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ERIC Number: EJ1104221
Record Type: Journal
Publication Date: 2016-Jun
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1053-8151
What Equivocal Data from Single Case Comparison Studies Reveal about Evidence-Based Practices in Early Childhood Special Education
Ledford, Jennifer R.; Barton, Erin E.; Hardy, Jessica K.; Elam, Katie; Seabolt, Jordan; Shanks, Meredith; Hemmeter, M. L.; Kaiser, Ann
Journal of Early Intervention, v38 n2 p79-91 Jun 2016
Although comparison studies are important in early intervention/early childhood special education (EI/ECSE), results of well-designed comparison studies are likely to be unpublished because of undifferentiated or differently differentiated results across participants. The purpose of this article is to highlight the utility of comparison designs in the identification of evidence-based interventions for individual children. We present results from three single case comparative studies analyzing embedded and massed-trial instruction, high- and low-fidelity instruction, and small group versus 1:1 instruction conducted in ECSE settings. All participants learned all targeted behaviors in both instructional conditions and learned no behaviors assigned to control conditions. Results suggest that evidence-based practices are not a "one-size-fits-all" conclusion and that data-based decision making is critical even when empirically supported interventions are used.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee (Nashville)
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004
Grant or Contract Numbers: N/A