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Analysis of the Single Subject Design Studies on Integration of Elementary School Students with Disabilities based on the Quality Indicators of Evidence-Based Practice

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2017, 18(2), pp.171-198
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : March 5, 2017
  • Accepted : April 17, 2017

Sung, KyungSun 1 Myongye Bang 2

1국립특수교육원
2우석대학교

Accredited

ABSTRACT

The purpose of this study was to analyze the single subject design studies on integration of elementary school students with disabilities based on the quality indicators of evidence-based practice. Thirty four single subject studies published from 2005 to 2016 were analyzed using the quality indicators of evidence-based practice developed by Horner et al.(2005) and CEC (2014). The research findings were as follows. First, the most widely selected subjects of the studies were students with intellectual disabilities. Multiple probe designs were the most widely used. The most widely selected dependent variables were academic engagement and problem behavior. The most widely selected independent variable was positive behavior support and the interventions of all studies were effective for improving dependent variables. Out of 34 studies generalization effects were tested only by eighth studies, while maintenance effects were tested by twenty five studies. Second, the quality indicators of intervention settings, background informations and qualifications of experimenters, operant definitions of the dependent variables fidelity of intervention, baselines, and internal validity were not fully fulfilled. Educational implications and suggestions for future studies were discussed.

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