{"title":"What Works Clearinghouse Guidelines 对单一案例设计的影响:空培训阶段调查","authors":"Derek B. Rodgers, Seth A. King","doi":"10.1177/07419325241287935","DOIUrl":null,"url":null,"abstract":"The What Works Clearinghouse quality standards provide guidance regarding studies capable of supporting evidence-based practices. Standards concerning single-case designs have been extensively revised to accommodate new evaluation methods, such as the design comparable effect size. These designs often omit data in which children and other participants receive training. Recently, the What Works Clearinghouse suggested studies with such “empty training phases” do not meet minimum standards of evidence. However, evidence regarding the effect of empty training phases on results is limited. This study used a subset of single-case design data from a recent meta-analysis to simulate studies with empty training phases. We calculated design-comparable effect sizes, evaluated differences between simulated and unsimulated data, and conducted random effects meta-analyses. Effects of simulated studies with artificially designed empty training phases were nearly four times as large as effects of the original, unaltered data. Guidance for intervention researchers follows a description of findings.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"35 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Implications of What Works Clearinghouse Guidelines on Single-Case Design: An Investigation of Empty Training Phases\",\"authors\":\"Derek B. Rodgers, Seth A. King\",\"doi\":\"10.1177/07419325241287935\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The What Works Clearinghouse quality standards provide guidance regarding studies capable of supporting evidence-based practices. Standards concerning single-case designs have been extensively revised to accommodate new evaluation methods, such as the design comparable effect size. These designs often omit data in which children and other participants receive training. Recently, the What Works Clearinghouse suggested studies with such “empty training phases” do not meet minimum standards of evidence. However, evidence regarding the effect of empty training phases on results is limited. This study used a subset of single-case design data from a recent meta-analysis to simulate studies with empty training phases. We calculated design-comparable effect sizes, evaluated differences between simulated and unsimulated data, and conducted random effects meta-analyses. Effects of simulated studies with artificially designed empty training phases were nearly four times as large as effects of the original, unaltered data. Guidance for intervention researchers follows a description of findings.\",\"PeriodicalId\":48042,\"journal\":{\"name\":\"Remedial and Special Education\",\"volume\":\"35 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-10-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Remedial and Special Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/07419325241287935\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Remedial and Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07419325241287935","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
摘要
What Works Clearinghouse 质量标准为能够支持循证实践的研究提供了指导。为了适应新的评估方法,如设计可比较的效果大小,对有关单一案例设计的标准进行了广泛的修订。这些设计往往忽略了儿童和其他参与者接受培训的数据。最近,"有效信息交流中心"(What Works Clearinghouse)建议,带有这种 "空洞的培训阶段 "的研究不符合最低证据标准。然而,有关空培训阶段对结果影响的证据非常有限。本研究使用了最近一项荟萃分析中的单例设计数据子集来模拟空洞训练阶段的研究。我们计算了设计可比效应大小,评估了模拟数据与非模拟数据之间的差异,并进行了随机效应荟萃分析。人为设计空洞训练阶段的模拟研究的效果是原始、未改动数据效果的近四倍。在对研究结果进行描述之后,还为干预研究人员提供了指导。
Implications of What Works Clearinghouse Guidelines on Single-Case Design: An Investigation of Empty Training Phases
The What Works Clearinghouse quality standards provide guidance regarding studies capable of supporting evidence-based practices. Standards concerning single-case designs have been extensively revised to accommodate new evaluation methods, such as the design comparable effect size. These designs often omit data in which children and other participants receive training. Recently, the What Works Clearinghouse suggested studies with such “empty training phases” do not meet minimum standards of evidence. However, evidence regarding the effect of empty training phases on results is limited. This study used a subset of single-case design data from a recent meta-analysis to simulate studies with empty training phases. We calculated design-comparable effect sizes, evaluated differences between simulated and unsimulated data, and conducted random effects meta-analyses. Effects of simulated studies with artificially designed empty training phases were nearly four times as large as effects of the original, unaltered data. Guidance for intervention researchers follows a description of findings.
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.