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Single case research in schools [[electronic resource]] : practical guidelines for school-based professionals / / Kimberly J. Vannest, John L. Davis & Richard I. Parker
| Single case research in schools [[electronic resource]] : practical guidelines for school-based professionals / / Kimberly J. Vannest, John L. Davis & Richard I. Parker |
| Autore | Vannest Kimberly J. <1967-> |
| Pubbl/distr/stampa | New York ; ; London, : Routledge, c2013 |
| Descrizione fisica | 1 online resource (222 p.) |
| Disciplina | 370.72 |
| Altri autori (Persone) |
DavisJohn L <1977-> (Lockett)
ParkerRichard I |
| Collana | School-based practice in action series |
| Soggetto topico |
Education - Research - Methodology
Single subject research |
| Soggetto genere / forma | Electronic books. |
| ISBN | 0-203-08142-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Series Editors' Foreword; Acknowledgement; 1. History and Significance of Single Case Research; What is Single Case Research?; A Very Brief History; Questions Answered by Single Case Research; Conclusion Validity; Main Components of Single Case Research; 2. Foundations of SCR Design and Visual Analysis; Research Designs and Their Logic; Essential Ingredients; Clients in Need; Target Behaviors; Appropriate Measures; Issue 1: Maintaining "On-Task" Behavior Using an Estimation/Approximation Scale
Issue 2: Inappropriate Verbal Interactions Using a Qualitative Judgment ScaleEffective, or Believed to be Effective Treatments; Experimental Design Options; Visual Analysis; Reliability of Visual Analysis; Confounds to Visual Analysis; Validation Research on Visual Analysis; Different Validation Criteria Produce Different Results; Visual Analysis Considerations; 3. SCR Statistical Analysis; Methods That Address Trend; Tukey Tri-Split Median-Based Slope; Extended Celeration Line; Graph Rotation for Overlap and Trend; Tau-U; Tau-U Software Application; Theil-Sen; Conclusions 4. Aggregation of Data for Evidence-Based PracticesWhich Phases to Aggregate?; Multiple Base Line Design; ABABA Reversal Design; Comparing Effects Across Designs; 5. Behaviors of Interest and Their Reliable Measurement; Guideline 1: Determine the Purpose of the Measurement; Guideline 2: Building the Constructs; Creating the Measurement Tool; Guideline 3: Construct Scales that Best Assess the Desired Construct; How to Identify Behaviors/Skills; Sources for Goals; Steps for Selecting Behaviors; Considerations; Scale Construction; Simple Occurrence/Non-Occurrence Scales Scenario 1: Homework CompletionScenario 2: Hair Pulling; Likert Items; How to Construct a Scale; Frequency Scales; Scenario 1: Maintaining "On-task" Behavior; Scenario 2: Inappropriate Verbal Interactions; Scenario 3: Inappropriate Physical Interactions; Duration Scales; Scenario 1: ON Task; Scenario 2: Staying in Seat; Scenario 3: Screaming; Qualitative Judgment Scales; Scenario 1: Accepting Redirection; Scenario 2: Lying; Scenario 3: Fighting; Guttman Scales; Thurstone Scaling; When to Assess; What are Measurement Schedules?; Why We Need to Create Monitoring Schedules Sensitivity Versus FeasibilityConclusion; 6. Interobserver/Rater Reliability; What is Reliability and Why is it Important?; Sources of Error in Reliability; Sources of Error are Known and Unknown; Some Terms and Exercises for Interested Readers; Addressing Systematic Error: Ensuring Reliability, Or Minimizing Threats to Reliability.; Calculating Interrater or Interobserver Reliability; 7. How to use SCR to Evaluate Practices in Schools; Case 1; Case 2; Case 3; 8. Considerations for Decision Making in Schools; Decision Making in Schools; References; Index |
| Record Nr. | UNINA-9910462926303321 |
Vannest Kimberly J. <1967->
|
||
