Single Case Research in Schools
Practical Guidelines for School-Based Professionals
To Be Published May 23rd 2013 by Routledge – 160 pages
Series: School-Based Practice in Action
Single Case Research in Schools addresses and examines the variety of cutting-edge issues in single case research (SCR) in educational settings. Featuring simple and practical techniques for aggregating data for evidence-based practices, the book delves into methods of selecting behaviors of interest and measuring them reliably.
The latter part of Single Case Research in Schools is devoted to a step-by-step model of using SCR to evaluate practices in schools. This includes considerations such as measurement, date collection, length of phases, design consideratoins, calculating effect size and reliability of measures.
"The authors have clearly delivered on the promise of the School-based Practices in Action series, transforming the complexities of advanced statistical modeling into user-friendly steps appropriate for single case research. The text will be a welcome addition to educators who wish to evaluate the clinical value of published single case research as well as examine student intervention trends across their school district. The text would also make a great companion to a traditional academic research design text appropriate for single subject research courses."
—Tim Lewis, PhD, professor of special education and codirector, Center for Adolescent Research in Schools
"The expectations for the quality of educational research has risen dramatically over the past decade, and what defines high quality single case research has changed accordingly. With Single Case Research in Schools, Vannest, Davis, and Parker have provided a reference source for single case research that is both practical and user friendly, and yet still communicates the expectations for conducting rigorous single case research in educational settings. This text will be a valuable asset to students preparing to be educational researchers and to current researchers, as well as a means to inform school-based practitioners about research knowledge derived from single case research. It is a timely and practical publication."
—Michael L. Wehmeyer, PhD, professor, department of special education at Kansas University and director, Kansas University Center on Disability
"Single case research designs hold great promise for identifying and advancing practical educational strategies. Education is about the individual, and single case research focuses science on the impact of strategies to improve performance of individuals. Vannest, Parker and Davis describe how to design educational measures and use statistical procedures to better interpret single-case research designs. Their strong message is that the collection and use of data for decision-making is critical for on-going advances in education."
—Rob Horner, professor of special education, University of Oregon
Series Editors' Foreword Acknowledgements 1. History and Significance of Single Case Research 2. Foundations of SCR Design and Visual Analysis 3. SCR Statistical Analysis 4. Aggregation of Data for Evidence Based Practices 5. Behaviors of Interest and Their Reliable Measurement 6. Inter-Observer/Rater Reliability 7. How to Use SCR to Evaluate Practices in Schools 8. Considerations for Decision Making in Schools References Index
Kimberly J. Vannest, PhD, is an associate professor in the department of educational psychology at Texas A & M University. She has published more than eighty books, peer-reviewed publications, and software on the topic of intervention, progress monitoring, and single design. She has received awards for her research, teaching, and service and speaks internationally on the topic of single case research.
Richard I. Parker, PhD, is professor emeritus at Texas A & M University. He has published more than one hundred articles on this and related topics, and continues his scholarship in single case research and design. He currently lives in California.
John L. Davis, MA, LSSP,is a doctoral candidate in the department of educational psychology at Texas A & M University. He is a licensed specialist in school psychology with over ten years of experience providing direct service in schools. He has published on topics including measurement considerations in response to intervention, acceptability of intervention protocols in schools, and assessment of students with emotional disturbance and autism.