In recent years, there has been an increase in the use of single-subject design in special education research. This paper provides an insightful overview of the application of single-subject design within special education studies. The paper delves into an exploration of the fundamental concepts underlying single-subject design, its historical origins, and the wide range of purposes it serves. Furthermore, an examination of the strengths and weaknesses inherent to single-subject design is undertaken. Finally, an evaluation of withdrawal design, multiple baseline design, and alternating treatment design and their special education research application are offered. In this evaluation, the researcher specifically examines how these designs can be applied in special education research contexts. By exploring these variations, this paper provides insights into the diverse ways single-subject design can be applied to address the unique research needs and challenges in special education.
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