Visual Analysis of Graphic Data

Gast, David L.; Spriggs, Amy D.

doi:10.4324/9780203877937-9

Cited by 28 publications

(48 citation statements)

References 1 publication

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“…Examining the level within and across phases identified variability of data; points were determined stable when at least 80% of all data points in each phase ranged within 20% above or below the median level (Gast & Spriggs, 2010). Because the comprehension measure consisted of only six questions, researchers considered three points as stable if the value of their range equalled a difference of one question.…”

Section: Discussionmentioning

confidence: 99%

“…More than 80% of Chris's data points fell within a 20% range of the median level in both phases, indicating stability (Gast & Spriggs, 2010). During generalization, Chris's fluency performance was slightly lower than baseline or intervention, at 93.3%.…”

Section: Chrismentioning

confidence: 96%

“…Both baseline and intervention fluency data produced ranges of 89.6% to 96.9%, averaging 93.5% in baseline and 94.2% during intervention. More than 80% of Karl's data points fell within a 20% range of the median level in both phases, indicating stability (Gast & Spriggs, 2010). PND was calculated at 27%, indicating the intervention was unreliable in determining an effect on fluency (Scruggs et al, 1987).…”

Section: Karlmentioning

confidence: 99%

“…It took Karl between 2.5 and 7.1 minutes to complete intervention tasks, (µ = 5.0 minutes per session). Data were slightly unstable: 75% of baseline and 73% of intervention data fell within 20% of the median score (Gast & Spriggs, 2010). PND was calculated at 18.2%, indicating the TTS intervention was unreliable in affecting Karl's task completion time (Scruggs et al, 1987).…”

Section: Karlmentioning

confidence: 99%

See 3 more Smart Citations

The Impact of Text-to-Speech on Expository Reading for Adolescents with LD

Meyer

Bouck

2014

J Spec Educ Technol

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Text-to-speech (TTS) technology holds promise as a compensatory tool for adolescents with learning disabilities in accessing grade-level expository text. A multiple-baseline-across-participants design examined the effectiveness of TTS on oral reading fluency, comprehension, and task completion time for two males and one female with reading disabilities in a Midwest junior high school. TTS did not affect students' fluency, comprehension, or task completion time, although social validity interviews revealed that each student valued the independence and efficiency TTS provided. Students believed they comprehended fully, read more fluently, and finished the reading task more quickly with TTS than without it. Limitations and implications for future research are addressed in this article.

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Section: Discussionmentioning

confidence: 99%

Section: Chrismentioning

confidence: 96%

Section: Karlmentioning

confidence: 99%

Section: Karlmentioning

confidence: 99%

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The Impact of Text-to-Speech on Expository Reading for Adolescents with LD

Meyer

Bouck

2014

J Spec Educ Technol

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“…Researchers use visual analysis as the primary method to (a) examine the relation ship between the intervention (IV) and behavior (DV) and (b) detect clinically significant results in SSR (Gast & Spriggs, 2010). Visual analysis (i.e., systematic examination of variability, level, and trend within and across phases) may be supplemented with statistical analyses (e.g., regression analyses; hierarchical linear modeling; nonparametric estimates of effect sizes, such as percentage of nonoverlapping data points).…”

Section: Systematic Manipulation Of Intervention (Iv)mentioning

confidence: 99%

Single-Subject Research in Gifted Education

Simonsen

Little

2011

Gifted Child Quarterly

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Single-subject research (SSR) is an experimental research tradition that is well established in other fields (e.g., special education, behavior analysis) but has rarely been applied to topics in gifted education. In this Methodological Brief, Brandi Simonsen and Catherine A. Little from the University of Connecticut highlight the key features of SSR, describe typical SSR designs, and present examples to illustrate how each design could be applied to topics in gifted education. This Methodological Brief by Brandi Simonsen and CatherineLittle from the University of Connecticut focuses on singlesubject research designs. These designs, although rarely used in gifted education research, have the potential to help us better understand treatment effects when dealing with small samples. Enjoy! Tonya R. Moon, PhD GCQ Methodological Briefs, Editor Associate Editor, GCQSingle-subject research (SSR) design is a well-established tradition in behavior analysis, positive behavior support, special education, and related fields (e.g., Horner et al., 2005;Richards, Taylor, Ramasamy, & Richards, 1999). The SSR approach is applicable to lower incidence or exceptional populations and has a strong potential for use in gifted education. In addition, SSR has been applied to studying adult (e.g., teacher) behavior. Foster (1986) made an argument for SSR as a method for gifted education research more than two decades ago. He suggested that not all research in the field should focus on large-scale studies and establishing generalizability, in part because "the very nature of this exceptionality means that we are attempting to describe and explain the unusual, the atypical, the unique," and because in an applied field, we must be concerned with the "educational and psychosocial well-being of the individuals with whom we work" (p. 33). Nevertheless, few studies have emerged in the intervening decades to demonstrate the applicability and utility of SSR in gifted education. Recent recommendations, however, have begun to appear around using SSR for gifted education research (e.g., Tieso, 2009). Given its emphasis on internal validity, experimental control, and within-participant comparison, as well as its applicability to lower incidence populations, this method may be ideally suited to the study of specific questions in the field related to student and teacher behavior. In this Methodological Brief, we discuss key features and types of SSR designs, with examples of how each design may be applied to questions in gifted education research.

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The process of basic training, applied training, maintaining the performance of an observer

Losada

Manolov

2014

Qual Quant

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Visual Analysis of Graphic Data

Cited by 28 publications

References 1 publication

The Impact of Text-to-Speech on Expository Reading for Adolescents with LD

The Impact of Text-to-Speech on Expository Reading for Adolescents with LD

Single-Subject Research in Gifted Education

The process of basic training, applied training, maintaining the performance of an observer

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