NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1095629
Record Type: Journal
Publication Date: 2016-May
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0271-1214
EISSN: N/A
The Iterative Use of Single Case Research Designs to Advance the Science of EI/ECSE
Barton, Erin E.; Ledford, Jennifer R.; Lane, Justin D.; Decker, Jessica; Germansky, Sara E.; Hemmeter, Mary Louise; Kaiser, Ann
Topics in Early Childhood Special Education, v36 n1 p4-14 May 2016
Research in early intervention/early childhood special education (EI/ECSE) is focused on identifying effective practices related to positive outcomes for young children with disabilities and their families. Individual responses to evidence-based practices are often variable, and non-responders are common. Single case research (SCR) might be particularly well suited to examining differences across participants given the dynamic nature of the methodology. The repeated measurement of behaviors and visual analysis of subsequent data allow researchers to continually monitor behavior and make necessary adaptations to ensure positive child outcomes. The purpose of this article is to illustrate the dynamic nature of single case research design (SCRD) and the utility of SCRD in the iterative development of adaptive evidence-based practices using three examples of SCR studies. Implications for research and practice in EI/ECSE are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A