ERIC Number: EJ1237129
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0827-3383
EISSN: N/A
The Quality of Single-Case Evaluation Studies of Curricular Programs for Students with Disabilities
Martella, Ronald C.; Nelson, J. Ron; Marchand-Martella, Nancy E.; Sinclair, Tracy E.
International Journal of Special Education, v34 n1 p1-16 2019
Educational researchers conduct studies to gather critical empirical evidence in the determination of what are "evidence-based" curricular programs, which in turn, directly inform adoption efforts. The predominate method of validating these programs is through the use of group experimental designs, although single-case designs have also been advocated. This article posits the current standards set forth when validating curricular programs using single-case designs are significantly lacking. We propose an expansion of the existing standards to ensure a rigorous, accurate examination of curricular programs when determining their use as an evidence-based practice. We apply these standards to a subset of studies reviewed by McKenna, Kim, Shin, and Pfannenstiel (2017) in a recent evaluation of single-case reading intervention investigations including students with and at risk for emotional and behavioral disorders. Using our expanded standards, we found none of the 14 studies met quality standards for curricular program validation. Recommendations are discussed.
Descriptors: Curriculum Evaluation, Students with Disabilities, Educational Research, Evidence Based Practice, Program Validation, Reading Programs, Intervention, At Risk Students, Emotional Disturbances, Behavior Disorders, Standards, Curriculum Development, Research Design
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A