| New York ; ; London, : Routledge, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Single case research in schools [[electronic resource]] : practical guidelines for school-based professionals / / Kimberly J. Vannest, John L. Davis & Richard I. Parker
| Single case research in schools [[electronic resource]] : practical guidelines for school-based professionals / / Kimberly J. Vannest, John L. Davis & Richard I. Parker |
| Autore | Vannest Kimberly J. <1967-> |
| Pubbl/distr/stampa | New York ; ; London, : Routledge, c2013 |
| Descrizione fisica | 1 online resource (222 p.) |
| Disciplina | 370.72 |
| Altri autori (Persone) |
DavisJohn L <1977-> (Lockett)
ParkerRichard I |
| Collana | School-based practice in action series |
| Soggetto topico |
Education - Research - Methodology
Single subject research |
| ISBN |
1-136-17361-7
0-203-08142-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Series Editors' Foreword; Acknowledgement; 1. History and Significance of Single Case Research; What is Single Case Research?; A Very Brief History; Questions Answered by Single Case Research; Conclusion Validity; Main Components of Single Case Research; 2. Foundations of SCR Design and Visual Analysis; Research Designs and Their Logic; Essential Ingredients; Clients in Need; Target Behaviors; Appropriate Measures; Issue 1: Maintaining "On-Task" Behavior Using an Estimation/Approximation Scale
Issue 2: Inappropriate Verbal Interactions Using a Qualitative Judgment ScaleEffective, or Believed to be Effective Treatments; Experimental Design Options; Visual Analysis; Reliability of Visual Analysis; Confounds to Visual Analysis; Validation Research on Visual Analysis; Different Validation Criteria Produce Different Results; Visual Analysis Considerations; 3. SCR Statistical Analysis; Methods That Address Trend; Tukey Tri-Split Median-Based Slope; Extended Celeration Line; Graph Rotation for Overlap and Trend; Tau-U; Tau-U Software Application; Theil-Sen; Conclusions 4. Aggregation of Data for Evidence-Based PracticesWhich Phases to Aggregate?; Multiple Base Line Design; ABABA Reversal Design; Comparing Effects Across Designs; 5. Behaviors of Interest and Their Reliable Measurement; Guideline 1: Determine the Purpose of the Measurement; Guideline 2: Building the Constructs; Creating the Measurement Tool; Guideline 3: Construct Scales that Best Assess the Desired Construct; How to Identify Behaviors/Skills; Sources for Goals; Steps for Selecting Behaviors; Considerations; Scale Construction; Simple Occurrence/Non-Occurrence Scales Scenario 1: Homework CompletionScenario 2: Hair Pulling; Likert Items; How to Construct a Scale; Frequency Scales; Scenario 1: Maintaining "On-task" Behavior; Scenario 2: Inappropriate Verbal Interactions; Scenario 3: Inappropriate Physical Interactions; Duration Scales; Scenario 1: ON Task; Scenario 2: Staying in Seat; Scenario 3: Screaming; Qualitative Judgment Scales; Scenario 1: Accepting Redirection; Scenario 2: Lying; Scenario 3: Fighting; Guttman Scales; Thurstone Scaling; When to Assess; What are Measurement Schedules?; Why We Need to Create Monitoring Schedules Sensitivity Versus FeasibilityConclusion; 6. Interobserver/Rater Reliability; What is Reliability and Why is it Important?; Sources of Error in Reliability; Sources of Error are Known and Unknown; Some Terms and Exercises for Interested Readers; Addressing Systematic Error: Ensuring Reliability, Or Minimizing Threats to Reliability.; Calculating Interrater or Interobserver Reliability; 7. How to use SCR to Evaluate Practices in Schools; Case 1; Case 2; Case 3; 8. Considerations for Decision Making in Schools; Decision Making in Schools; References; Index |
| Record Nr. | UNINA-9910786943503321 |
|
Vannest Kimberly J. <1967->
|
||
