Journal
REMEDIAL AND SPECIAL EDUCATION
Volume 44, Issue 2, Pages 154-167Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/07419325221102539
Keywords
single-subject; research methodology; change; innovation; evidence-based practice
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This article discusses resources available for evaluating the rigor of single-case designs, specifically focusing on the commonly used multiple baseline design. The authors explore the characteristics of concurrence and response-guided baseline condition duration, commonly cited as necessary for high rigor in multiple baseline designs. They suggest that nonconcurrence and response-independent baseline condition duration may be appropriate in certain situations. The article also recommends improved reporting and graphing for researchers and calls for future research to determine experimental differences when these design variations are used.
A number of resources are available for evaluating the rigor of single-case designs, including the commonly used multiple baseline design. In this article, we discuss two characteristics commonly cited as necessary for the highest rigor in multiple baseline designs-concurrence and response-guided baseline condition duration. We suggest that both nonconcurrence and response-independent baseline condition duration may be appropriate in some situations. Suggestions for researchers include improved reporting and graphing. Future research is needed to determine experimental differences when these design variations are used.
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