Single-case design interventions for deaf disabled students: a systematic literature review.

Abstract

This systematic review examined single-case design (SCD) interventions for Deaf and Hard-of-Hearing students with co-occurring disabilities (i.e., who are Deaf Disabled). Ten peer-reviewed studies met the inclusion criteria, targeting communication, behavior, or academic outcomes. Behavioral interventions demonstrated more durable generalization, while academic gains often required continued reinforcement. Study quality evaluated using Horner et al.'s indicators revealed two high-quality studies, four acceptable, and four below minimum standards, indicating notable methodological limitations. Findings highlight a significant gap in rigorous, language-focused SCD research. Improved methodological quality is needed to better inform multidisciplinary teams in designing individualized, evidence-based supports, while also considering how normative assumptions shape definitions of "improvement" and influence interpretations of effectiveness.