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This study examined how specific guidelines and heuristics have been used to identify methodological rigor associated with single‐case research designs based on quality indicators developed by Horner et al. Specifically, this article describes how literature reviews have applied Horner et al.'s quality indicators and evidence‐based criteria. Ten literature reviews were examined to ascertain how literature review teams (a) used the criteria recommended by Horner et al. as meeting the 5‐3‐20 evidence‐based practice (EBP) thresholds (five studies conducted across three different research teams that include a minimum of 20 participants) to assess single‐case methodological rigor; and (b) applied the 5‐3‐20 thresholds to determine whether the independent variables reviewed qualified as potential effective practices. The 10 literature reviews included 120 single‐case designs. This study found that 33% of the reviewed single‐case designs met Horner et al.'s quality indicator criteria. Three of the literature reviews concluded that examined practices met criteria to qualify as an EBP. Recommendations related to quality indicator criteria and EBP established by the literature review teams as well as directions for future research are discussed. 相似文献
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Keith C. Radley Evan H. Dart Aaron J. Fischer Tai A. Collins 《Psychology in the schools》2020,57(5):683-698
Single-case design (SCD) is a research methodology that may be utilized to establish the presence of a functional relation between an independent and dependent variable. Recent research has found the design to frequently be used within school psychology in the evaluation of intervention procedures. However, the overall prevalence of the design within the broader school psychology literature is unknown. As such, the purpose of the current review was to identify trends in the use of SCD within school psychology publications. Furthermore, the review sought to identify institutions and journals that most frequently published SCD. Finally, the review sought to evaluate trends in experimental rigor of published SCD. Twelve journals were examined, with all publications since their inception reviewed and classified by publication type. Results of the review indicated that SCD was the least frequently published article type. However, data indicate an increase in the prevalence and rigor of the design in recent years. Whereas some journals and institutions were found to have steady rates of SCD publications, others were found to have recent increases in the publication of the design. Implications of findings as they pertain to practitioner practice and adoption of evidence-based practice are described. 相似文献
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ABSTRACTReading success has a significant impact on social, academic and vocational engagement. While there have been many advances in Brazilian educational policy, and a reduction in rates of absolute illiteracy, low levels of literacy continue to be a significant area of concern. We aimed to scope the literature to identify the types of intervention researched in Brazil for people with developmental dyslexia; map the findings to international theories of dyslexia and draw on these findings to inform future clinical practice and research. Four databases were searched and a total of 13 studies met eligibility criteria. Four key themes were identified: (1) phonological-based intervention, reading and writing; (2) intervention using computerised technology; (3) auditory processing training and (4) training of visuomotor skills. Whilst most interventions were in keeping with current international theory, a number of methodological issues were identified which, if addressed, would strengthen future research and inform clinical practice in Brazil. 相似文献
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Wendy Auslander Colleen Fisher Marcia Ollie ManSoo Yu 《Journal of Teaching in Social Work》2013,33(4):320-341
Evidence-based research relevant to social work practice has grown dramatically. This article describes a method that was implemented to teach master's and doctoral social work students how to synthesize and evaluate evidence-based interventions for social work–related problems and populations. The method includes eight steps: conceptualize the problem and define the research question(s); conduct a systematic search; define study inclusion and exclusion criteria; identify and categorize types of interventions and outcomes; rate the studies' methodological rigor; determine outcome attainment; combine outcome attainment and study rigor, and compare the evidence across studies. Two examples are presented of the implementation of this approach along with a discussion of the challenges and limitations. 相似文献
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With the implementation of P.L. 99-457, early intervention programs are becoming more widespread; they are also being pressed to become more accountable. Persons evaluating early intervention programs have typically adopted outcome-oriented approaches focusing exclusively on measuring the dependent program variable (i.e., changes in student measures). This article highlights some of the problems inherent in these traditional approaches to program evaluation. A number of recommendations are offered for assessing the independent variable with the same methodological rigor that is typically reserved for measuring student outcomes in program evaluation studies. The implications of this shift in methodological approach are discussed in terms of improving the ability to replicate successful programs, design new ones with increased efficiency, and provide long-lasting support for early intervention. 相似文献
