Single-Case Intervention Research Design Standards

By Thomas Kratochwill, John H. Hitchcock, R. Horner, J. Levin, S. Odom, D. Rindskopf, W. Shadish. 2013

1,333 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/50ed79be1e7b2a4cd2279bb38de8dc369dcdd582

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Citations in the corpus

Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review (2015, positive): “By excluding SCD studies, such reviews a) omit a vital experimental research methodology now being recognized as a valid scientific approach (Kratochwill et al., 2013) and b) eliminate the major body of research literature on interventions for children and youth with ASD.”
A Meta-Analysis of Single-Case Research Using Mathematics Manipulatives With Students At Risk or Identified With a Disability (2020, methodology): “This decision was made because there is no consensus on one ES to use for SCED data (Kratochwill et al., 2013; Pustejovsky, 2018) and the practice of reporting multiple ESs has grown (Losinski, Ennis, Sanders, & Nelson, 2018; Maggin, Pustejovsky, & Johnson, 2017).”
Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills (2020, methodology): “Exceptional Children, 65(1), 7–21. https://doi. org/10.1177/001440290507100405 *Sinclair, M. F., Christenson, S. L., & Thurlow, M. L. (2005).”
A Systematic Evidence Review of the Check-In/Check-Out Program for Reducing Student Challenging Behaviors (2015, background): “Third, the reliance on visual analysis to evaluate single-case research reports remains the preferred method, although visual analyses lack transparency because the graphed data are not readily available to the reader (Kratochwill et al., 2013).”
CEC’s Standards for Classifying the Evidence Base of Practices in Special Education (2015, methodology): “The presence of a functional relation is established by examining data across phases for changes in (a) level (mean scores within phases), (b) trend (slope of data within a phase), and (c) variability (range of scores around a level or trend line); as well as assessments of the (d) immediacy of any ”
Dialogic Reading in Early Childhood Settings: A Summary of the Evidence Base (2017, methodology): “In addition, SCRD studies were coded for adherence to the following six design standards recommended by WWC (Kratochwill et al., 2010, 2013): (a) systematic manipulation of independent variable, (b) repeated measure of dependent variable, (c) IOA reported for over 20% of data, (d) IOA at over 80%…”
A Modified Dialogic Reading Intervention for Preschool Children With Autism Spectrum Disorder (2017, methodology): “Experts currently recommend that calculations of effect size be used as a supplement to traditional visual analysis, to interpret intervention effects in single-case design studies (Kratochwill et al., 2013; Ross & Begeny, 2014).”
Design-Comparable Effect Sizes in Multiple Baseline Designs (2014, background): “Comparability across multiple baseline designs and between-subjects experiments is thus an important criteria, as emphasized in several recent discussions of meta-analysis for single case research (Horner, Swaminathan, Sugai, & Smolkowski, 2012; Kratochwill et al., 2012).”
A Meta-Analysis of School-Based Group Contingency Interventions for Students With Challenging Behavior: An Update (2017, methodology): “These cases represented both student and classroom levels of behavior, with both meeting the WWC criteria for the number of cases, studies, and independent research teams needed to deem a practice as evidence based (Kratochwill et al., 2013).”
Internet Gaming Disorder Treatment: A Case Study Evaluation of Four Different Types of Adolescent Problematic Gamers (2019, positive): “Nonetheless, various authors report the validity of an intervention when similar effects are produced in different replications (Kratochwill et al. 2012).”
A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016 (2019, methodology): “…variable, (b) interobserver agreement, (c) the number of attempts to demonstrate an intervention effect, (d) the number of data points per phase, and (e) data extraction and visual analysis from the graphs provided (Kratochwill et al., 2013; see the SCD analysis section for more details).”
A Call for Examining Replication and Bias in Special Education Research (2014, methodology): “By adhering to guidelines for high-quality single-case research (e.g., Horner et al., 2005; Kratochwill et al., 2013), special education researchers can conduct valid replication studies for virtually any population in virtually any setting.”
The Concrete–Representational–Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis (2018, background): “Hence, the authors confirmed that all included single-case studies had designs to support experimental control (e.g., ABAB and multiple baseline; Kratochwill et al., 2013); the first author examined each article, and the second author conducted IOA on a minimum of 33% of the articles to confirm a…”