Single-case Research Design Research Articles

Case study research in HRD: a review of trends and call for advancement

PurposeThis study aims to examine how case study research has been applied in the field of human resource development (HRD).Design/methodology/approachThe authors examined HRD case study research by analyzing 118 refereed, empirical case study articles published between 2000 and 2020 in three Academy of HRD-sponsored journals.FindingsFindings suggest that case studies have an established place in HRD research. The disciplinary convention has been exploratory case studies, which, to a greater extent, draw on single-case research designs. When examining the proportion of case study articles in relation to all empirical, peer-refereed publications in the journals, the authors found a slight decline in case study research publications in recent years. The results of our post hoc exploratory analysis indicate that HRD case study research that contributes to theory development by eliciting concepts and their relationships is likely to receive more scholarly attention than case studies that provide rich descriptions of the phenomenon. The results also suggest that it is rather case study’s contribution to theory than selected features of case study that attracts scholars’ attention.Originality/valueThe study identified several approaches to conducting case study research that have received less attention by HRD researchers. The authors encourage HRD researchers to expand their repertoire of case study approaches. The authors also provide recommendations addressing the issues of methodological self-awareness, rigor and transparency in case study research.

A 10-Year Systematic Review of Participant Diversity of Single-Case Studies Published in Two Early Intervention/Early Childhood Special Education Research Journals

The field of special education has made great strides in identifying interventions that work. These practices have been described as evidence-based because they were effective across numerous studies. However, scholars in the field are also acutely aware that not all evidence-based practices will be equally effective for all children. Because of this, we sought to gain a better understanding of just who participated in single-case research design studies published in two early childhood journals from 2011 through 2020. Demographics for 267 participants from 67 studies were coded and statistically compared with federal data. Results suggest an overrepresentation of male participants, an overrepresentation of Black children, an overrepresentation of children diagnosed with autism, and an underrepresentation of Hispanic/Latinx children.

GOVERNMENT COMMUNICATION: A CRITICAL ANALYSIS OF THE STRATEGIC DIMENSIONS OF THE CENTRAL NATIONAL GOVERNMENT COMMUNICATION IN KENYA

Purpose: The purpose of this study is to critically analyze the strategic dimensions of the central national government communication in Kenya. The structure of the central national government communication is comprised of Presidential Strategic Communication Unit (PSCU), Office of the Government Spokesperson (OGS), and Ministry of information communication technology (ICT).
 Methodology: A single-case (embedded) research design was adopted and the target population was all the communication officers at the three government entities (PSCU, OGS, and Ministry of ICT). Data was collected through in-depth interviews and document analysis.
 Findings: The study findings indicate that the structure and process of government communicators are decentralized, uncoordinated, and adhoc. Communication is partly strategic and partly political. The professionals are mainly either recruited through political appointments, recommendations or recruited from civil service. Further, government communication is characterized by the pursuit of short/medium-term goals; strong political influence; limited specialized communication units; positioned at the lower level of the government structure; and considered a tactical tool that performs media and publicity functions. The study’s findings are an important addition to the emerging field of government communication, especially on African scholarship where there is a serious dearth.
 Unique contribution to theory, practice and policy: Given the environment under which government communication operates, the findings of this study contribute to the excellence theory of public relations that advocates for excellent communication units. The findings are also helpful to policymakers and researchers since it provides a better understanding of government communication for possible improvement, regulation, and replication.

Meta-Analysis of Mindfulness-Based Program Soles of the Feet for Disruptive Behaviors.

Mindfulness-based programs are a promising intervention modality for reducing disruptive behavior, and Soles of the Feet (SOF) is one program that teaches internal awareness of personal events (e.g., unpleasant emotions) and a self-regulation strategy to decrease disruptive behaviors. This study conducted a meta-analysis of single-case research design (SCRD) studies that implemented SOF to decrease disruptive behaviors. Existing SOF studies were evaluated using high-quality SCRD standards, resulting in 15 studies included in the analysis (49 participants; mean age 23.12 years (SD = 15.87); highly heterogeneous backgrounds). Studies were analyzed to calculate effect sizes using Tau-U, an innovative non-parametric statistical approach for estimating effect sizes in SCRD studies. The aggregated weighted Tau-U effect size of SOF across all studies was -0.87. Moderator analyses indicated SOF's effectiveness was robust across participant characteristics and delivery formats. This meta-analysis suggests that SOF is a moderately effective evidence-based practice for reducing disruptive behavior.

