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Abstract
Because of the increasing conceptual development of single-subject research in recent years, and of statistical methods of analysis of single-subject data, it is not difficult either to teach or to learn this content area. The implementation of this content as a significant component of a social work curriculum does give rise to several issues, however. These issues, as well as the argument for the stage at which single-subject research is introduced into the curriculum, are discussed in this paper.
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Notes on contributors
Frank C. Johnson
FRANK C. JOHNSON is an associate professor in the School of Social Work at the Memorial Unviersity of Newfoundland. This paper originally was presented at the Council on Social Work Education Annual Program Meeting in Los Angeles, March 9, 1980.