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《Early education and development》2013,24(2):127-140
With the implementation of P.L. 99–457, early intervention programs are becoming more widespread; they are also being pressed to become more accountable. Persons evaluating early intervention programs have typically adopted outcome-oriented approaches focusing exclusively on measuring the dependent program variable (i.e., changes in student measures). This article highlights some of the problems inherent in these traditional approaches to program evaluation. A number of recommendations are offered for assessing the independent variable with the same methodological rigor that is typically reserved for measuring student outcomes in program evaluation studies. The implications of this shift in methodological approach are discussed in terms of improving the ability to replicate successful programs, design new ones with increased efficiency, and provide long-lasting support for early intervention. 相似文献
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The vast majority of research on child abuse potential has concentrated on women demonstrating varying levels of risk of perpetrating physical child abuse. In contrast, the current study considered factors predictive of physical child abuse potential in a group of 70 male intimate partner violence offenders, a group that would represent a likely high risk group. Elements of Social Information Processing theory were evaluated, including pre-existing schemas of empathy, anger, and attitudes approving of parent-child aggression considered as potential moderators of negative attributions of child behavior. To lend methodological rigor, the study also utilized multiple measures and multiple methods, including analog tasks, to predict child abuse risk. Contrary to expectations, findings did not support the role of anger independently predicting child abuse risk in this sample of men. However, preexisting beliefs approving of parent-child aggression, lower empathy, and more negative child behavior attributions independently predicted abuse potential; in addition, greater anger, poorer empathy, and more favorable attitudes toward parent-child aggression also exacerbated men’s negative child attributions to further elevate their child abuse risk. Future work is encouraged to consider how factors commonly considered in women parallel or diverge from those observed to elevate child abuse risk in men of varying levels of risk. 相似文献
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卞树荣 《四川教育学院学报》2008,24(10):93-96
哲学对一切具体科学和实践活动具有普遍方法论的指导作用。应用语言学作为一门独立的学科自创立以来,还没有学者明确而全面地阐释它的哲学基础,外语教学法的哲学基础更是一地鸡毛。外语教学法的哲学基础一日不确定,教师就不会拥有一种较为恒久的教学思想。笔者研究发现,当代外语教学逐步建立在人本主义哲学基础之上。本文从目前外语教学课程的设计、教学方法的选择和教学活动的安排等方面对此做了阐释。 相似文献
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Sandra Fay Mark 《Contemporary educational psychology》1983,8(1):1-19
A critical analysis of theoretical and methodological issues in learned helplessness is presented. Researchers have tended to focus upon learned helplessness as a behavioral trait independent of contextual conditions. Learned helplessness has been studied exclusively in achievement settings using achievement tasks, perceived as maladaptive behavior requiring some intervention strategy or retraining program. It has not been studied as an adaptive response to situational demands. It is the purpose of this paper to analyze the theoretical backgrounds and methodological limitations of much of the research in learned helplessness and to suggest new directions and implications for education. 相似文献
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Fostering Self‐Regulation of Students with Learning Disabilities: Insights from 30 Years of Reading Comprehension Intervention Research 
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下载免费PDF全文 Thirty years of intervention research on the effects of reading comprehension strategies for students with learning disabilities was reviewed in this quantitative synthesis. Specifically, researchers targeted studies that contained self‐regulated learning components. A systematic search yielded 18 studies from nine research journals that met specified inclusion criteria. Studies were evaluated for methodological quality and to identify types of instructional and self‐regulation components within interventions. Large effect sizes were found immediately after instruction and after a time delay, suggesting that instruction in reading comprehension strategies that contain self‐regulation components may have a long lasting impact on student performance. Implications for research and practice are discussed. 相似文献
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Sarah Bridges-Rhoads Jessica Van Cleave Hilary E. Hughes 《International journal of qualitative studies in education》2016,29(4):536-552
A historical indicator of the quality, validity, and rigor of qualitative research has been the documentation and disclosure of the behind-the-scenes work of the researcher. In this paper, we use what we call methodological data as a tool to complicate the possibility and desirability of such transparency. Specifically, we draw on our disparate attempts to address calls for transparency about methodological processes in our respective dissertation studies in order to examine how novice researchers can explore transparency as a situated, ongoing, and philosophically informed series of decisions about how, when, and if to be transparent about our work. This work contributes to conversations about how qualitative researchers in education can understand, discuss, and teach qualitative inquiry while continuing to push the boundaries of the field. 相似文献
