Use of the Randomization Test in Single-Case Research

Autor/inn/en	Grünke, Matthias; Boon, Richard T.; Burke, Mack D.
Titel	Use of the Randomization Test in Single-Case Research
Quelle	In: International Journal for Research in Learning Disabilities, 2 (2015) 2, S.44-64 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-565X
Schlagwörter	Foreign Countries; Reading Comprehension; Elementary School Students; Learning Disabilities; Special Education; Research Design; Case Studies; Children; Monte Carlo Methods; Statistical Significance; Story Grammar; Intervention; Culture Fair Tests; Intelligence Tests; Comparative Analysis; Intelligence Quotient; Reading Instruction; Statistical Analysis; Germany; Cattell Culture Fair Intelligence Test + Suchen Sie Ihr Suchwort? Ausland; Leseverstehen; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Forschungsdesign; Case study; Fallstudie; Case Study; Child; Kind; Kinder; Monte-Carlo-Methode; Intelligence test; Intelligenztest; Intelligenzquotient; Leseunterricht; Statistische Analyse; Deutschland
Abstract	The purpose of this study was to illustrate the use of the randomization test for single-case research designs (SCR; Kratochwill & Levin, 2010). To demonstrate the application of this approach, a systematic replication of Grünke, Wilbert, and Calder Stegemann (2013) was conducted to evaluate the effects of a story map to improve the reading comprehension skills of five elementary students with learning disabilities in Germany. A multiple-baseline design (Baer, Wolf, & Risley, 1968) was used to evaluate the effectiveness of the story mapping instruction in teaching students the key story grammar elements in a reading passage. However, unlike in traditional multiple-baseline designs, intervention and withdrawal phases were applied at randomly determined points. Results indicated that the use of story maps increased the students' recall and comprehension of the stories from baseline to intervention, and continued during maintenance. A randomization test confirmed that the differences between baseline and intervention were statistically significant. Findings, limitations, and implications of the use of randomization tests in SCR are discussed. (As Provided).
Anmerkungen	International Academy for Research in Learning Disabilities. e-mail: ijrld@bc.edu; Web site: http://www.iarld.com/home/the-journal-thalamus
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01