Smartphone Psychological Therapy During COVID-19: A Study on the Effectiveness of Five Popular Mental Health Apps for Anxiety and Depression

The aims of this study were to examine the effectiveness of a range of smartphone apps for managing symptoms of anxiety and depression and to assess the utility of a single-case research design for enhancing the evidence base for this mode of treatment delivery. The study was serendipitously impacted by the COVID-19 pandemic, which allowed for effectiveness to be additionally observed in the context of significant community distress. A pilot study was initially conducted using theSuperBetter app to evaluate the proposed methodology, which proved successful with the four finishing participants. In the main study, 39 participants commenced (27 females and 12 males,MAge = 34.04 years,SD = 12.20), with 29 finishing the intervention phase and completing post-intervention measures. At 6-month follow-up, a further three participants could not be contacted. This study used a digitally enhanced, multiple baseline across-individuals single-case research design. Participants were randomly assigned to the following apps:SuperBetter (n = 8),Smiling Mind (n = 7),MoodMission (n = 8),MindShift (n = 8), andDestressify (n = 8). Symptomatology and life functioning were measured at five different time points: pre-baseline/screening, baseline, intervention, 3-week post-intervention, and 6-month follow-up. Detailed individual perceptions and subjective ratings of the apps were also obtained from participants following the study’s completion. Data were analyzed using visual inspection, time-series analysis, and methods of statistical and clinical significance. Positive results were observed for all apps. Overall, more favorable outcomes were achieved by younger participants, those concurrently undertaking psychotherapy and/or psychotropic medication, those with anxiety and mixed anxiety and depression rather than stand-alone depression, and those with a shorter history of mental illness. Outcomes were generally maintained at 6-month follow-up. It was concluded that a diverse range of evidence-based therapies offered via apps can be effective in managing mental health and improving life functioning even during times of significant global unrest and, like all psychotherapies, are influenced by client features. Additionally, this single-case research design is a low-cost/high value means of assessing the effectiveness of mental health apps.Clinical Trial Registration: The study is registered with the Australian and New Zealand Clinical Trials Registry (ANZCTR), which is a primary registry in the World Health Organization Registry Network, registration number ACTRN12619001302145p (http://www.ANZCTR.org.au/ACTRN12619001302145p.aspx).

Advancing the Application and Use of Single-Case Research Designs: Reflections on Articles from the Special Issue.

This special issue of Perspective on Behavior Science is a productive contribution to current advances in the use and documentation of single-case research designs. We focus in this article on major themes emphasized by the articles in this issue and suggest directions for improving professional standards focused on the design, analysis, and dissemination of single-case research.

Effectiveness of Responsivity Intervention Strategies on Prelinguistic and Language Outcomes for Children with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Group and Single Case Studies

We conducted a systematic review to identify randomized controlled trials (RCTs) and single case research design (SCRD) studies of children with autism spectrum disorder that evaluate the effectiveness of responsivity intervention techniques for improving prelinguistic and/or language outcomes. Mean effect sizes were moderate and large for RCTs (33 studies; g = 0.36, 95% CI [0.21, 0.51]) and SCRD (34 studies; between-case standardized mean difference = 1.20, 95% CI [0.87, 1.54]) studies, respectively. Visual analysis (37 studies) revealed strong evidence of a functional relation for 45% of the opportunities and no evidence for 53%. Analyses of moderator effects and study quality are presented. Findings provide support for responsivity intervention strategies with more robust support for context-bound outcomes than more generalized outcomes.

Practical Use of Single-Case Research Design to Target Improved Behavioral Outcomes for Students With SLD

Intensive academic interventions help address the learning difficulties of students with specific learning disabilities (SLDs). Challenging behaviors exhibited during instruction can have a negative impact on the overall effectiveness of an academic intervention. In addition to academic interventions, students with SLD may benefit from behavioral interventions. One method for evaluating the effect of interventions that target improved behavioral outcomes for students with SLD is single-case research design (SCRD). This article provides an overview of critical features of SCRD studies evaluating behavioral interventions with students with SLD or interventions with teachers of students with SLD. The article also examines how research decisions were made to support other researchers’ development of high-quality SCRD studies.

