Methoden vergelijken
Bekijk de geselecteerde methoden naast elkaar; rijen die verschillen zijn gemarkeerd.
| What Works Clearinghouse Standards× | Single-Case Design in Education× | |
|---|---|---|
| Vakgebied | Education | Education |
| Familie | Process / pipeline | Process / pipeline |
| Jaar van ontstaan≠ | 2022 | 2013 |
| Grondlegger≠ | Institute of Education Sciences (IES), U.S. Department of Education | Applied behavior analysis and special education (Baer, Wolf & Risley; Horner; Kratochwill) |
| Type≠ | Standards and procedures for assessing the causal credibility of education studies | Experimental design establishing intervention effects within individual cases via repeated measurement |
| Oorspronkelijke bron≠ | What Works Clearinghouse. (2022). What Works Clearinghouse Procedures and Standards Handbook, Version 5.0. Institute of Education Sciences, U.S. Department of Education. link ↗ | 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 ↗ |
| Aliassen | WWC Standards, WWC Evidence Standards, What Works Clearinghouse Review, WWC Study Rating | Single-Subject Design, Single-Case Experimental Design, SCED, N-of-1 Educational Design |
| Verwant≠ | 3 | 4 |
| Samenvatting≠ | 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. | 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. |
| ScholarGateGegevensset ↗ |
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