Porovnat metody
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| Single-Case Design in Education× | Curriculum-Based Measurement× | |
|---|---|---|
| Obor | Education | Education |
| Rodina | Process / pipeline | Process / pipeline |
| Rok vzniku≠ | 2013 | 1985 |
| Tvůrce≠ | Applied behavior analysis and special education (Baer, Wolf & Risley; Horner; Kratochwill) | Stanley Deno and colleagues (University of Minnesota) |
| Typ≠ | Experimental design establishing intervention effects within individual cases via repeated measurement | Standardized, repeated brief measures for monitoring academic progress |
| Původní zdroj≠ | Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26–38. DOI ↗ | Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52(3), 219–232. DOI ↗ |
| Další názvy | Single-Subject Design, Single-Case Experimental Design, SCED, N-of-1 Educational Design | CBM, Curriculum-Based Progress Monitoring, General Outcome Measurement, CBM Probes |
| Příbuzné | 4 | 4 |
| Shrnutí≠ | Single-case experimental designs establish whether an intervention causes a change in behavior or learning by intensively studying individual cases over time rather than comparing groups. Each case serves as its own control: an outcome is measured repeatedly during a baseline phase and again under intervention, and the effect is demonstrated by replicating the change across phases or across cases. Central to special education and applied behavior analysis, and recognized by the What Works Clearinghouse and Horner and colleagues' standards, single-case design offers rigorous causal evidence when group experiments are impractical. | Curriculum-based measurement (CBM) is a standardized system of brief, repeated assessments used to monitor a student's academic progress over time. Developed by Stanley Deno and colleagues at the University of Minnesota, CBM uses short, technically adequate probes — such as one-minute oral reading fluency or math computation samples — sampled from the year's curriculum at a fixed difficulty. Scores are charted week by week, and the slope of improvement is compared against a goal line to judge whether instruction is working and to trigger timely changes. |
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