Single-Case Intervention Research
Methodological and Statistical Advances
Will be published approx. on 16. June 2014
Book
Hardback
366 pages
978-1-4338-1751-9 (ISBN)
Description
Single Case Design (SCD) is a highly flexible method of conducting applied research where there is no control group/condition or possibility of collecting data from large groups of participants. Thanks to remarkable methodological and statistical advances in recent years, single case design (SCD) research has become a viable and often essential option for researchers in applied psychology, education, and related fields.
This book, with contributions from leading experts, not only summarizes the state of the field today but offers the latest information and tools for researchers. It is a compendium of information and tools for researchers considering SCD research, a methodology in which a subject serves as the experimental control.
This book, with contributions from leading experts, not only summarizes the state of the field today but offers the latest information and tools for researchers. It is a compendium of information and tools for researchers considering SCD research, a methodology in which a subject serves as the experimental control.
Reviews / Votes
Provides valuable information about single case research design for researchers and graduate students, including methodology, statistical analyses, and the opinions of researchers who have been using it. (Doody's Review Service) amp ldquo With its overview of the histories, strengths, limitations, and trends, the book offers rich approaches to expanding research methodologies and therefore substantially enhances contemporary scientific psychology. (New Jersey Psychologist) A well-written and meaningfully structured compendium that includes the foundational and advanced guidelines for conducting accurate single-case intervention designs. Whether you are an undergraduate or a graduate student, or an applied researcher anywhere along the novice-to-expert column, this book promises to be an invaluable addition to your library. (PsycCRITIQUES)More details
Series
Language
English
Place of publication
Washington DC
United States
Target group
College/higher education
Dimensions
Height: 229 mm
Width: 152 mm
ISBN-13
978-1-4338-1751-9 (9781433817519)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Thomas R. Kratochwill, PhD, is Sears Roebuck Foundation amp ndash Bascom Professor at the University of Wisconsin amp ndash Madison, director of the School Psychology Program, and a licensed psychologist in Wisconsin. He is the author of more than 2 journal articles and book chapters. He has written or edited more than 3 books and has made more than 3 professional presentations. In 977 he received the Lightner Witmer Award from APA Division (School Psychology). In 98 he received the Outstanding Research Contributions Award from the Arizona State Psychological Association and in 995 received an award for Outstanding Contributions to the Advancement of Scientific Knowledge in Psychology from the Wisconsin Psychological Association. Also in 995, he was the recipient of the Senior Scientist Award from APA Division , and the Wisconsin Psychological Association selected his research for its Margaret Bernauer Psychology Research Award. In 995, 2 , and 2 2 the APA Division journal School Psychology Quarterly selected one of his articles as the best of the year. In 2 5 he received the Jack I. Bardon Distinguished Achievement Award from APA Division . He was selected as the founding editor of School Psychology Quarterly in 984 and served as editor of the journal until 992. In 2 Dr. Kratochwill received the Lifetime Achievement Award from the National Register of Health Service Providers in Psychology and the Nadine Murphy Lambert Lifetime Achievement Award from APA Division . Dr. Kratochwill is a fellow of APA Divisions 5 (Educational Psychology), , and 53 (Society of Clinical Child and Adolescent Psychology). He is past president of the Society for the Study of School Psychology and was cochair of the Task Force on Evidence-Based Interventions in School Psychology. He was also a member of the APA Task Force on Evidence-Based Practice for Children and Adolescents and the recipient of the 2 7 APA Distinguished Career Contributions to Education and Training of Psychologists. He is the recipient of the University of Wisconsin amp ndash Madison Van Hise Outreach Teaching Award and a member of the University's teaching academy. Most recently he has chaired the What Works Clearinghouse Panel for the development of Standards for Single-Case Research Design for review of evidence-based interventions.
