Perspectives on the Use of Quantitative Analysis in Single-Case Experimental Research

Autor/inn/en	Byiers, Breanne J.; Pennington, Brittany; Rudolph, Brenna N.; Ford, Andrea L. B.
Titel	Perspectives on the Use of Quantitative Analysis in Single-Case Experimental Research
Quelle	In: Journal of Behavioral Education, 30 (2021) 3, S.444-454 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09386-2
Schlagwörter	Statistical Analysis; Research Design; Research Methodology; Experiments; Case Studies; Intervention; Researchers; Opinions + Suchen Sie Ihr Suchwort? Statistische Analyse; Forschungsdesign; Research method; Forschungsmethode; Erprobung; Case study; Fallstudie; Case Study; Researcher; Forscher; Lehrmeinung
Abstract	Single-case experimental designs (SCEDs) are a useful tool for evaluating the effects of interventions at an individual level and can play an important role in the development and validation of evidence-based practices. Historically, researchers relied on visual analysis of SCED data and eschewed statistical approaches. Although researchers increasingly include quantitative analysis in SCED research, it does not appear as though there is a consensus in the field regarding the role of quantitative analysis of SCED data. Using a survey of researchers with published SCED studies, this study provides preliminary evidence of the range of researchers' opinions about quantitative analysis of SCED data. The results suggest that there is a broad range of opinions regarding the role of quantitative analysis of SCED data among active SCED researchers. Some of the differences may be attributable to field of study and years of experience. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01