Evaluating Intervention Effects in Single‐Case Research Designs

By Kimberly J. Vannest, Jennifer Ninci. 2015

658 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, General Health Professions

View Paper: https://www.semanticscholar.org/paper/154bf96420cff0e73728979042749a5cf2d29ba3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

In Developmental and Educational Psychology

In General Health Professions

Citations in the corpus

A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance (2019, positive): “According to Vannest and Ninci (2015), Tau-U can be interpreted as 0 to .20 = small, .20 to .60 = moderate, .60 to .80 = large, and greater than .80 very large, depending on context, social validity, and needs of the participants.”
Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities (2020, methodology): “However, the use of alternative analysis for the effects of single-case research is relatively new and, in some cases, “benchmarks are not as useful as direct interpretations of the change in relationship” (Vannest & Ninci, 2015, pp. 408–409).”
Intercoder Reliability and Validity of WebPlotDigitizer in Extracting Graphed Data (2017, background): “In interpreting the magnitude of effects, Vannest and Ninci (2015) suggested benchmarks of 0 to .20 as small, Table 2.”
A Meta-Analysis of School-Based Group Contingency Interventions for Students With Challenging Behavior: An Update (2017, background): “This requires considering a variety of methodological aspects aside from the magnitude of treatment responses alone (Vannest & Ninci, 2015), such as the number of phase contrasts, the number of data points present within each phase, and interrater agreement indices, all of which contribute to…”
A Modified Dialogic Reading Intervention for Preschool Children With Autism Spectrum Disorder (2017, methodology): “The following guidelines can be used to interpret Tau-U effect size calculations: a 0.20 improvement may be considered a small change, 0.20 to 0.60 a moderate change, 0.60 to 0.80 a large change, and above 0.80 a large to very large change depending on the context (Vannest & Ninci, 2015).”