International use of N = 1 research design with secondary students with disabilities
Bibliographic Data
| ID | 21376359 |
|---|---|
| Authors | Xiaoyi Hu (0000-0002-6936-4799, School of Special Education, Education Research Center for Children with Autism, Faculty of Education Beijing Normal University Beijing China, corresponding author), Susan M Wilczynski (Department of Special Education Ball State University Muncie Indiana USA), Susan Wilczynski (0000-0002-6770-1819, Ball State University), Yongqiang Ma (0000-0002-6063-5601, School of Special Education, Education Research Center for Children with Autism, Faculty of Education Beijing Normal University Beijing China), Ning Jin (0000-0002-6689-4671, Department of Educational Studies, College of Education and Human Ecology The Ohio State University Columbus Ohio USA) |
| Year | 2022 |
| Volume | 59 |
| Issue | 5 |
| Pages | 954-979 |
| Publication date | 2022-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22601 |
| OpenAlex | W3205438826 |
| Language | EN |
| Citations received | 1 |
| References cited | 28 |
Schools must accurately implement effective interventions targeting deficits and/or learning challenges for secondary school‐aged students with disabilities to fulfill their responsibility of preparing students for life after high school. School psychologists supporting this mission may be frustrated by the limited research conducted with secondary students. This study is designed to describe the evidence base for interventions used with secondary school students by relying on N = 1 research design studies. N = 1 research design can establish a functional relationship between the independent and dependent variable(s) and allows for the complexity of real world intervention implementation as experienced by practicing school psychologists, making N = 1 an ideal research base on which to make practical decisions in secondary schools. Although interventions increased secondary school‐aged students' performance across studies, not enough well‐designed studies were conducted across research groups for any specific intervention (i.e., meeting the minimum criteria established by What Works Clearinghouse) at the secondary school level. As a result, school psychologists will need to rely heavily on their professional judgment when combining the best available evidence with client and contextual variables to make individualized decisions for secondary school students. An application of this evidence‐based practice decision‐making model for a secondary student is provided
Developmental psychology · Intervention (counseling) · Learning disability · Mathematics education · Medical education · Pedagogy · Psychological intervention · Response to Intervention · School psychology · Special education · Autism Spectrum Disorder Research · Behavioral and Psychological Studies · Child and Adolescent Psychosocial and Emotional Development · Medicine · Psychology
| Citations per year | 0.25 |
|---|---|
| Citation span | 2022 - 2022 (1) |
| Highly cited | No |