The educational validity and utility of single-case design research in building evidence-based practices in education

ABSTRACT

Improving academic, behavioural, and social outcomes of students through empirical research has been a firm commitment among researchers, policy-makers, and other professionals in education across Europe and the United States (U.S.). To assist in building scientific evidences, executive bodies such as the European Commission and the Institute for Education Sciences at the U.S. Department of Education have established systematic dialogues and expert panels to determine the rigour, relevance, and impact of educational practices and supports as investigated through a range of research methodologies. In this paper, we give an overview of the single-case design (SCD) research, which is part of the quantitative experimental research and is used widely in education and applied behaviour analysis. First, we describe the philosophical assumptions and defining features of SCD methodology and we explain how SCD researchers exert control for data believability. Second, we review criteria suggested by task-force panels (e.g. European Platform for Investing in Children, What Works Clearinghouse, Council for Exceptional Children) to determine evidence-based practices (EBPs). Finally, we conclude with strengths and criticisms addressed for SCD methodology and we discuss implications on how SCD research would contribute on improving learning outcomes of all students and advancing the knowledge base of EBPs.

KEYWORDS:

• Evidence-based practices
• experimental research
• single-case research

Additional information

Funding

This work was supported by the European Commission under a Marie Skłodowska-Curie International Outgoing Fellowship [grant number PIOF-GA-2012-331065].