Journal Article

What Equivocal Data From Single Case Comparison Studies Reveal About Evidence-Based Practices in Early Childhood Special Education

Hardy, Jessica K., Ledford, Jennifer R., Shanks, Meredith, Kaiser, Ann, Barton, Erin E., Elam, Katie, Seabolt, Jordan, Hemmeter, M. L.

2016

Overview

Although comparison studies are important in early intervention/early childhood special education (EI/ECSE), results of well-designed comparison studies are likely to be unpublished because of undifferentiated or differently differentiated results across participants. The purpose of this article is to highlight the utility of comparison designs in the identification of evidence-based interventions for individual children. We present results from three single case comparative studies analyzing embedded and massed-trial instruction, high- and low-fidelity instruction, and small group versus 1:1 instruction conducted in ECSE settings. All participants learned all targeted behaviors in both instructional conditions and learned no behaviors assigned to control conditions. Results suggest that evidence-based practices are not a “one-size-fits-all” conclusion and that data-based decision making is critical even when empirically supported interventions are used.

• Publisher: SAGE Publications,SAGE PUBLICATIONS, INC
• Subject: Case Studies / Child Development / Comparative Analysis / Data / Decision Making / Disabilities / Early Childhood Education / Early Intervention / Educational Facilities Improvement / Educational Legislation / Educational Theories / Equal Education / Evidence Based Practice / Federal Legislation / Fidelity / Individuals with Disabilities Education Improvement Act 2004 / Infants / Outcomes of Education / Preschool Education / Program Effectiveness / Scientific Research / Special Education / Tennessee (Nashville) / Toddlers / Young Children