A systematic literature review of randomization procedures within single-case research designs

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology Pub Date : 2025-05-21 DOI:10.1016/j.jsp.2025.101458

Angus Kittelman , Aaron Mowery , Kathleen M. Conley , Sarah Quinn , Wenjing Bao , Aaron R. Campbell , Fahad Alresheed , Buket Erturk İnal , Wendy Machalicek

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Abstract

This systematic literature review examined the use of randomization procedures within single-case research designs in the field of education. We identified 717 documents that met our inclusion criteria for reports (articles, dissertations, theses) published or made available between 2010 and 2022. Results indicated a steady increase in the use of randomization procedures over this twelve-year period. Researchers most often included randomization procedures within multiple baseline and alternating treatments designs. The most common types of randomization procedures in order from most to least often reported were within-intervention case randomization, phase-order randomization, between-intervention case randomization, and intervention start-point randomization. In addition, randomization tests were conducted in 8% of studies. Findings of this study provide implications for research when using and reporting randomization procedures. Suggestions for determining suitable student outcomes and educational settings for using randomization procedures within single-case research are discussed.

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单例研究设计中随机化程序的系统文献综述

这篇系统的文献综述检查了在教育领域的单例研究设计中随机化程序的使用。我们确定了717份符合2010年至2022年间发表或提供的报告（文章、论文、论文）的纳入标准的文件。结果表明，在这12年期间，随机化程序的使用稳步增加。研究人员通常在多个基线和交替治疗设计中纳入随机化程序。从最常报道到最不常报道的随机化程序类型依次为干预内病例随机化、阶段顺序随机化、干预间病例随机化和干预起点随机化。此外，在8%的研究中进行了随机试验。本研究的发现为使用和报告随机化程序的研究提供了启示。讨论了在单例研究中使用随机化程序确定合适的学生结果和教育环境的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.70

自引率

8.00%

发文量

期刊介绍： The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.