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IES Summer Research Institute: Single-case Intervention Design and Analysis

IES Summer Research Institute: Single-case Intervention Design and Analysis. Day 1 1:00-2:00 Tom Kratochwill & Rob Horner Logic and Foundations of Single Case Research. Single-Case Research within IES Goal Structure. Goal 2 Development. Goal 3 Efficacy. Goal 4 Effectiveness.

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IES Summer Research Institute: Single-case Intervention Design and Analysis

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  1. IES Summer Research Institute:Single-case Intervention Design and Analysis Day 1 1:00-2:00 Tom Kratochwill & Rob Horner Logic and Foundations of Single Case Research

  2. Single-Case Research within IES Goal Structure Goal 2 Development Goal 3 Efficacy Goal 4 Effectiveness Develop Intervention • Designing interventions Iterative testing with Single-case Design Randomized Control Trials Analysis of Weak and Non-Responders with Single-case Designs

  3. Research Questions addressed viaSingle-case Methods • Single-case Research Questions will have four features: • Independent variable • Dependent variable • Focus is on functional relation (causal effect) • Dimension(s) of predicted change (level, trend, variability) ----------------------------------------------------------------------------------------------------- • Is there a functional relation between implementation of Functional Communication Training and reduction in the level of escape-maintained screaming for young children with autism and severe intellectual disabilities? • Is there a functional relation between increased level and slope of words read correct per min on weekly progress monitoring assessments and introduction of immediate performance feedback during literacy instruction for third graders with at-risk literacy skills?

  4. Types of Research Questions that Can be Answered with SCDs • Evaluate Intervention Effects Relative to Baseline • Does Multi-systemic Therapy reduce the level of problem behavior for students with Emotional Behavior Disorders? • Compare Relative Effectiveness of Interventions • Is “function-based behavior support” more effective than “non-function-base support” at reducing the level and variability of problem behavior for this participant? • Compare Single- and Multi-Component Interventions • Does adding Performance Feedback to Basic Teacher Training improve the fidelity with which instructional skills are used by new teachers in the classroom?

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