Single-Case Research Design: Introduction to the Special Series

This article introduces and describes the articles that are part of the thematic special series on investigating research questions to improve services for students with learning disabilities using single-case research design. The issue includes an article for peer reviewers that serves as a guide for decision-making and evaluation of single-case research design manuscripts. The other articles are intended for researchers who are interested in designing academic and behavioral interventions for students with LD using single-case research designs. The articles provide readers with descriptions of methods, approaches, and techniques that lead to high-quality research design.

Examination of the Effectiveness and Acceptability of a Play-Based Sibling Intervention for Children with Autism: A Single-Case Research Design.

Complementary and reciprocal interactions are a defining feature of sibling relationships for young children. However, the social and communication difficulties of children with autism spectrum disorder (ASD) can make reciprocal play more difficult and play between siblings can be less rewarding. Sibling play can serve an important role in intervention and family cohesiveness, but there is no consistent method for involving siblings in intervention benefitting the sibling dyad. This study evaluated a novel treatment package including training siblings on play strategies to increase positive sibling play in combination with a sibling support group to offer social support for the neurotypical sibling (NT). The effects of the treatment package on NT sibling play and fidelity of implementation of naturalistic play strategies was examined using a concurrent multiple-baseline design across six dyads, five of whom completed the intervention. After behavior skills training, all NT siblings increased the number of strategies they used, and increased the frequency of initiations towards their sibling with ASD. In addition, the percentage of reciprocal play between siblings increased. Generalization probes and follow-up probes demonstrated above-baseline levels of performance across most dyads, indicating that the skills learned generalized across other toys and were maintained over time. Only three of the sibling support group sessions were completed due to the COVID-19 pandemic. Although the effectiveness of the sibling support group cannot be determined, social validity questionnaires suggest siblings and parents valued and liked the support group.Supplementary InformationThe online version contains supplementary material available at 10.1007/s43494-021-00043-5.

How to Be RAD: Repeated Acquisition Design Features that Enhance Internal and External Validity.

The Repeated Acquisition Design (RAD) is a type of single-case research design (SCRD) that involves repeated and rapid measurement of irreversible discrete skills or behaviors through pre-and postintervention probes across different sets of stimuli. Researchers interested in the study of learning in animals and humans have used the RAD because of its sensitivity to detect immediate changes in rate or accuracy. Despite its strengths, critics of the RAD have cautioned against its use due to reasonable threats to internal validity like pretest effects, history, and maturation. Furthermore, many methodologists and researchers have neglected the RAD in their SCRD standards (e.g., What Works Clearinghouse [WWC], 2020; Horner et al., 2005). Unless given guidance to address threats to internal validity, researchers may avoid the design altogether or continue to use a weak version of the RAD. Therefore, we propose a set of 15 quality RAD indicators, comprising foundational elements that should be present in all RAD studies and additional features that enhance causal inference and external validity. We review contemporary RAD use and describe how the additional features strengthen the rigor of RAD studies. We end the article with suggested guidelines for interpreting effects and the strength of the evidence generated by RAD studies. We invite researchers to use these initial guidelines as a jumping off point for a more RAD future.

A Virtual Reality Intervention to Reduce Dementia-Related Agitation Using Single-Case Design

ABSTRACT Objectives: The primary objective of this study was to use a single-case design to evaluate the utility of a VR intervention to reduce agitation behaviors in two female participants with a diagnosis of dementia. Methods A single-case research design with an ideographic approach was selected given the novelty of this intervention. A blended single case experimental design was used combining the Multiple-baseline design across individuals with a reversal design to examine the effects of VR nature scenes on agitation. Visual analysis was used to determine changes in mean, level, and latency of the behaviors. Results For both participants, a significant decrease in their respective agitation behaviors was observed during intervention phases. Conclusions This study provides preliminary evidence of the utility of VR as a brief and effective intervention to decrease agitation in individuals with dementia. Clinical Implications These initial, promising results may help caregivers improve the quality of life for dementia patients. Further, the brevity of the intervention makes this a practical tool for care providers working in clinical settings. The primary objective of this study was to use a single-case design to evaluate the utility of a VR intervention to reduce agitation behaviors in two female participants with a diagnosis of dementia.