| New York ; ; London, : Routledge, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Single case research in schools [[electronic resource]] : practical guidelines for school-based professionals / / Kimberly J. Vannest, John L. Davis & Richard I. Parker
| Single case research in schools [[electronic resource]] : practical guidelines for school-based professionals / / Kimberly J. Vannest, John L. Davis & Richard I. Parker |
| Autore | Vannest Kimberly J. <1967-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York ; ; London, : Routledge, c2013 |
| Descrizione fisica | 1 online resource (222 p.) |
| Disciplina | 370.72 |
| Altri autori (Persone) |
DavisJohn L <1977-> (Lockett)
ParkerRichard I |
| Collana | School-based practice in action series |
| Soggetto topico |
Education - Research - Methodology
Single subject research |
| ISBN |
1-136-17361-7
0-203-08142-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Series Editors' Foreword; Acknowledgement; 1. History and Significance of Single Case Research; What is Single Case Research?; A Very Brief History; Questions Answered by Single Case Research; Conclusion Validity; Main Components of Single Case Research; 2. Foundations of SCR Design and Visual Analysis; Research Designs and Their Logic; Essential Ingredients; Clients in Need; Target Behaviors; Appropriate Measures; Issue 1: Maintaining "On-Task" Behavior Using an Estimation/Approximation Scale
Issue 2: Inappropriate Verbal Interactions Using a Qualitative Judgment ScaleEffective, or Believed to be Effective Treatments; Experimental Design Options; Visual Analysis; Reliability of Visual Analysis; Confounds to Visual Analysis; Validation Research on Visual Analysis; Different Validation Criteria Produce Different Results; Visual Analysis Considerations; 3. SCR Statistical Analysis; Methods That Address Trend; Tukey Tri-Split Median-Based Slope; Extended Celeration Line; Graph Rotation for Overlap and Trend; Tau-U; Tau-U Software Application; Theil-Sen; Conclusions 4. Aggregation of Data for Evidence-Based PracticesWhich Phases to Aggregate?; Multiple Base Line Design; ABABA Reversal Design; Comparing Effects Across Designs; 5. Behaviors of Interest and Their Reliable Measurement; Guideline 1: Determine the Purpose of the Measurement; Guideline 2: Building the Constructs; Creating the Measurement Tool; Guideline 3: Construct Scales that Best Assess the Desired Construct; How to Identify Behaviors/Skills; Sources for Goals; Steps for Selecting Behaviors; Considerations; Scale Construction; Simple Occurrence/Non-Occurrence Scales Scenario 1: Homework CompletionScenario 2: Hair Pulling; Likert Items; How to Construct a Scale; Frequency Scales; Scenario 1: Maintaining "On-task" Behavior; Scenario 2: Inappropriate Verbal Interactions; Scenario 3: Inappropriate Physical Interactions; Duration Scales; Scenario 1: ON Task; Scenario 2: Staying in Seat; Scenario 3: Screaming; Qualitative Judgment Scales; Scenario 1: Accepting Redirection; Scenario 2: Lying; Scenario 3: Fighting; Guttman Scales; Thurstone Scaling; When to Assess; What are Measurement Schedules?; Why We Need to Create Monitoring Schedules Sensitivity Versus FeasibilityConclusion; 6. Interobserver/Rater Reliability; What is Reliability and Why is it Important?; Sources of Error in Reliability; Sources of Error are Known and Unknown; Some Terms and Exercises for Interested Readers; Addressing Systematic Error: Ensuring Reliability, Or Minimizing Threats to Reliability.; Calculating Interrater or Interobserver Reliability; 7. How to use SCR to Evaluate Practices in Schools; Case 1; Case 2; Case 3; 8. Considerations for Decision Making in Schools; Decision Making in Schools; References; Index |
| Record Nr. | UNINA-9910823564103321 |
|
Vannest Kimberly J. <1967->
|
||
| New York ; ; London, : Routledge, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||