Single Case Research in Schools: Practical Guidelines for School-based Professionals

Vannest, Kimberly J./ Parker, Richard I./ Davis, John L.

ISBN 10: 0415641667 / ISBN 13: 9780415641661

Published by Routledge, 2013

About this Item

1st edition. 160 pages. 9.50x6.50x0.75 inches. In Stock.

Seller Inventory # x-0415641667

Bibliographic Details

• Title: Single Case Research in Schools: Practical Guidelines for School-based Professionals
• Publisher: Routledge
• Publication Date: 2013
• Language: English
• ISBN 10: 0415641667
• ISBN 13: 9780415641661
• Binding: Hardcover
• Condition: Brand New
• Weight: 0.46 kilograms

About this title

Synopsis

Single Case Research in Schools addresses and examines the variety of cutting-edge issues in single case research (SCR) in educational settings. Featuring simple and practical techniques for aggregating data for evidence-based practices, the book delves into methods of selecting behaviors of interest and measuring them reliably.

The latter part of Single Case Research in Schools is devoted to a step-by-step model of using SCR to evaluate practices in schools. This includes considerations such as measurement, date collection, length of phases, design consideratoins, calculating effect size and reliability of measures.

About the Author

Kimberly J. Vannest, PhD, is an associate professor in the department of educational psychology at Texas A & M University. She has published more than eighty books, peer-reviewed publications, and software on the topic of intervention, progress monitoring, and single design. She has received awards for her research, teaching, and service and speaks internationally on the topic of single case research.

Richard I. Parker, PhD, is professor emeritus at Texas A & M University. He has published more than one hundred articles on this and related topics, and continues his scholarship in single case research and design. He currently lives in California.

John L. Davis, MA, LSSP, is a doctoral candidate in the department of educational psychology at Texas A & M University. He is a licensed specialist in school psychology with over ten years of experience providing direct service in schools. He has published on topics including measurement considerations in response to intervention, acceptability of intervention protocols in schools, and assessment of students with emotional disturbance and autism.