Hybrid Telepractice Delivery of Enhanced Milieu Teaching: Effects on Caregiver Implementation and Child Communication.

Purpose This study investigated the effects of enhanced milieu teaching (EMT) on caregiver implementation of language support strategies and child communication skills using a hybrid telepractice service delivery model. Method Four caregivers and children with language delays aged 18-27 months participated in a multiple baseline across behaviors single-case research design. The therapist provided EMT to each caregiver-child dyad using a hybrid telepractice service delivery model with approximately 40% in-person and 60% telepractice sessions. Caregivers were taught to use five EMT language support strategies: matched turns, target talk, expansions, time delays, and milieu teaching episodes. Caregiver instruction followed the Teach-Model-Coach-Review approach. Caregiver outcomes were two measures of EMT implementation fidelity, accuracy, and frequency of EMT strategy use. Accuracy was measured by the percentage of spoken turns in which caregivers used each strategy correctly. Frequency was measured by the number of spoken turns in which caregivers used each strategy correctly. Child outcomes were number of communication acts, weighted count of communication acts, and number of different words. Results There was a functional relation between the intervention and the accuracy of EMT strategy use for all four dyads, and the frequency of strategy use for three dyads. Caregiver use of EMT strategies maintained for 6 weeks post-intervention. After caregivers learned EMT strategies, gradual increases in the number of communication acts, weighted count of communication acts, and number of different words occurred for three children. Conclusion Results demonstrate the preliminary efficacy of using a hybrid telepractice service delivery model to teach caregivers EMT language support strategies. Supplemental Material https://doi.org/10.23641/asha.14977605.

Visual Analysis Plus Hierarchical Linear Model Regressions: Morphosyntax Intervention with Deaf-and-Hard-of-Hearing Students

We conducted a pilot study using intentional teaching strategies with specially designed materials to improve accuracy and production of targeted English morphosyntax structures with six deaf and hard-of-hearing students (kindergarten to first grade). A multiple baseline single-case research design (SCRD) consisting of 20-minute sessions four times per week for the duration of a school year was implemented to determine the effect of the supplemental syntax curriculum. The data were inconsistent and highly variable. Visual analyses were problematic; therefore, hierarchical linear model (HLM) regression analyses were conducted with the time series SCRD data as an additional analysis. HLM regression analyses were used to interpret data that might otherwise be overlooked in SCRDs to provide specific values for the rate students were learning during the intervention phase of the study. This pilot study demonstrates that the syntax intervention produces promising results when data that are too messy for visual analysis are analyzed with HLM.

A Systematic Review of General Educator Behavior Management Training

The purpose of this review was to systematically analyze the literature on behavior management training for general educators (Pre–K-12). We identified 74 articles in which general educators were trained to implement a behavior management strategy. General educators were most commonly trained to implement behavior-specific praise ( n = 12), Class-Wide Function-Related Intervention Teams ( n = 8), or a multi-component intervention package (i.e., a student-level intervention that included a number of strategies; n = 21). The two most common training components were initial training provided in a one-on-one format ( n = 30) and the inclusion of ongoing coaching ( n = 29). Thirty-nine articles included measures of practitioner fidelity or discrete behaviors (e.g., behavior-specific praise) within the context of an experimental design. We evaluated methodological rigor and evidence of effectiveness of these 39 articles using What Works Clearinghouse standards. Eleven articles included group design studies, nine (81.82%) of which met standards with or without reservations, and four designs had promising evidence of effectiveness. Twenty-eight articles included a total of 49 single-case research designs, of which 27 designs (55.10%) met standards with or without reservations, and 23 designs provided moderate to strong evidence of effectiveness. Directions for future research and implications for the field are provided.

