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Single-Case Experimental Designs in Educational Research: A Methodology for Causal Analyses in Teaching and Learning

机译：教育研究中的单例实验设计：教学分析中的因果分析方法

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Current legislation requires educational practices be informed by science. The effort to establish educational practices supported by science has, to date, emphasized experiments with large numbers of participants who are randomly assigned to an intervention or control condition. A potential limitation of such an emphasis at the expense of other research methods is that evidence-based practices in education will derive only from science in the hypothetico-deductive tradition. Such a process omits practices originating from and tested through an inductive approach to understanding phenomena. Single-case experimental designs, developed by experimental and applied behavior analysts, offer an inductive process to identify and alter the lawful relations between the behavior of individual organisms and the environmental variables that are causally related to the occurrence or nonoccurrence of the behavior. Such designs have been essential in the development of effective instructional practices for students with disabilities and have much to offer the broader educational population as well. The purpose of the present paper is to provide an overview of single-case research methodology and the process by which this methodology can contribute to the identification of evidence-based instructional practices.
机译：当前的立法要求教育实践应以科学为依据。迄今为止，建立受科学支持的教育实践的工作着重强调了将大量参与者随机分配到干预或控制条件下的实验。这种以牺牲其他研究方法为代价的强调的潜在局限性在于，教育中基于证据的实践将仅来自假设推论传统中的科学。这样的过程省略了源自归纳方法并通过归纳方法测试以理解现象的实践。由实验和应用行为分析师开发的单案例实验设计提供了一个归纳过程，以识别和更改单个生物的行为与与行为的发生或不发生有因果关系的环境变量之间的合法关系。这样的设计对于开发针对残疾学生的有效教学实践至关重要，并且在为广大教育人群中提供了很多帮助。本文的目的是提供单案例研究方法论的概述，以及该方法论可有助于鉴定循证教学实践的过程。

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