychology Program, School of Applied Health and Educational Psychology, Oklahoma State University, 434 [...]

This review evaluates self-management literature targeting problem behaviors of primary school students in general education settings. Thirty-one single-case design studies met inclusion criteria, of which 16 demonstrated adequate methodological rigor, according to What Works Clearinghouse (WWC) design standards. Visual analysis and WWC replication standards were applied to determine whether self-management interventions can be classified as evidence based. Effect sizes were calculated using percentage of non-overlapping data. Results were analyzed at study and individual participant levels in terms of behavior outcomes, student disability and grade. Overall, results suggested there is sufficient research for self-management interventions to be classified as evidence-based practice for primary students with problem behaviors in regular classrooms. Interventions were effective across behaviors, disability categories, and grades. Gaps in the identified evidence base are identified and discussed. Additional high-quality research evidence is required to support applications of self-management for particular outcomes and student subgroups. Implications for future research and practice are discussed., Author(s): Margherita L. Busacca[sup.1] , Angelika Anderson[sup.1] , Dennis W. Moore[sup.1] Author Affiliations: (1) Krongold Centre, Building 5, Faculty of Education, Monash University, Clayton Campus, 3800, Clayton, VIC, Australia Introduction [...]

There is considerable concern that students do not develop the writing skills needed for school, occupational, or personal success. A frequent explanation for this is that schools do not do a good job of teaching this complex skill. A recent meta-analysis of true- and quasi-experimental writing intervention research (S. Graham & D. Perin, 2007a) addressed this issue by identifying effective instructional writing practices. The current review extends this earlier work by conducting a meta-analysis of single subject design writing intervention studies. The authors located 88 single subject design studies where it was possible to calculate an effect size. They calculated an average effect size for treatments that were tested in 4 or more studies, using a similar outcome measure in each study. This resulted in the identification of 9 writing treatments that were supported as effective. These were strategy instruction for planning/ drafting, teaching grammar and usage, goal setting for productivity, strategy instruction for editing, writing with a word processor, reinforcing specific writing outcomes, use of prewriting activities, teaching sentence construction skills, and strategy instruction for paragraph writing. Keywords: writing, composition, meta-analysis, instruction, single subject design

Education and rehabilitation research with persons with developmental disabilities is often based on single-case designs (with small numbers of ordinal data points collected at irregular intervals) and relies upon graphic display and visual inspection of the data. This paper (a) provides a brief account of some statistical tests, which may serve to supplement the visual inspection process and (b) underlines some of their strengths and limitations to help education and rehabilitation personnel make a reasonable choice among them.

The status of single-case designs in counseling psychology is reviewed. Also, reasons for the underuse of these designs by counseling psychologists are discussed. Finally, potential contributions (a) in research linking process and outcome, (b) in group counseling, (c) across a variety of theoretical approaches, and (d) to evaluation and quality assurance in clinical practice are described.

In this article the author discusses how computer-assisted career counselors can become more accountable for their services by using intensive research designs. An overview of computer-assisted career guidance (CACG) is presented, and the relevance of the scientist-practitioner model is discussed. Applicable single-subject research, including simple and complex phase changes, alternating treatment designs, and replication are presented with examples for accountable CACG counseling. If your client has changed, how do you know it? To understand individuals, it is necessary to study individuals.