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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.
- Sales Rank: #1432304 in Books
- Brand: Brand: Routledge
- Published on: 2013-05-22
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .40" w x 6.00" l, .0 pounds
- Binding: Paperback
- 160 pages
- Used Book in Good Condition
Review
"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
About the Author
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.
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0 of 0 people found the following review helpful.
I believe that at best, this chapter does not provide adequate coverage of ...
By Marc E. Fey
This is an exciting new book that for the most part is well written. I was mostly interested in the chapter on new statistics based on overlapping data, though. I believe that at best, this chapter does not provide adequate coverage of the statistics that it DOES cover and it does not cover all of the procedures that could prove useful to clinicians, teachers, and researchers (which Vannest and others have described elsewhere). At worst, I believe this chapter contains significant errors that render learning of the techniques virtually impossible, especially for the intended audience of school personnell. Very disappointing because these authors CAN write.
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