Abstract
Research in the field of special education often incorporates single-subject designs to investigate the effectiveness of educational practices for students with disabilities. As such, it is important that educators and educational professionals understand the characteristics of single-subject research methodologies and how those characteristics allow conclusions to be drawn about effectiveness of practices. Because conclusions about whether an intervention causes changes in student outcomes can be derived from single-subject research, it has much to offer to discussion of evidence-based practice and the ultimate identification of evidence-based practices for students with disabilities.
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