Critical Assumptions and Distribution Features Pertaining to Contemporary Single-Case Effect Sizes

The use of single-case effect sizes (SCESs) has increased in the intervention literature. Meta-analyses based on single-case data have also increased in popularity. However, few researchers who have adopted these metrics have provided an adequate rationale for their selection. We review several impo...

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Bibliographic Details
Published in:	Journal of behavioral education Vol. 24; no. 4; pp. 438 - 458
Main Authors:	Solomon, Benjamin G., Howard, Taylor K., Stein, Brit'ny L.
Format:	Journal Article
Language:	English
Published:	New York Springer 01-12-2015 Springer US Springer Nature B.V
Subjects:	Analysis Behavioral Science and Psychology Case Studies Child and School Psychology Educational Legislation Educational Psychology Effect Size Evaluation Methods Federal Legislation Intervention Learning and Instruction Meta Analysis Metric system Original Paper Positive Behavior Supports Psychology Research Methodology Resistance (Psychology) School Psychology Single subject research Statistical Analysis Teacher Effectiveness Teaching Methods United States Single case Statistical assumptions Effect sizes Meta-analysis
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Summary:	The use of single-case effect sizes (SCESs) has increased in the intervention literature. Meta-analyses based on single-case data have also increased in popularity. However, few researchers who have adopted these metrics have provided an adequate rationale for their selection. We review several important statistical assumptions that should be considered prior to calculating and interpreting SCESs. We then more closely investigate a sampling of these newer procedures and conclude with critical analysis of the potential utility of these metrics.
ISSN:	1053-0819 1573-3513
DOI:	10.1007/s10864-015-9221-4