The application of single-subject research designs to the field of learning disabilities.

Abstract

This article discusses the acknowledged gap that exists between educational research and practice, specifically the limited relevance of the former for the latter. The author describes, illustrates, and advocates the multiple baseline, single-subject research method as an approach that produces applicable results. — G.M.S. Arguments are presented suggesting that single-subject research designs can form a basis for establishing a working relationship between researchers and clinicians. At the heart of the arguments is an emphasis on focusing activities at the level of the individual child. Issues regarding variability, generality, sampling, and the “believability” of multiple-baseline single-subject designs are discussed from the researcher's perspective. The potential benefits of such a relationship to the clinician as well as to the learning disabilities field in general are also explored.