Generalizing Single-Case Evaluation from Classroom to Practice Setting

Abstract

Although single-case evaluation methods are taught in many graduate social work programs, there is almost no evidence regarding their impact on graduates' subsequent professional practice. The present study surveyed 119 practitioners who had received training in single-case evaluation methods to determine whether they were using those methods in their practice and what factors were associated with such use. The author also offers specific suggestions on how classroom instructors can design courses to maximize generalization of classroom learning to subsequent professional practice.