Nonconcurrent Multiple-Baseline and Multiple-Probe Designs in Special Education: A Systematic Review of Current Practice and Future Directions

Pub Date : 2023-04-18 DOI:10.1177/00144029231165506

Kristi L. Morin, Esther R. Lindström, T. Kratochwill, J. Levin, Alyssa M. Blasko, Amanda Weir, Christiana M. Nielsen-Pheiffer, Samantha Kelly, Davit Janunts, E. Hong

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引用次数: 1

Abstract

Although quality guidelines for single-case intervention research emphasize the importance of concurrent baselines in multiple-baseline and multiple-probe designs, nonconcurrent variations on these designs persist in the research literature. This study describes a systematic review of special education intervention studies ( k = 406) between 1988 and 2020 that report using nonconcurrent multiple-baseline or multiple-probe designs to test interventions for individuals with disabilities ages 21 years and younger. We coded and synthesized study characteristics pertaining to participants, settings, interventions, data reporting, and contextual factors. Findings indicate the prevalence of nonconcurrent designs for intervention studies in a variety of settings addressing social and communication needs of individuals with disabilities. We discuss implications for research and practice and offer suggestions for improving the validity of nonconcurrent designs. A PRISMA-compliant abstract is available at https://osf.io/sdnj5/?view_only=f386b1fe5f14430a8d63fceed293718d .

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特殊教育中的非同步多基线和多探针设计:当前实践和未来方向的系统回顾

尽管单病例干预研究的质量指南强调在多基线和多探针设计中并发基线的重要性，但这些设计的非并发变化在研究文献中仍然存在。本研究对1988年至2020年间的特殊教育干预研究(k = 406)进行了系统回顾，这些研究报告使用非并发多基线或多探针设计来测试21岁及以下残疾个体的干预措施。我们编码并综合了与参与者、环境、干预措施、数据报告和背景因素相关的研究特征。研究结果表明，在解决残疾个体的社会和沟通需求的各种环境中，非并发设计的干预研究普遍存在。我们讨论了研究和实践的意义，并提出了提高非并发设计有效性的建议。符合prisma标准的摘要可在https://osf.io/sdnj5/?view_only=f386b1fe5f14430a8d63fceed293718d上获得。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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