Rethinking Rigor in Multiple Baseline and Multiple Probe Designs

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2023-04-01 DOI:10.1177/07419325221102539

Jennifer R. Ledford, Kathleen N. Zimmerman

引用次数: 2

Abstract

A number of resources are available for evaluating the rigor of single-case designs, including the commonly used multiple baseline design. In this article, we discuss two characteristics commonly cited as necessary for the highest rigor in multiple baseline designs—concurrence and response-guided baseline condition duration. We suggest that both nonconcurrence and response-independent baseline condition duration may be appropriate in some situations. Suggestions for researchers include improved reporting and graphing. Future research is needed to determine experimental differences when these design variations are used.

查看原文本刊更多论文

重新思考多基线和多探头设计的严谨性

许多资源可用于评估单个案例设计的严格性，包括常用的多基线设计。在这篇文章中，我们讨论了两个通常被认为是多基线设计中最高严格性所必需的特征——并发性和反应指导的基线条件持续时间。我们建议，在某些情况下，非发作和反应独立的基线条件持续时间可能是合适的。对研究人员的建议包括改进报告和绘图。未来的研究需要确定在使用这些设计变化时的实验差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.