The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education

By R. Horner, E. Carr, J. Halle, G. McGee, S. Odom, M. Wolery. 2005

3,504 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/b52b3c852851febe825feb8ab54b7ec62df64177

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

1. Bryan G. Cook
2. G. Sugai
3. D. Browder
4. R. Horner
5. D. Test
6. Kimberly J. Vannest
7. Brandi Simonsen
8. M. Hudson

In Developmental and Educational Psychology

1. Steve Graham
2. Bryan G. Cook
3. K. Harris
4. D. Browder
5. G. Sugai
6. R. Horner
7. F. Spooner
8. Kimberly J. Vannest

In Psychiatry and Mental health

1. D. Browder
2. Bryan G. Cook
3. F. Spooner
4. D. Test
5. S. Odom
6. B. Cavanaugh
7. Steve Graham
8. Victoria F. Knight

Citations in the corpus

• Effects of a Professional Development Package to Prepare Special Education Paraprofessionals to Implement Evidence-Based Practice (2015, background): “To answer these pressing questions, researchers should aim to study professional development with the same experimental rigor applied to other educational practices (e.g., Gersten et al., 2005; Horner et al., 2005).”
• A Review of the Effects of Peer Tutoring on Students with Mild Disabilities in Secondary Settings (2007, background): “Thus, the single-subject studies do not meet the necessary quality standards (Horner et al., 2005).”
• Evidence-Based Practice for Teaching Academics to Students With Severe Developmental Disabilities (2012, methodology): “In addition, all of the studies retained for further analysis met all of the items listed under the indicator for results, graph, and design according to Horner et al. (2005).”
• Using Time Delay to Teach Literacy to Students with Severe Developmental Disabilities (2009, methodology): “The application of the Horner et al. (2005) criteria was not easy.”
• Repeated Reading Interventions for Students with Learning Disabilities: Status of the Evidence (2009, positive): “To determine if repeated reading could be classified as an evidence-based practice, we applied the criteria established by Horner et al. (2005) and Gersten et al. (2005) to the single-subject and experimental/quasi-experimental research studies, respectively.”
• Educational psychology and the effectiveness of inclusive education/mainstreaming. (2007, neutral): “…(National Research Council, 2002; Odom et al., 2005): rigorous correlation studies (Thompson, Diamond, McWilliam, Snyder, & Snyder, 2005), wellconstructed single-subject designs (Horner et al., 2005) and sound qualitative studies (Brantlinger, Jiminez, Klingner, Pugach, & Richardson, 2005).”
• Self-Management Interventions on Students With Autism (2014, background): “” Several versions of research assessment guidelines have been developed for single-subject research designs over the last 15 years (Chambless & Hollon, 1998; Horner et al., 2005; Kratochwill et al., 2010).”
• Single-Case Experimental Designs: A Systematic Review of Published Research and Current Standards (2012, methodology): “, Jacobsen & Christensen, 1996; Wachtel, 2010; Westen & Bradley, 2005; Westen, Novotny, & Thompson-Brenner, 2004) has renewed researchers’ interest in SCEDs as a means to assess intervention outcomes (e.g., Borckardt et al., 2008; Dattilio, Edwards, & Fishman, 2010; Horner et al., 2005; Kratochwill,”
• The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties (2008, background): “Third, given that only 6 participants were included in this investigation, additional replications are needed to support the generalizability of outcomes with students with EBD and writing difficulties ( Horner et al., 2005 ).”
• Response to Intervention: Examining Classroom Behavior Support in Second Grade (2007, methodology): “Visual analysis criteria were based on the guidelines of Horner et al. (2005) and Parsonson and Baer (1986).”
• Design-Comparable Effect Sizes in Multiple Baseline Designs (2014, methodology): “SCDs are used frequently in fields such as applied behavior analysis (Bailey & Burch, 2002), special education research (Horner et al., 2005), school psychology (Busse, Kratochwill, & Elliott, 1995), and psychotherapy (Borckardt et al., 2008).”
• Evaluating the Evidence Base of Shared Story Reading to Promote Literacy for Students with Extensive Support Needs (2011, methodology): “Discussion This review of the literature used a quality indicator checklist and standards developed by Test and colleagues (2009) based on the criteria recommended by Horner et al. (2005) to determine the quality of research and level of evidence for using shared story reading to promote literacy fo”
• Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention (2011, neutral): “Stability was defined as 50% or less variability around the mean for three consecutive days and absence of trend (Horner et al., 2005).”
• Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development (2009, methodology): “We evaluated 16 research studies that employed single-subject designs on seven quality indicators proposed by Horner et al. (2005).”
• Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise (2010, methodology): “According to guidelines for visual analysis, provided by Horner et al. (2005), a functional relationship is evident if (a) there is a clear separation in level among the phases (i.e., there is minimal or no overlap among the data paths associated with each phase), (b) the data are stable (i.e.,…”
• Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis (2019, methodology): “…prior to 2005, which marked the publication of the special issue of Exceptional Children on scientific methods for special education research (e.g., Gersten et al. 2005; Horner et al., 2005), a defining point for the evaluation of QIs when determining a study’s contribution to the evidence base.”
• Critical Educational Program Components for Students With Emotional and Behavioral Disorders: Science, Policy, and Practice (2011, background): “However, there is little opposition to the general notion that educators need to be more adept at identifying and consistently using practices that have proven benefit (Horner et al., 2005; Shavelson & Towne, 2002; Sutherland, Lewis-Palmer, Stichter & Morgan, 2008).”