Training Institute in Advanced Single-Case Research Design and Analysis

Co-Principal Investigator: Ferron, John

The purpose of this project is to develop, implement, and evaluate a training program for early career and experienced researchers in single-case design (SCD). SCD methodology has advanced significantly over the last 50 years and continues to provide contributions across a variety of professional fields. For instance, research questions related to the development of interventions within multi-tiered support systems, adoption of evidence-based practices, and attention to implementation science fit well with SCD approaches. Major advances in design and analysis options (such as randomization and effect size calculations) have also occurred in the last decade. Despite this, there are limited resources available to early career scholars and experienced researchers for accessing these new developments. This project attempts to fill this gap through an intensive training program that involves onsite and distance learning.

During the project, the training team will do the following:

1. Refine materials from previous SCD training programs and develop two new components, an online curriculum-based assessment of trainees' SCD knowledge and skills and online distance learning activities for trainees to begin to develop a personal learning network and the core elements a group research proposal that will be completed during the onsite training
2. Recruit approximately 35 trainees for each of the annual training institutes
3. Facilitate online distance learning activities among small groups of trainees
4. Deliver onsite training annually for three years over a 4.5-day period
5. Host webinars led by SCD experts
6. Disseminate training materials through a project website
7. Evaluate the training program

The training program will build expertise in (1) logic models for SCD; (2) the logic and principles underlying SCD and optimal conditions for its use; (3) methodologically rigorous SCD including both traditional designs and design advances that improve the scientific credibility of the methodology; (4) visual and statistical analysis, interpretation, and aggregation of data from basic and complex designs; (5) transitioning from SCD to group designs, and models for the use of SCD to augment group designs; (6) the use of design-comparable effect sizes in meta-analyses including both SCD and group designs; and (7) effective instructional strategies for teaching advanced SCD and analysis.

The success of the training program will be evaluated on an ongoing basis to inform adjustments to the program and ensure an optimal training experience and to determine the extent to which the program facilitated trainees' scholarly activities, including editorial or grant reviews, teaching, grant submissions, publications, presentations, and honors/recognitions.