Single Subject Research: A Synthesis of Analytic Methods

Historically, the synthesis of single subject design has employed visual inspection to yield significance of results. However, current research is supporting different techniques that will facilitate the interpretation of these intervention outcomes. These methods can provide more reliable data than employing visual inspection in isolation. This article compares the different techniques, compares the benefits of utilizing these techniques in addition to visual inspection, the limitations of each technique being reviewed, and evidence for combining traditional statistical measures with visual inspection

Interventions to Support Social Interaction in Children with Autism Spectrum Disorders: A Systematic Review of Single Case Studies

Social interaction is a core deficit in individuals with autism spectrum disorder (ASD). Therefore, parents and teachers need effective interventions to support students with ASD. This synthesis provides a quantitative analysis of single-subject studies that examine interventions to support social interactions in children with ASD. Results suggest that pivotal response treatment (PRT), Social StoriesTM, peer-mediated strategies, and video modelling are promising interventions to support social interaction. Limitations, implications for practice, and suggestions for future research are discussed

A Synthesis of International School-based Bullying Interventions

Bullying is a prevalent problem in school systems in the United States and abroad. This literature review focuses on elementary school-based bullying interventions for students published between 2005-2012. Ten studies reviewed included students from the first grade through the eighth grade from five countries. There were many common themes among successful bullying interventions including: (a) teacher training, (b) school-wide interventions, (c) social skills training in the classroom, (d) homework as a follow up to instruction, and (e) the incorporation of storybooks. Implications for practice and future research directions are shared

Combining like Terms: A qualitative meta-synthesis of algebra i interventions in mathematics and special education

© 2020 International Journal of Education in Mathematics, Science and Technology. All rights reserved. Many students struggle with the transition from arithmetic to algebra. Despite meta-analytic work on algebra instruction and calls for meta-syntheses of mathematics education topics, little has been done to synthesize the corpus of qualitative mathematics education research in algebra. The purpose of this meta-synthesis is to summarize the techniques teachers use to elicit algebraic thinking from students with mathematics difficulty or disability in the mathematics and special education literature. Although both mathematics and special educators used student-centered and collaborative techniques to encourage students to share algebraic reasoning, students with mathematics difficulty and disability struggled to participate meaningfully, and directions for further critical work in algebra are specified

Effects of response options on the mathematics performance of secondary students with emotional or behavioral disorders

Active participation is the hallmark of instructional accomplishment. Teachers have long sought ways of encouraging more active responding on the part of their students to increase achievement and also to decrease behavioral problems in the classroom. The literature regarding "Opportunities to Respond" (OTR) describes a variety of options including response cards and, more recently, technology-based response systems. Although the technology-based systems are increasingly popular they may exceed the budgetary limitations of many schools. Nevertheless, if technology-based response systems afforded superior engagement and outcomes to similar systems that did not rely on technology, they may be worth the investment. Presently, no evaluations of technology-based response systems compared with other OTR methods appear in the literature. Therefore, the present study examined the effects of response options (traditional responding, response cards, response systems) on the mathematics achievement, participation, and time on-task of secondary students with emotional or behavioral disorders (EBD). Thirty-three students with EBD attending an urban high school and their teachers participated in the study. Each student completed three, grade level units of instruction that were created to be equivalent difficulty and scripted to control for presentation differences. Using a quasi-experimental crossover design, classrooms were assigned to treatment conditions in random order. Conditions included a traditional responding (hand-raising) condition, a response card condition in which students wrote responses on large wipe-of boards, and a technology-based (Clicker) system in which each student responded to a multiple choice option using an individual selection tool. At the end of each one-week instructional unit, students completed an immediate test of the target material. Additionally, each student also completed a one week delayed test for each unit of instruction. Results indicated that the use of response cards (white boards) and systems (Clickers) both significantly increased student's math achievement, participation as well time on task compared to the traditional hand-raising condition. Further, the use of response cards resulted in significant increases in achievement and response accuracy above those found when using response systems. Social validity data indicated that students and teachers felt they benefited from the use of response cards and Clickers. Limitations, discussions, and implications for practice and future research are presented

THE JOURNAL OF SPECIAL EDUCATION APPRENTICESHIP Single Subject Research: A Synthesis of Analytic Methods

Historically, the synthesis of single subject design has employed visual inspection to yield significance of results. However, current research is supporting different techniques that will facilitate the interpretation of these intervention outcomes. These methods can provide more reliable data than employing visual inspection in isolation. This article compares the different techniques, compares the benefits of utilizing these techniques in addition to visual inspection, the limitations of each technique being reviewed, and evidence for combining traditional statistical measures with visual inspection

Finding, Applying For, and Managing Grant Funding

This interactive panel, sponsored by the Early Career Faculty Special Interest Group, will focus on strategies for locating, applying for, and managing grant funding. Spotlight panelists will provide advice and answer questions about using resources and university structure for locating, applying for, and managing grant funding

AN EVIDENCE-BASED ANALYSIS OF SELF-REGULATED STRATEGY DEVELOPMENT WRITING INTERVENTIONS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES

Background: Approximately 5% of school-aged children in the United States receive special education services under the specific learning disabilities category. Additionally, 20% of all students experience difficulty with writing, spelling, and handwriting. Goal: This literature review provides a synthesis of single case studies evaluating the use of self-regulated strategy development (SRSD) for students with specific learning disabilities. Methods: Percentage of non-overlapping data (PND) and Percentage of Data Exceeding the Median (PEM) were used as a common metric to evaluate studies meeting inclusion criteria. Results: Fifteen articles evaluating seven SRSD writing intervention strategies met study inclusion criteria. Both mean PND (89.69%, Range = 38% – 100%) and mean PEM (0.98, Range = 0.91 – 1.00) suggest that SRSD writing interventions are effective to highly effective. Conclusion: Althoudh additional research is needed, the results suggest that self-regulated writing strategies are an effective intervention to support students with specific learning disabilities experiencing difficulty with writing

Supporting Teachers In Rural Instruction Via E-coaching (STRIVE)

Project STRIVE will support under-resourced rural algebra teachers to improve their knowledge and provision of effective instruction