School Psychology Review

Use of Single-Case Designs to Evaluate Manipulable Influences on School Performance

David P. Wacker, Mark Steege, Wendy K. Berg

pp. 651-657

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ABSTRACT: In this manuscript, we provide two case examples that illustrate how single-case designs (alternating treatments, multiple baseline, and reversal) can be used to evaluate manipulable influences on school performance. In each case, an intervention plan is proposed for a student, and the success of the intervention is evaluated within a single-case design. The intervention plan is considered to constitute a hypothesis regarding the relation between the treatment and student behavior. By using single-case designs to evaluate this hypothesized relation, both the internal validity of the intervention and the applicability of the intervention to ongoing school programs can be established.