Quantitative synthesis of data from single-case designs (SCDs) is becoming increasingly common in psychology and education journals. Because researchers do not ordinarily report numerical data in addition to graphical displays, reliance on plot digitizing tools is often a necessary component of this research. Intercoder reliability of data extraction is a commonly overlooked, but potentially important, step of this process. The purpose of this study was to examine the intercoder reliability and validity of WebPlotDigitizer (Rohatgi, 2015), a web-based plot digitizing tool for extracting data from a variety of plots, including XY coordinates of interrupted time-series data. Two coders extracted 3,596 data points from 168 data series in 36 graphs across 18 studies. Results indicated high levels of intercoder reliability and validity. Implications of and recommendations based on these results are discussed in relation to researchers involved in quantitative synthesis of data from SCDs.

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The effectiveness of behavior reduction strategies is likely affected by any number of ancillary variables. The purpose of this study was to provide a quantitative review of school‐based behavior reduction interventions and some ancillary variables that may modulate the effectiveness of those interventions. Tau‐U, an effect size statistic for single‐case designs that takes into account level and trend, was calculated across studies, allowing for examination of several moderator variables including type of functional behavior assessment method used. Moderate intervention effects were found across all studies with a small yet insignificant difference between function‐ and nonfunction‐based interventions. The largest difference in a moderator variable was intervention setting, with studies conducted in the natural environment producing larger effects than those in pull‐out settings. Possible explanations for these findings, limitations of the study, and areas of future research are discussed.

Therapy balls are air‐filled rubber balls ranging from 20 to 30 in. in diameter that are sometimes used in place of traditional 4‐legged chairs in classrooms. Unfortunately, research on the effects of therapy balls as chairs is limited. Therefore, this study evaluated the effects of therapy balls on the on‐task behavior and academic performance of elementary students diagnosed with Attention Deficit Hyperactivity Disorder. An alternating treatments design was implemented with 4 students from the 3rd and 4th grades comparing therapy ball seating to traditional classroom chairs. No effect of the therapy balls was found, although students preferred sitting on the therapy balls. Teachers reported that the therapy balls were difficult to use and did not find them particularly effective.

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