A Systematic Review of Data Analysis Decisions in Counseling Single-Case Research Designs to Inform Best Practices

Abstract

Single-case research designs (SCRDs) are a vital tool to study a variety of topics pertinent to the counseling profession. Furthermore, SCRDs are a flexible methodology that counselors can use to assess the effectiveness of their treatments, thus acting as scientist-practitioners. We aimed to report the types of data analytic procedures used in counseling SCRDs to evaluate intervention effects. We searched 42 counseling affiliated journals between the years 2015 to 2021 and identified 50 SCRD studies. Results suggested all studies used visual analysis, yet few studies reported quantitative information that align with the recommended data characteristics to evaluate for visual analysis. The most prevalent effect sizes used were non-overlap indices, with percentage of data exceeding the median being the most frequent. No studies reported between-case metrics and few cases reported within-case metrics that capture magnitude of change. We discuss recommendations for making a priori data analytic decisions as well as strengths and limitations in available options.

Keywords:

• Single-case research design
• counseling
• visual analysis
• effect size

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Corey Peltier

Corey Peltier is an associate professor of special education in the department of educational psychology at the University of Oklahoma. Peltier’s research interests include (1) identifying effective interventions and assessment procedures to improve the mathematical outcomes for identified or at-risk for disabilities, (2) methodological considerations when using single-case research designs, and (3) the use of systematic reviews and meta-analyses to inform the fields’ understanding of effective interventions under specific contexts.

Evan Smarinsky

Evan Smarinsky, PhD, LMHC, completed his degree in Counselor Education and Supervision at the University of Arkansas. Prior to earning his doctorate degree, he received his M.S. in Community Counseling from Oklahoma State University and his B.A. in Psychology from the University of Tulsa. As a licensed professional counselor, he has worked as a school-based mental health counselor at several elementary schools in northwest Arkansas. Prior to that, he worked as a counselor providing trauma-informed care to children, adolescents, and court-mandated adults in Tulsa. His clinical work has focused on trauma treatment and prevention in children and adolescents.

Cian L. Brown

Cian L. Brown, PhD, is an Assistant Professor of Professional Counseling in the Department of Educational Psychology at the University of Oklahoma. He is a Licensed Professional Counselor - Supervisor (LPC-S), Nationally Certified Counselor (NCC), and board certified associate fellow in neurofeedback (BCN-Associate Fellow). His research includes exploring the use of school-based mental health interventions, program evaluation, and quantitative research methods in counseling.

Olivia Lewis

Olivia Lewis, PhD, is a faculty member at Oregon State University. Before joining Oregon State University, Olivia earned her PhD from The University of South Carolina in counselor education and supervision and a master’s degree in clinical mental health counseling from La Salle University in Philadelphia, Pennsylvania.

David Y. Lee

David Y. Lee is a graduate research assistant and master’s student of the Professional Counseling program in the Department of Educational Psychology at the University of Oklahoma.