The Use of Single‐subject Research Methodology in Special Education

Abstract

This paper discusses the importance and use of single-subject experimental analysis for special education practitioners. Brief descriptions are presented for the basic N = 1 research designs available to evaluate instructional and treatment strategies. The ability of these designs to control threats to internal validity is examined and the present state of measuring and interpreting single-subject data is described. Replication of studies is discussed as the ultimate test of the effectiveness of an intervention. The need for documentation of procedures and results is seen as a primary means for allowing practitioners to incorporate research and methodology into their own practices and as part of the process of developing an effective instructional technology for people with special education needs.Within the field of special education, there is an increasing demand from both consumers and professionals for practitioners to be accountable for the outcomes of the instructional practices that they employ in the delivery of service to clients with special education needs. This is a healthy demand as it reflects an optimism by concerned members of the community that socially valued outcomes of special education procedures can exist. Such an optimism is well justified. Research findings over the past decade have indicated empirically that the use of systematic instruction based on behavioural principles can result in clients acquiring a diverse array of social and academic "classroom behaviours, vocational skills, daily living skills and other social skills that are critical for age-appropriate community functioning (for example