Kennedy, C. H. (2005). Single-case designs for educational research. Allyn & Bacon: Boston: MA. [technical but full of excellent information] Kratochwill, T. R., & Williams, B. L. (1988). Perspectives on pitfalls and hassles in single- subject research. Journal of the Association for Persons with Severe Handicaps, 13, O’Neill, R. E., McDonnell, J. J., Billingsley, F. F., & Jenson, W. R. (2011). Single case research designs in educational and community settings. Upper Saddle River, NJ: Pearson Education, Inc. Remedial and Special Education Volume 34, Number 1 (2013). A special issue devoted to recent advancements in the synthesis of single-case research. Spooner, F., & Browder, D. M. (2003). Scientifically based research in education and students with low incidence disabilities. Research & Practice for Persons with Severe Disabilities, 28, 117-125. Tawney, J. W., & Gast, D. L. (1984). Single subject research in special education. New York: Merrill. Thompson, T., Felce, D., & Symons, F. J. (2000). Behavioral observation: Technology and applications in developmental disabilities. Baltimore, P. H. Brookes. Example Journals Publishing Single Case Studies
American Journal On Intellectual and Developmental Disabilities Analysis of Verbal Behavior Behavior Analyst Behavior Change Behavior Modification Behavior Research and Therapy Behavioral Disorders Behavioral Interventions Education and Treatment of Children Education and Training in Developmental Disabilities Exceptional Children Focus on Autism and Other Developmental Disabilities Journal of Applied Behavior Analysis Journal of Autism and Developmental Disorders Journal of Behavior Therapy and Experimental Psychology Journal of Behavioral Education Journal of Experimental Child Psychology Journal of Positive Behavioral Interventions Psychology in the Schools Research and Practice for Persons with Severe Disabilities Research in Developmental Disabilities School Psychology Quarterly Topics in Early Childhood Special Education Checklists & Rubrics Used to Evaluate Selected Course Assignments (Include a copy of the appropriate checklist when you turn in each assignment. Copies of these are available on the course website.) Class Participation Rubric 3 2 1 Listening Actively and respectfully listens to peers and professor; allows everyone to contribute to discussion Occasionally appears to be distracted or disinterested in peers/professor’s comments, or occasionally dominates discussion Often seems to be distracted or engages in nonrelated activities when a peer or professor is speaking, or dominates discussion Preparation Consistently arrives on-time and fully prepared; comments/ questions indicate clearly that student has done readings and completed assigned tasks; appears ready and willing to engage in class discussions and activities Occasionally arrives late and/or at times demonstrates through comments or lack of participation that readings were not done or only read superficially; occasionally does not have tasks completed; not always ready to engage in discussions/ activities Frequently late to class and/or comments/lack of participation indicate that readings have not been done; tasks often not done or incomplete; little evidence of thoughtful consideration of key ideas in readings Quality of contributions Offers comments or asks questions that are relevant and reflect understanding of assigned text(s); responds to previous remarks of other students and attempts to engage them in further discussion; offers thoughtful insights about class topics or readings Occasionally offers thoughtful comment about class topics or readings but does not make voluntary contributions consistently; comments/questions are not consistently relevant and/or demonstrate lack of preparation or attention to other students comments; Rarely makes voluntary contributions; comments/participation display limited understanding of course readings or peers’ previous comments; comments are inaccurate, off topic, or consistently superficial