Effects of subject and rater characteristics on the accuracy of visual analysis of single subject data

Richards, Stephen B.; Taylor, Ronald L.; Ramasamy, Rangasamy

doi:10.1002/(sici)1520-6807(199710)34:4<355::aid-pits7>3.0.co;2-k

Cited by 14 publications

(15 citation statements)

References 6 publications

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“…Several behavior analysts have cautioned against the use of such methods for interpreting singlesubject research (e.g., Baer, 1977). Furthermore, statistical significance does not necessarily indicate educational significance (Richards, Taylor, & Ramasamy, 1997). Furthermore, statistical significance does not necessarily indicate educational significance (Richards, Taylor, & Ramasamy, 1997).…”

Section: Limitationsmentioning

confidence: 99%

Effects of GO 4 IT . . . NOW! Strategy Instruction on the Written IEP Goal Articulation and Paragraph-Writing Skills of Middle School Students With Disabilities

Konrad

Test

2007

Remedial and Special Education

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The current standards-based reform movement, which emphasizes teaching academic skills to all students, holds promise for students with disabilities. However, there is concern that this movement's sole focus on academic skills will leave less room for teaching self-determination skills. One possible solution is to identify interventions that can teach self-determination and academic skills simultaneously. This study investigated the effects of such an intervention (i.e., GO 4 IT . . . NOW!) with 12 middle school students with high-incidence disabilities. The findings showed a functional relationship between the instruction and (a) students' abilities to articulate Individualized Education Program (IEP) goals in writing and (b) paragraph-writing skills in students' IEP goal paragraphs.

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Section: Limitationsmentioning

confidence: 99%

Effects of GO 4 IT . . . NOW! Strategy Instruction on the Written IEP Goal Articulation and Paragraph-Writing Skills of Middle School Students With Disabilities

Konrad

Test

2007

Remedial and Special Education

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“…This study used the ABCACB Multiple-Treatment Reversal Design to evaluate the intervention outcome (Kazdin 2011 ; Richards et al 2013 ). The interface content was derived based on 20 types of campus scenarios.…”

Section: Methodsmentioning

confidence: 99%

Speech-generating devices: effectiveness of interface design—a comparative study of autism spectrum disorders

et al. 2016

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Background We analyzed the efficacy of the interface design of speech generating devices on three non-verbal adolescents with autism spectrum disorder (ASD), in hopes of improving their on-campus communication and cognitive disability. The intervention program was created based on their social and communication needs in school. Two operating interfaces were designed and compared: the Hierarchical Relating Menu and the Pie Abbreviation-Expansion Menu.Methods The experiment used the ABCACB multiple-treatment reversal design. The test items included: (1) accuracy of operating identification; (2) interface operation in response to questions; (3) degree of independent completion. Each of these three items improved with both intervention interfaces.ResultsThe children were able to operate the interfaces skillfully and respond to questions accurately, which evidenced the effectiveness of the interfaces.ConclusionsWe conclude that both interfaces are efficacious enough to help nonverbal children with ASD at different levels.

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“…One of the clear advantages for using a multiple treatment design is the ability to evaluate more than one treatment with the reintroduction of baseline conditions, without validity being compromised (Richard, Taylor, Ramasamay, & Richards, 1998). However, whenever more than one treatment is provided in sequence to the same subjects, there exists the possibility of "multipletreatment interference," or one treatment influencing the other (Kazdin, 1982).…”

Section: Limitationsmentioning

confidence: 99%

Universal Design For Transition: A Single Subject Research Study On The Impact Of UDT On Student Achievement, Engagement And Interest

Scott¹,

Saddler²,

Thoma³

et al. 2011

JPSY

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Universal design for transition (UDT) refers to an approach to instructional planning, delivery, and assessment that bridges the gap between teaching academic and functional/transition goals. It builds upon the principals of universal design for learning (UDL) assuring that instructional practices are designed to meet the needs of diverse learners through the use of multiple means of engagement, expression, and representation. UDT assures that instruction includes multiple transition domains, multiple transition assessment, multiple resources/perspectives and student self-determination to support academic achievement and the transition to adult life. The purpose of this study was to determine whether the use of a UDT approach to instructional design and delivery had the results predicted when used in a high school social studies class. A single subject multiple-treatment design was used to determine the impact of each instructional approach. Quantitative data was gathered through observation and survey of 6 students at the secondary-education level. The findings indicated that students with disabilities were more interested and engaged and had better academic achievement when a UDT approach was used compared to the other two approaches. Implications for UDT being an effective evidence-based approach to instruction and assessment, as well as future research on UDT are presented.

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Effects of subject and rater characteristics on the accuracy of visual analysis of single subject data

Cited by 14 publications

References 6 publications

Effects of GO 4 IT . . . NOW! Strategy Instruction on the Written IEP Goal Articulation and Paragraph-Writing Skills of Middle School Students With Disabilities

Effects of GO 4 IT . . . NOW! Strategy Instruction on the Written IEP Goal Articulation and Paragraph-Writing Skills of Middle School Students With Disabilities

Speech-generating devices: effectiveness of interface design—a comparative study of autism spectrum disorders

Universal Design For Transition: A Single Subject Research Study On The Impact Of UDT On Student Achievement, Engagement And Interest

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