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KMID : 0894920200200020141
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Journal of the Korean Association for Persons with Autism
2020 Volume.20 No. 2 p.141 ~ p.166
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An Analysis of Single-Subject Design Studies Related to Subject Matter Education for Students with Developmental Disabilities
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Park Hye-Young
Bang Myong-Ye
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Abstract
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The purpose of this study was to analyze the single-subject design studies related to subject matter education for students with developmental disabilities based on the quality indicators of evidence-based practices. Twenty eight single-subject studies published from 2010 to 2019 were analyzed using the quality indicators of evidence-based practices developed by Horner and colleagues(2005) and CEC(2014). The research findings were as follows. First, the most widely selected study subjects were students with intellectual disabilities. Multiple probe designs were the most widely used. Second, the most widely selected subjects were Korean and math. Third, in all 28 studies interventions were effective for improving dependent variables. Generalization effects were tested in only eight of 28 studies, while maintenance effects were tested in 27 of 28 studies. The following quality indicators were not entirely fulfilled: intervention settings, background informations, qualifications of experimenters, operant definitions of dependent variables, fidelity of intervention, baselines, and internal validity. Educational implications and suggestions for future studies were discussed.
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KEYWORD
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developmental disability, subject matter, single subject design study, evidence-based practice
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