Single-Case Designs for Educational Research

By C. Kennedy. 2004

1,540 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f2865a1a112922d7fc68a06eaae95431fd200d5b

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Citations in the corpus

A Delphi Study to Operationalize Evidence-Based Predictors in Secondary Transition (2015, methodology): “We graphed the rankings and used visual analysis (Kennedy, 2005) to determine the natural breaking point of the scores.”
A Comparison of Three Types of Opportunities to Respond on Student Academic and Social Behaviors (2010, methodology): “To provide evidence that the measures of the dependent variables were accurate, secondary observer(s) collected interobserver agreement (IOA) data within each condition of the study (Kennedy, 2005).”
Systematic Use of Visual Analysis for Assessing Outcomes in Single Case Design Studies (2017, methodology): “Visual analysis of data is a fundamental component of studies utilising single case designs (SCDs), allowing for in-depth evaluation of data across all conditions in a study (Kazdin, 2010; Kennedy, 2005).”
Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders (2007, background): “Although these checks occurred across phases and agreement estimates across variables were acceptable, agreement checks on at least 20% of total observation sessions are generally recommended (Kennedy, 2005).”
The Use of a Bar Model Drawing to Teach Word Problem Solving to Students With Mathematics Difficulties (2017, background): “, withdrawal or reversal designs) once taught, and mastery of skills that has been achieved (Gast, 2010; Hersen & Barlow, 1976; Kennedy, 2005).”
Racial and Ethnic Diversity of Participants in Research Supporting Evidence-Based Practices for Learners With Autism Spectrum Disorder (2016, background): “Nevertheless, describing participants with sufficient detail is an essential aspect of systematic replication associated with single subject research and modern meta-analytic techniques (Gast, 2010; Johnston & Pennypacker, 2009; Kennedy, 2005; Tawney & Gast, 1984).”
A Quantitative Synthesis of Methodology in the Meta-Analysis of Single-Subject Research for Students with Disabilities: 1985–2009 (2011, methodology): “This approach provides an overview of the general experimental strength of the group of studies but does not provide information on other aspects related to internal strength such as interobserver agreement and treatment integrity (Kennedy, 2005).”
Evaluating Effective Writing Instruction for Adolescent Students in an Emotional and Behavior Support Setting (2010, methodology): “A multiprobe multiple-baseline acrossparticipants design (Kennedy, 2005) was employed to assess the effects of SRSD instruction for POW + TREE across students over time.”
Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention (2011, methodology): “The use of 10-min observation periods was determined to be adequate for sampling the teacher behavior (Kennedy, 2005) and reasonable for accurate recording (Smith, Madsen, & Cipani, 1981).”
Peer Supports as an Alternative to Individually Assigned Paraprofessionals in Inclusive High School Classrooms (2007, background): “, normative comparisons) as well as examining whether peers’ relationships maintain over time and across settings (Kennedy, 2005).”
Using Opportunities to Respond in a General Education Classroom: A Case Study (2009, methodology): “Frequencies were tallied and the smaller total was divided by the larger total and multiplied by a hundred (Kennedy, 2005).”
Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training (2009, methodology): “Design and Procedure To evaluate the effects of activity schedules and task correspondence training, a multiple baseline across participants design was used (Kennedy, 2005).”
Mathematics Interventions for Individuals with Autism Spectrum Disorder: A Systematic Review (2016, unknown): “Visual analysis methods described by Kennedy (2005) and Kratochwill et al. (2010) were used to ascertain the number of successful implementations of the independent variable(s) (IV) to mathematics outcomes within or across participants (Reichow and Volkmar 2010).”
The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students With Learning Disabilities (2013, unknown): “Eighty-percent agreement is typically considered adequate (Kennedy, 2005).”