Single-case experimental designs (SCEDs) are a useful tool for evaluating the effects of interventions at an individual level and can play an important role in the development and validation of evidence-based practices. Historically, researchers relied on visual analysis of SCED data and eschewed statistical approaches. Although researchers increasingly include quantitative analysis in SCED research, it does not appear as though there is a consensus in the field regarding the role of quantitative analysis of SCED data. Using a survey of researchers with published SCED studies, this study provides preliminary evidence of the range of researchers’ opinions about quantitative analysis of SCED data. The results suggest that there is a broad range of opinions regarding the role of quantitative analysis of SCED data among active SCED researchers. Some of the differences may be attributable to field of study and years of experience.
Bibliographical noteFunding Information:
This paper is the product of a graduate seminar in the Special Education Program in the Department of Educational Psychology at the University of Minnesota. The authors declare that there are no conflicts of interest.
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- Quantitative analysis
- Single-case experimental designs
- Visual analysis