Application of Single-Case Research Designs in Undergraduate Student Reports: An Example From Wellbeing Science

Introduction: Psychological science is undergoing a period of change and transformation. Statement of the Problem: The crisis in confidence over psychological science has led to an emphasis on larger and larger sample sizes, sustaining an unfortunate neglect of single-subject research designs in undergraduate education. Literature Review: We identified several excellent articles advocating for the benefits of single-subject and small N designs over group-based research designs, yet single-case designs are seldom taught at undergraduate level. Teaching Implications: Teachers of psychology are provided with resources for implementing training in single-case research designs at undergraduate level, enabling students to draw objective conclusions in an N-of-1 research report. We do this using an example from a recently developed module on wellbeing science. Conclusion: Embedding an underused methodological approach for determining objective change in single individuals into undergraduate psychology curricula will help to develop practical skills applicable to many roles in the discipline of psychology, the healthcare sector and the quantified-self community.

Comparing Concrete and Virtual Manipulatives to Teach Algebra to Middle School Students with Disabilities

ABSTRACT Manipulatives are an effective mathematical tool to support students with disabilities in the area of mathematics. Yet, there remain inconsistencies in terms of which type – concrete or virtual – is more effective for students with disabilities working on algebra related content and which type is preferred by students. The researchers used an alternating treatment single case research design to compare the effectiveness of each type of manipulative in terms of students’ accuracy and independence when using the tools. Results indicate both types of manipulatives were effective in terms of accuracy no notable differences when comparing independence. However, when reviewing social validity interview data, all three students preferred virtual algebra tiles.

Effects of a Manualized Teacher-Led Coaching Intervention on Paraprofessional Use of Behavior-Specific Praise

Paraprofessionals are an essential part of special education. School districts increasingly rely on paraprofessional support to meet students’ needs, but formal professional development opportunities vary. A lack of training in effective instructional strategies is potentially problematic for the efficacy of support staff. A multiple-baseline across participants single-case research design examined the effects of a manualized teacher-to-paraprofessional coaching intervention to increase the rate of behavior-specific praise by paraprofessionals. Participant dyads (paraprofessionals and special education teachers) taught in a rural public elementary school serving third- through fifth-grade students. The collaborative multicomponent training program included self-monitoring, performance feedback, goal setting, modeling, and action planning. Analyses encompassed primary author visual analysis, masked visual analysis by three independent raters, and nonparametric statistical analysis. The intervention resulted in increased use of behavior-specific praise across all four paraprofessionals and participants indicated good social validity. Discussions include implications for future research and practice.

Systematic Review of Acceptance and Commitment Training Components in the Behavioral Intervention of Individuals with Autism and Developmental Disorders.

Acceptance and commitment therapy (ACT) is a contemporary approach to dealing with unhelpful private events and improving psychological flexibility (Hayes et al., 2006) that is often used in psychotherapy (Szabo, 2019). Nonpsychotherapeutic uses of ACT have been referred to as acceptance and commitment training (ACTraining; Moran, 2011, 2015; Szabo, 2019), which refers to the use of one or more of six processes-present moment attention or mindfulness, values clarification, committed action, self-as-context, defusion, and acceptance (Hayes et al., 2006)-implemented outside of psychotherapeutic settings. There has been a recent increase in interest in ACTraining within the behavior-analytic community, which has led behavior analysts to question whether ACTraining is useful to the field of applied behavior analysis (ABA) and whether it is within the scope of practice of behavior analysts. Tarbox et al. (2020) proposed that the use of ACTraining is within the scope of practice of behavior analysts and aligns with the seven dimensions of ABA as outlined by Baer et al. (1968). The purpose of the current study was to provide a systematic review of single-case research designs that measure the behavioral effects of ACTraining components conducted with individuals with autism spectrum disorder or developmental disorders, their parents, and their staff, and to inform clinicians and researchers about what variables have been evaluated and what gaps still exist.

Practical Use of Single-Case Research Designs When Testing Mathematics Interventions for Students With Learning Disabilities

Single-case research design is a useful methodology for evaluating the presence of a functional relation between an intervention and the mathematical performance of students with a learning disability. However, a functional relation cannot be established with threats to internal validity of the design. External validity is impacted if researchers do not clearly describe their methods so that others may replicate them. Therefore, single-case researchers must maximize the internal and external validity of their investigations. We provide a commentary on investigations published in Learning Disability Quarterly that implemented a mathematics intervention for students with a mathematics learning disability. We will highlight specific features of single-case designs within the review and provide recommendations for the field.