The Quantitative Synthesis of Single-Subject Research

Remedial and Special Education - Tập 8 Số 2 - Trang 24-33 - 1987
Thomas E. Scruggs1,2, Margo A. Mastropieri3, Glendon Casto4,5,6
1Thomas E. Scruggs, PhD, is a visiting assistant professor in the Department of Education, Special Education Section
2Thomas E. Scruggs, PhD, is a visiting assistant professor in the Department of Education, Special Education Section; and Director of the Purdue Achievement Center, Purdue University, West Lafayette, IN. He received a PhD from Arizona State University in 1982. His research interests include assessment, learning and memory, and research synthesis.
3Margo A. Mastropieri, PhD, is an assistant professor in the Department of Education, Special Education Section, Purdue University. She received a PhD from Arizona State Univeristy in 1983. Her research interests include teacher effectiveness, mnemonic strategies, prose comprehension, and research synthesis.
4Glendon Casto, PhD, is the Director of the Early Intervention Research Institute; acting director of the Developmental Center for Handicapped Persons; and professor of psychology, Utah State University, Logan. He received his PhD from the University of Utah. His research interests include cognitive development, assessment in early intervention, early intervention programmatic and efficacy research, and research synthesis.
5acting director of the Developmental Center for Handicapped Persons
6professor of psychology, Utah State University, Logan. He received his PhD from the University of Utah. His research interests include cognitive development, assessment in early intervention, early intervention programmatic and efficacy research, and research synthesis.

Tóm tắt

This article describes procedures recently employed for the quantitative synthesis of single-subject research literature in special education. First, the need for objective, systematic review procedures is discussed. Second, previous approaches for quantitative evaluation of outcomes of single-case research designs are reviewed. Third, procedures employed by the present authors are outlined using examples from recent synthesis efforts. Finally, implications for future reviews of single-subject research are described.

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Remedial and Special Education

Tập 8 Số 2

24-33

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