Considerations for the Systematic Analysis and Use of Single-Case Research

Single-case research designs provide a rigorous research methodology for documenting experimental control. If single-case methods are to gain wider application, however, a need exists to define more clearly (a) the logic of single-case designs, (b) the process and decision rules for visual analysis, and (c) an accepted process for integrating visual analysis and statistical analysis. Considerations for meeting these three needs are discussed. S research methods provide a scientifically rigorous approach for documenting experimental control (internal validity) and advancing effective practices in education, behavior analysis and psychology (Hersen & Barlow, 1976; Kazdin, 1982; Kennedy, 2005; Kratochwill, 1978; Kratochwill & Levin, 1992; McReynolds & Kearns, 1983; Richards, Taylor, Ramasamy & Richards, 1999; Tawney & Gast, 1984; Todman & Dugard, 2001). The long history of conceptual and clinical contributions from single-case research is encouraging (e.g., Dunlap & Kern, 1997; Odom & Strain, 2002; Sidman, 1960; Wolery & Dunlap, 2001) but underutilized as we consider the standards by which a new model for educational science is being defined (Kratochwill & Stoiber, 2000; Odom et al., 2005; Whitehurst, 2003). If findings from single-case research are to reach the larger scientific and