What Works Clearinghouse Standards and Generalization of Single-Case Design Evidence

Hitchcock, John H.; Kratochwill, Thomas R.; Chezan, Laura C.

doi:10.1007/s10864-015-9224-1

Cited by 26 publications

(18 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, many researchers evaluated unique training procedures to train participants to implement SPAs, rather than modifying and evaluating one standardized training procedure. Researchers should consider standardizing training procedures to optimize training and determine whether a technique meets the criteria for evidence‐based practice (Hitchcock, Kratochwill, & Chezan, 2015). For example, after a researcher conducts a study that indicates an intervention results in mastery‐level responding, it may be beneficial to make those materials available online for other researchers to evaluate and potentially make modifications to optimize the training.…”

Section: Discussionmentioning

confidence: 99%

A review of the literature on staff training strategies that minimize trainer involvement

Marano

Vladescu

Reeve

et al. 2020

Behavioral Interventions

View full text Add to dashboard Cite

Asynchronous training procedures, which do not require the simultaneous presence of a trainer and trainee, may offer benefits over synchronous training because they may be more efficient, cost-effective, and easier to disseminate. Additionally, asynchronous training may address low trainer to staff ratios. The purpose of this literature review was to identify studies that used asynchronous training procedures to teach any skill related to job performance. A total of 54 articles (containing 58 experiments) were identified for inclusion. The asynchronous staff training techniques identified included video models, computer-based instruction,

show abstract

Section: Discussionmentioning

confidence: 99%

A review of the literature on staff training strategies that minimize trainer involvement

Marano

Vladescu

Reeve

et al. 2020

Behavioral Interventions

View full text Add to dashboard Cite

show abstract

“…A well-designed SCD makes it possible to draw inferences about the effects of an intervention for the participating individual(s). However, the growing focus on evidence-based practices in psychology and education has led to the need to address further, broader questionsnot only about what works for individual research participants, but under what conditions and for what types of individuals an intervention is generally effective (Hitchcock, Kratochwill, & Chezan, 2015;Maggin, 2015). Such questions are difficult to answer based on data from individual SCDs because single studies rarely include broad variation in participant, setting, and intervention procedures, and of course most include only a few participants.…”

Section: Discussionmentioning

confidence: 99%

Using response ratios for meta-analyzing single-case designs with behavioral outcomes

Pustejovsky

2018

Journal of School Psychology

151

130

View full text Add to dashboard Cite

Methods for meta-analyzing single-case designs (SCDs) are needed to inform evidence-based practice in clinical and school settings and to draw broader and more defensible generalizations in areas where SCDs comprise a large part of the research base. The most widely used outcomes in single-case research are measures of behavior collected using systematic direct observation, which typically take the form of rates or proportions. For studies that use such measures, one simple and intuitive way to quantify effect sizes is in terms of proportionate change from baseline, using an effect size known as the log response ratio. This paper describes methods for estimating log response ratios and combining the estimates using meta-analysis. The methods are based on a simple model for comparing two phases, where the level of the outcome is stable within each phase and the repeated outcome measurements are independent. Although auto-correlation will lead to biased estimates of the sampling variance of the effect size, meta-analysis of response ratios can be conducted with robust variance estimation procedures that remain valid even when sampling variance estimates are biased. The methods are demonstrated using data from a recent meta-analysis on group contingency interventions for student problem behavior.

show abstract

“…Compliant with recommendations for SCED analysis, outcome measures will be plotted against time (see Fig. 1) and these data will be examined visually for: (1) level; (2) trend; (3) variability; (4) immediacy of the effect; (5) overlap; and (6) consistency of data patterns in similar phases (Hitchcock, Kratochwill, & Chezan, 2015). Results from successive phases will be compared to determine if the intervention had an effect by changing the outcome from phase to phase (Hitchcock et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Evaluating the Effects of Performance-Focused Swimming Training on People with Cerebral Palsy Who Have High Support Needs – A Study Protocol Using Single-Case Experimental Design

et al. 2019

View full text Add to dashboard Cite

Background: People with cerebral palsy (CP) are less physically active than the general population and, consequently, are at increased risk of preventable disease. Evidence indicates that low-moderate doses of physical activity can reduce disease risk and improve fitness and function in people with CP. Para athletes with CP typically engage in ‘performance-focused’ sports training, which is undertaken for the sole purpose of enhancing sports performance. Anecdotally, many Para athletes report that participation in performance-focused sports training confers meaningful clinical benefits which exceed those reported in the literature; however, supporting scientific evidence is lacking. The aim of this paper is to describe the protocol for an 18-month study evaluating the clinical effects of a performance-focused swimming training programme for people with CP who have high support needs. Methods: This study will use a concurrent multiple-baseline, single-case experimental design across three participants with CP who have high support needs. Each participant will complete a five-phase trial comprising: baseline (A1); training phase 1 (B1); maintenance phase 1 (A2); training phase 2 (B2); and maintenance phase 2 (A3). For each participant, measurement of swim velocity, health-related quality of life and gross motor functioning will be carried out a minimum of five times in each of the five phases. Discussion: The study described will produce Level II evidence regarding the effects of performance-focused swimming training on clinical outcomes in people with CP who have high support needs. Findings are expected to provide an indication of the potential for sport to augment outcomes in neurological rehabilitation.

show abstract

What Works Clearinghouse Standards and Generalization of Single-Case Design Evidence

Cited by 26 publications

References 14 publications

A review of the literature on staff training strategies that minimize trainer involvement

A review of the literature on staff training strategies that minimize trainer involvement

Using response ratios for meta-analyzing single-case designs with behavioral outcomes

Evaluating the Effects of Performance-Focused Swimming Training on People with Cerebral Palsy Who Have High Support Needs – A Study Protocol Using Single-Case Experimental Design

Contact Info

Product

Resources

About