Single-case designs and large N studies: The best of both worlds.

2014 ◽  
pp. 299-308 ◽  
Keyword(s):  
Single Case ◽  
Large N ◽  
Single Case Designs

scholarly journals Can We Generalize from Case Studies?

2015 ◽  
Vol 15 (3) ◽  
pp. 152-175 ◽  
Author(s):  
Paul F. Steinberg
Keyword(s):  
Case Studies ◽  
Single Case ◽  
Case Study Research ◽  
Political Systems ◽  
Ceteris Paribus ◽  
Large N ◽  
Climate Change Politics ◽  
The Comparative Study

This article considers the role of generalization in comparative case studies, using as exemplars the contributions to this special issue on climate change politics. As a research practice, generalization is a logical argument for extending one’s claims beyond the data, positing a connection between events that were studied and those that were not. No methodological tradition is exempt from the requirement to demonstrate a compelling logic of generalization. The article presents a taxonomy of the logics of generalization underlying diverse research methodologies, which often go unstated and unexamined. I introduce the concept of resonance groups, which provide a causeway for cross-system generalization from single case studies. Overall the results suggest that in the comparative study of complex political systems, case study research is, ceteris paribus, on par with large-N research with respect to generalizability.

Ad-statistic for single-case designs that is equivalent to the usual between-groupsd-statistic

2013 ◽  
Vol 24 (3-4) ◽  
pp. 528-553 ◽  
Author(s):  
William R. Shadish ◽  
Larry V. Hedges ◽  
James E. Pustejovsky ◽  
Jonathan G. Boyajian ◽  
Kristynn J. Sullivan ◽  
...  
Keyword(s):  
Single Case ◽  
Single Case Designs

Single-case designs in the modification of smoking

1976 ◽  
Vol 1 (4) ◽  
pp. 311-319 ◽  
Author(s):  
Lee W. Frederiksen
Keyword(s):  
Single Case ◽  
Single Case Designs

A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016

2018 ◽  
Vol 40 (3) ◽  
pp. 131-149 ◽  
Author(s):  
Elizabeth A. Stevens ◽  
Sunyoung Park ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Main Idea ◽  
Single Case Design ◽  
Quasi Experimental ◽  
Comprehensive Search ◽  
Single Case Designs

This systematic review examines the effects of summarizing and main idea interventions on the reading comprehension outcomes of struggling readers in Grades 3 through 12. A comprehensive search identified 30 studies published in peer-reviewed journals between 1978 and 2016. Studies included struggling reader participants in Grades 3 through 12; targeted summarizing or main idea instruction; used an experimental, quasi-experimental, or single-case design; and included a reading comprehension outcome. A meta-analysis of 23 group design studies resulted in a statistically significant mean effect of 0.97. Group size, number of sessions, grade level, and publication year did not moderate treatment effect. Visual analysis of six single-case designs yielded strong evidence for retell measures and a range of evidence for short-answer comprehension measures. Findings suggest that main idea and summarizing instruction may improve struggling readers’ main idea identification and reading comprehension. Limitations include the lack of standardized measures and the unreported, changing description of the counterfactual.

Case Studies Using Program Evaluation to Drive Evidence-Based Practices

2018 ◽  
pp. 109-131
Author(s):  
Julie Q. Morrison ◽  
Anna L. Harms
Keyword(s):  
Early Literacy ◽  
Case Studies ◽  
Behavioral Interventions ◽  
Single Case ◽  
Pilot Project ◽  
Evidence Based Practices ◽  
First Case ◽  
Single Case Designs ◽  
The Cost

This chapter consists of three case studies that illustrate how the evaluation approaches, methods, techniques, and tools presented in Chapters 1 to 5 can be translated into practice. The first case study describes an evaluation of the Dyslexia Pilot Project, a statewide multi-tier system of supports (MTSS) initiative targeting early literacy. In this evaluation, special attention was paid to the evaluating the cost-effectiveness of serving students in kindergarten to grade 2 proactively. The second case study features the use of single-case designs and corresponding summary statistics to evaluate the collective impact of more than 500 academic and behavioral interventions provided within an MTSS framework as part of the annual statewide evaluation of the Ohio Internship Program in School Psychology. The third case study focuses on efforts to evaluate the fidelity of implementation for teacher teams’ use of a five-step process for data-based decision making and instructional planning.

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