Single Case Design Elements in Text Comprehension Research for Students With Developmental Disabilities

Sara M. Snyder; Kevin M. Ayres; Victoria F. Knight; Pamela J. Mims; Emily C. Sartini

Single Case Design Elements in Text Comprehension Research for Students With Developmental Disabilities

Sara M. Snyder
, Kevin M. Ayres
, Victoria F. Knight
, Pamela J. Mims
, Emily C. Sartini

James Madison University
University of Georgia
Vanderbilt University
University of Kentucky

Research output: Contribution to journal › Article › peer-review

Abstract

Recently researchers have begun exploring the efficacy of interventions designed to improve text comprehension skills for students with developmental disabilities (DD). Text comprehension is essential for understanding academic content as students with disabilities make progress in the general education curriculum. This article focuses on single case design (SCD) studies of interventions and supports for improving text comprehension skills for students with DD. Specifically, the article examines elements essential for rigorous single case design research in this area. After reviewing the research, we provide recommendations for improving rigor of research in this area.

Original language	American English
Journal	Education and Training in Autism and Developmental Disabilities
Volume	52
State	Published - Dec 1 2017

Access to Document

https://www.jstor.org/stable/26420414?seq=1#metadata_info_tab_contents

Cite this

@article{832f9aca004341198087aaf1d1700613,

title = "Single Case Design Elements in Text Comprehension Research for Students With Developmental Disabilities",

abstract = " Recently researchers have begun exploring the efficacy of interventions designed to improve text comprehension skills for students with developmental disabilities (DD). Text comprehension is essential for understanding academic content as students with disabilities make progress in the general education curriculum. This article focuses on single case design (SCD) studies of interventions and supports for improving text comprehension skills for students with DD. Specifically, the article examines elements essential for rigorous single case design research in this area. After reviewing the research, we provide recommendations for improving rigor of research in this area.",

author = "Snyder, \{Sara M.\} and Ayres, \{Kevin M.\} and Knight, \{Victoria F.\} and Mims, \{Pamela J.\} and Sartini, \{Emily C.\}",

year = "2017",

month = dec,

day = "1",

language = "American English",

volume = "52",

journal = "Education and Training in Autism and Developmental Disabilities",

}

TY - JOUR

T1 - Single Case Design Elements in Text Comprehension Research for Students With Developmental Disabilities

AU - Snyder, Sara M.

AU - Ayres, Kevin M.

AU - Knight, Victoria F.

AU - Mims, Pamela J.

AU - Sartini, Emily C.

PY - 2017/12/1

Y1 - 2017/12/1

N2 - Recently researchers have begun exploring the efficacy of interventions designed to improve text comprehension skills for students with developmental disabilities (DD). Text comprehension is essential for understanding academic content as students with disabilities make progress in the general education curriculum. This article focuses on single case design (SCD) studies of interventions and supports for improving text comprehension skills for students with DD. Specifically, the article examines elements essential for rigorous single case design research in this area. After reviewing the research, we provide recommendations for improving rigor of research in this area.

AB - Recently researchers have begun exploring the efficacy of interventions designed to improve text comprehension skills for students with developmental disabilities (DD). Text comprehension is essential for understanding academic content as students with disabilities make progress in the general education curriculum. This article focuses on single case design (SCD) studies of interventions and supports for improving text comprehension skills for students with DD. Specifically, the article examines elements essential for rigorous single case design research in this area. After reviewing the research, we provide recommendations for improving rigor of research in this area.

UR - https://dc.etsu.edu/etsu-works/10521

UR - https://www.jstor.org/stable/26420414?seq=1#metadata_info_tab_contents

M3 - Article

VL - 52

JO - Education and Training in Autism and Developmental Disabilities

JF - Education and Training in Autism and Developmental Disabilities

ER -

Single Case Design Elements in Text Comprehension Research for Students With Developmental Disabilities

Abstract

Access to Document

Other files and links

Cite this