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| Single-Case Design in Education× | What Works Clearinghouse Standards× | |
|---|---|---|
| Campo | Education | Education |
| Famiglia | Process / pipeline | Process / pipeline |
| Anno di origine≠ | 2013 | 2022 |
| Ideatore≠ | Applied behavior analysis and special education (Baer, Wolf & Risley; Horner; Kratochwill) | Institute of Education Sciences (IES), U.S. Department of Education |
| Tipo≠ | Experimental design establishing intervention effects within individual cases via repeated measurement | Standards and procedures for assessing the causal credibility of education studies |
| Fonte seminale≠ | 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 ↗ | What Works Clearinghouse. (2022). What Works Clearinghouse Procedures and Standards Handbook, Version 5.0. Institute of Education Sciences, U.S. Department of Education. link ↗ |
| Alias | Single-Subject Design, Single-Case Experimental Design, SCED, N-of-1 Educational Design | WWC Standards, WWC Evidence Standards, What Works Clearinghouse Review, WWC Study Rating |
| Correlati≠ | 4 | 3 |
| Sintesi≠ | 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. | The What Works Clearinghouse (WWC) standards are the protocol the U.S. Institute of Education Sciences uses to judge how much confidence an education study's findings deserve as causal evidence. They specify which designs can support causal claims, how to screen for threats such as attrition and confounding, and how to rate each study — Meets Standards Without Reservations, With Reservations, or Does Not Meet Standards — before synthesizing the body of evidence. The standards are a cornerstone of evidence-based education policy in the United States. |
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