Publication trends for single‐case methodology in school psychology: A systematic review

• Published in: Psychology in the schools 2020-05, Vol.57 (5), p.683-698
• Main Authors: Radley, Keith C., Dart, Evan H., Fischer, Aaron J., Collins, Tai A.
• Format: Article
• Language: English
• Subjects: Classification; Evidence Based Practice; Incidence; Intervention; Periodicals; Research Design; Research methodology; Research Reports; School psychologists; School Psychology; single‐case design; Systematic review; Trend Analysis; Trends
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.22359

Single‐case design (SCD) is a research methodology that may be utilized to establish the presence of a functional relation between an independent and dependent variable. Recent research has found the design to frequently be used within school psychology in the evaluation of intervention procedures. However, the overall prevalence of the design within the broader school psychology literature is unknown. As such, the purpose of the current review was to identify trends in the use of SCD within school psychology publications. Furthermore, the review sought to identify institutions and journals that most frequently published SCD. Finally, the review sought to evaluate trends in experimental rigor of published SCD. Twelve journals were examined, with all publications since their inception reviewed and classified by publication type. Results of the review indicated that SCD was the least frequently published article type. However, data indicate an increase in the prevalence and rigor of the design in recent years. Whereas some journals and institutions were found to have steady rates of SCD publications, others were found to have recent increases in the publication of the design. Implications of findings as they pertain to practitioner practice and adoption of evidence‐based practice are described.