以学术技能为目标的多重基线设计的相关人口学特征总结

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2023-10-17 DOI:10.1177/07419325231203343
Ethan R. Van Norman, David A. Klingbeil, Jaclin Boorse, Adelle K. Sturgell
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引用次数: 0

摘要

教育工作者需要使用基于证据的实践来支持学生学术技能的发展。单例实验设计的结果非常适合这一目的,并且可能比基于组的设计更灵活。然而,教育工作者也需要了解哪些干预措施对谁有效以及在什么条件下有效。虽然以前对单例实验设计的评论存在,但大多数都集中在与内部效度相关的设计特征上。本研究的目的是在针对学术技能的多基线和多探针的参与者设计中确定参与者的特征。在针对不同学术技能领域(数学、阅读和写作)的研究中,各种人口统计亚组的代表性有所不同。然而,报告往往不一致,相当大比例的记录遗漏了参与者的种族/民族、经济状况和英语学习者状况。这一发现与最佳实践建议不同。在研究局限性的背景下讨论了对未来研究的影响。
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A Summary of Relevant Demographic Characteristics of Multiple-Baseline Designs Targeting Academic Skills
Educators are required to use evidence-based practices to support student development of academic skills. Results from single-case experimental designs are well suited for this purpose and may be more flexible for applied use than group-based designs. However, educators also require information about which interventions work for whom and under what conditions. Although previous reviews of single-case experimental designs exist, most focused on design characteristics related to internal validity. The purpose of this study was to determine the participant characteristics within multiple-baseline and multiple-probe across participant designs targeting academic skills. Representation of various demographic subgroups differ between studies targeting different academic skill areas (mathematics, reading, and writing). However, reporting was often inconsistent, with a substantial proportion of records omitting information about participants’ race/ethnicity, economic status, and English learner status. This finding was divergent from best practice recommendations. Implications for future research are discussed within the context of the study’s limitations.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
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.
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