Establishing Interventions via a Theory-Driven Single Case Design Research Cycle

Academic and behavior combined support: A single-case practice-based replication study

The purpose of this research was to conduct a practice-based replication of Academic and Behavior Combined Support (ABC Support), a previously developed and experimentally evaluated supplemental intervention that merges a combined focus on reading fluency and academic engagement. In the present study, a school-based interventionist and data collector had access to implementation resources online and participated in virtual training and coaching. Four Grade 2 students received the ABC Support intervention for 6 weeks in their school. Students' oral fluency on training and non-training reading passages, as well as occurrence of engagement and disruptive behaviors during universal reading instruction, were measured repeatedly across baseline, intervention, and follow-up phases in a multiple-baseline design. In concert with prior empirical findings on ABC Support, analyses revealed improvement from baseline to intervention for both reading and behavior outcomes, as well as from baseline to follow-up assessments. Empirical contributions of the study are offered within the context of replication research and an implementation science perspective. We also emphasize the importance of telecommunication for practice-based research evaluation of interventions.

Defining and assessing immediacy in single-case experimental designs

Immediacy is one of six data aspects (alongside level, trend, variability, overlap, and consistency) that has to be accounted for when visually analyzing single-case data. Given that it is one of the aspects that has received considerably less attention than other data aspects, the current text offers a review of the proposed conceptual definitions of immediacy (i.e., what it refers to) and also of the suggested operational definitions (i.e., how exactly is it assessed and/or quantified). Provided that a variety of conceptual and operational definitions is identified, we propose following a sensitivity analysis using a randomization test for assessing immediate effects in single-case experimental designs, by identifying when changes were most clear. In such a sensitivity analysis, the immediate effects are tested for multiple possible intervention points and for different possible operational definitions. Robust immediate effects can be detected if the results for the different operational definitions converge.

Network Meta-Analysis for Single-Case Design Studies: An Illustration

Single-case designs (SCDs) are used to evaluate the effects of interventions on individual participants. By repeatedly measuring participants under different conditions, SCD studies focus on individual effects rather than on group summaries. The main limitation of SCDs remains its generalisability to wider populations, reducing the relevance of their findings for practice and policy making. With this limitation in mind, methodological developments for synthesising SCD data from different studies that investigate the same research question have intensified in the past decades (e.g. multilevel modelling). However, these techniques are restricted to comparing two interventions at a time and can only incorporate evidence from studies that directly compare the two treatments of interest. These limitations could be addressed by using network meta-analysis that incorporates both direct and indirect evidence to simultaneously compare multiple interventions. Despite its potential, network meta-analytical techniques have yet to be applied to SCD data. Thus, in this paper, we argue that network meta-analysis can be a valuable tool to synthesise SCD data. We demonstrate the use of network meta-analysis in SCD data using a real dataset, and we conclude by reflecting on the challenges that SCD researchers might face when applying network meta-analysis methods to their data.

Five direct behavior rating multi-item scales: Sensitivity to the effects of classroom interventions

Direct Behavior Rating (DBR) is a tool designed for the assessment of behavioral changes over time. Unlike methods for summative evaluations, the development of progress monitoring tools requires evaluation of sensitivity to change. The present study aimed to evaluate this psychometric feature of five newly developed DBR Multi-Item Scales (DBR-MIS). Teachers identified students with behaviors interfering with their learning or the learning of others and implemented a Daily Report Card (DRC) intervention in the classroom settings for two months. The analyses were performed on 31 AB single case studies. Change metrics were calculated at an individual level by using Tau-U_{A vs. B + trend B} and Hedges' g and at a scale-level by using Mixed Effect Meta-Analysis, Hierarchical Linear Models (HLMs), and Between-Case Standardized Mean Difference (BC-SMD). HLMs were estimated considering both fixed and random effects of intervention and linear trend within the intervention phase. The results supported sensitivity to change for three DBR-MIS (i.e., Academic Engagement, Organizational Skills, and Disruptive Behavior), and the relative magnitudes were consistent across the metrics. Sensitivity to change of DBR-MIS Interpersonal Skills received moderate support. Conversely, empirical evidence was not provided for sensitivity to change of DBR-MIS Oppositional Behavior. Particular emphasis was placed on the intervention trend in that responses to behavioral interventions might occur gradually or require consistency over time in order to be observed by raters. Implications for the use of the new DBR-MIS in the context of progress monitoring of social-emotional behaviors are discussed.

Examining Second Graders' Healthy Food Choices: Through Literacy and Active Learning

The purpose of this study was to investigate the implementation of a nutrition module and activities (Go, Slow, Whoa) in a literacy environment through an active learning approach. Second graders (N = 85) from diverse socioeconomic status (SES) areas completed the 12-week program. The participants' perceptions of healthy food choices were measured both pre- and post-intervention. Students met for 30 minutes twice a week, to complete 5-lessons from a Coordinated Approach to Child Health (CATCH) nutrition module and activities (Go, Slow, Whoa). Measures were taken both pre- and post-intervention (Food Fury Quiz) to distinguishing between healthy and unhealthy foods (images). There was a statistically significant improvement (t = 12.16, df =84, P = .000) from pretest (M = 19.06, SD = 3.13) and posttest (M = 23.34, SD = 0.48) scores. Administering a healthy food choice curriculum through literacy and active learning provides an alternative approach to improving health knowledge among second grade students.

Advancing the science and practice of precision education to enhance student outcomes

School psychology research and practice has considerable room for growth to go beyond "did an intervention work?" to "what intervention worked for whom and how did it work?" The latter question reflects a more precise understanding of intervention, and involves strategic efforts to enhance the precision of services students with academic, behavioral, emotional, or physical health problems receive to enhance the degree to which interventions are appropriately tailored to and produce benefit for individual students. The purpose of this special issue is to advance the notion and science of precision education, which is defined as an approach to research and practice that is concerned with tailoring preventive and intervention practices to individuals based on the best available evidence. This introductory article provides context for the special issue by discussing reasons why precision education is needed, providing definitions/descriptions of precision education research, and outlining opportunities to advance the science of precision education. Six empirical studies and one methodological-oriented article were compiled to provide examples of the breadth of research that falls under precision education. Although each of the article focuses on students with different needs (literacy deficits, math deficits, emotional and behavior problems, and intellectual disability), there is a common thread that binds them together, and that is each one captures the heterogeneity among students with particular problems or deficits and highlights the need to select and deliver more precise interventions to optimize student outcomes.