Establishing Interventions via a Theory-Driven Single Case Design Research Cycle

Autor/inn/en	Kilgus, Stephen P.; Riley-Tillman, T. Chris; Kratochwill, Thomas R.
Titel	Establishing Interventions via a Theory-Driven Single Case Design Research Cycle
Quelle	In: School Psychology Review, 45 (2016) 4, S.477-498 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.17105/SPR45-4.477-498
Schlagwörter	Intervention; Research Design; Theories; Models; Evidence; Effect Size; Research Administration + Suchen Sie Ihr Suchwort? Forschungsdesign; Theory; Theorie; Analogiemodell; Evidenz; Forschungsadministration
Abstract	Recent studies have suggested single case design (SCD) intervention research is subject to publication bias, wherein studies are more likely to be published if they possess large or statistically significant effects and use rigorous experimental methods. The nature of SCD and the purposes for which it might be used could suggest that large effects and rigorous methods should not always be expected. The purpose of the current paper is to propose and describe a theory-driven cycle of SCD intervention research. The proposed SCD-specific cycle serves several purposes including (a) defining the purposes for which SCD research might be adopted, (b) specifying the types of evidence to be collected in establishing an intervention for applied use, and (c) illustrating the phases of SCD-based intervention research (i.e., development, efficacy, effectiveness, contextualization, and implementation). The proposed model is intended to serve as an intermediary between theory and research, facilitating the consideration of theory-driven expectations when selecting particular SCDs (e.g., reversal, multiple baseline) and interpreting SCD data. Next steps and future directions for research are included. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01