Joel R. Levin, PhD, is Professor Emeritus of Educational Psychology, University of Wisconsin amp ndash Madison and University of Arizona. He is internationally renowned for his research and writing on educational research methodology and statistical analysis as well as for his career-long program of research on students' learning strategies and study skills, with more than 4 scholarly publications in those domains. Within APA, he is a Fellow of Division 5 (Evaluation, Measurement and Statistics) and Division 5 (Educational Psychology). From 98 to 988 Dr. Levin was head of the Learning and Instruction division of the American Educational Research Association (AERA), from 99 to 99 he was editor of APA's Journal of Educational Psychology, and from 2 to 2 3 he was coeditor of the journal Issues in Education: Contributions From Educational Psychology. During 994 amp ndash 995 he served as chair of APA's Council of Editors, and from 993 to 995 he was an ex-officio representative on APA's Publications and Communications Board. Dr. Levin chaired an editors' committee that revised the statistical-reporting guidelines sections for the fourth ( 994) edition of the APA Publication Manual, and he served on a similar committee that revised the fifth (2 ) and sixth (2 ) editions of the manual. From 2 3 to 2 8 he was APA's chief editorial advisor, a position in which he was responsible for mediating editor amp ndash author conflicts, managing ethical violations, and making recommendations bearing on all aspects of the scholarly research and publication process. Dr. Levin has received two article-of-the-year awards from AERA ( 972, with Leonard Marascuilo 973, with William Rohwer and Anne Cleary) as well as awards from the University of Wisconsin amp ndash Madison for both his teaching and his research ( 97 and 98 ). In 992 he was presented with a University of Wisconsin amp ndash Madison award for his combined research, teaching, and professional service contributions, followed in 99 by a prestigious University of Wisconsin amp ndash Madison named professorship (Julian C. Stanley Chair). In 997 the University of Wisconsin amp ndash Madison's School of Education honored Dr. Levin with a distinguished career award, and in 2 2 he was accorded APA Division 5's highest research recognition, the E. L. Thorndike Award, for his professional achievements. In 2 AERA's Educational Statisticians Special Interest Group presented him with an award for exceptional contributions to the field of educational statistics, and most recently, in 2 3 the editorial board of the Journal of School Psychology selected his 2 2 publication (with John Ferron and Thomas Kratochwill) as the Journal's outstanding article of the year.
Joel R. Levin, PhD, is Professor Emeritus of Educational Psychology, University of Wisconsin amp ndash Madison and University of Arizona. He is internationally renowned for his research and writing on educational research methodology and statistical analysis as well as for his career-long program of research on students' learning strategies and study skills, with more than 4 scholarly publications in those domains. Within APA, he is a Fellow of Division 5 (Evaluation, Measurement and Statistics) and Division 5 (Educational Psychology). From 98 to 988 Dr. Levin was head of the Learning and Instruction division of the American Educational Research Association (AERA), from 99 to 99 he was editor of APA's Journal of Educational Psychology, and from 2 to 2 3 he was coeditor of the journal Issues in Education: Contributions From Educational Psychology. During 994 amp ndash 995 he served as chair of APA's Council of Editors, and from 993 to 995 he was an ex-officio representative on APA's Publications and Communications Board. Dr. Levin chaired an editors' committee that revised the statistical-reporting guidelines sections for the fourth ( 994) edition of the APA Publication Manual, and he served on a similar committee that revised the fifth (2 ) and sixth (2 ) editions of the manual. From 2 3 to 2 8 he was APA's chief editorial advisor, a position in which he was responsible for mediating editor amp ndash author conflicts, managing ethical violations, and making recommendations bearing on all aspects of the scholarly research and publication process. Dr. Levin has received two article-of-the-year awards from AERA ( 972, with Leonard Marascuilo 973, with William Rohwer and Anne Cleary) as well as awards from the University of Wisconsin amp ndash Madison for both his teaching and his research ( 97 and 98 ). In 992 he was presented with a University of Wisconsin amp ndash Madison award for his combined research, teaching, and professional service contributions, followed in 99 by a prestigious University of Wisconsin amp ndash Madison named professorship (Julian C. Stanley Chair). In 997 the University of Wisconsin amp ndash Madison's School of Education honored Dr. Levin with a distinguished career award, and in 2 2 he was accorded APA Division 5's highest research recognition, the E. L. Thorndike Award, for his professional achievements. In 2 AERA's Educational Statisticians Special Interest Group presented him with an award for exceptional contributions to the field of educational statistics, and most recently, in 2 3 the editorial board of the Journal of School Psychology selected his 2 2 publication (with John Ferron and Thomas Kratochwill) as the Journal's outstanding article of the year.