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Stephen V. Flynn James S. Korcuska Nicole V. Brady Danica G. Hays 《Counselor Education & Supervision》2019,58(1):49-63
The authors conducted a qualitative content analysis on the consistency, rigor, and methodological identity of 83 phenomenological (n = 44), grounded theory (n = 25), and consensual qualitative research (n = 14) articles published between 2002 and 2016. The results indicate a distinct pattern of qualitative research practices in professional counseling. 相似文献
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Lanqin Zheng 《Asia Pacific Education Review》2016,17(2):187-202
This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2648 students. Moderator analyses were performed using a random effects model that focused on the three main areas of scaffold characteristics (including the mechanism, functions, delivery forms, mode, and number of scaffolds; how to promote self-regulated learning by scaffolds); demographics of the selected studies (including sample groups, sample size, learning domain, research settings, and types of computer-based learning environments); and research methodological features (including research methods, types of research design, types of organization for treatment, and duration of treatment). Findings revealed that self-regulated learning scaffolds in computer-based learning environments generally produced a significantly positive effect on academic performance (ES = 0.438). It is also suggested that both domain-general and domain-specific scaffolds can support the entire process of self-regulated learning since they demonstrated substantial effects on academic performance. Different impacts of various studies and their methodological features are presented and discussed. 相似文献
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William E. Tunmer James W. Chapman Keith T. Greaney Jane E. Prochnow 《International Journal of Disability, Development & Education》2002,49(1):11-29
Advances in psychological theory have made significant contributions to the considerable progress that has been achieved in intervention research and practice, especially in the past two decades. This article presents a discussion of the major conceptual and methodological issues that have arisen in intervention research, with a focus on interventions for children with learning problems, particularly reading problems. Examples from our own research are presented to illustrate how conceptual and methodological factors in intervention research can be taken into consideration in the design of intervention studies. 相似文献
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We describe the benefits and challenges of engaging in public data mining methods and situate our discussion in the context of studies that we have conducted. Practical, methodological, and scholarly benefits include the ability to access large amounts of data, randomize data, conduct both quantitative and qualitative analyses, connect educational issues with broader issues of concern, identify subgroups/subpopulations of interest, and avoid many biases. Technical, methodological, professional, and ethical issues that arise by engaging in public data mining methods include the need for multifaceted expertise and rigor, focused research questions and determining meaning, and performative and contextual considerations of public data. As the scientific complexity facing research in instructional design, educational technology, and online learning is expanding, it is necessary to better prepare students and scholars in our field to engage with emerging research methodologies. 相似文献
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Emotion regulation as a scientific construct: methodological challenges and directions for child development research 总被引：23，自引：0，他引：23
Emotion regulation has emerged as a popular topic, but there is doubt about its viability as a scientific construct. This article identifies conceptual and methodological challenges in this area of study and describes exemplar studies that provide a substantive basis for inferring emotion regulation. On the basis of those studies, 4 methods are described that provide compelling evidence for emotion regulation: independent measurement of activated emotion and purported regulatory processes; analysis of temporal relations; measurement across contrasting conditions; and multiple, convergent measures. By offering this perspective, this article aims to engage thoughtful debate and critical analysis, with the goal of increasing methodological rigor and advancing an understanding of emotion regulation as a scientific construct. 相似文献
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Recommendations for Writing Case Study Articles for Publication in the Journal of College Counseling
《Journal of College Counseling》2017,20(1):81-93
The author presents recommendations for writing case studies for publication in the Journal of College Counseling . Recommendations fall into 2 categories: (a) ethical considerations and (b) criteria essential to methodological rigor (e.g., Hyett, Kenny, & Dickson‐Swift, 2014 ). The article is intended to guide and encourage prospective case study authors. 相似文献