Application of a single-case intervention procedure to assess the replicability of a two-component instructional strategy
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PublisherACADEMIC PRESS INC ELSEVIER SCIENCE
CitationHwang, Y., & Levin, J. R. (2019). Application of a single-case intervention procedure to assess the replicability of a two-component instructional strategy. Contemporary Educational Psychology, 56, 161-170.
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AbstractA dual-component single-case multiple-baseline design and statistical analysis was implemented to assess the replicability of instructional-strategy effects that have been well established in previous conventional randomized "group" intervention research. The 15-week intervention study examined the efficacy of a sequentially presented pictorial "mnemonic numeric" strategy designed to help seven 11- and 12-year-old children remember the dates (centuries and decades) of various 18th, 19th, and 20th century inventions. Two different single-case multiple-baseline randomization-test procedures were applied to confirm a predicted set of differentiated experimental outcomes. Suggestions were provided for modifying and improving the methods' suitability for single-case educational intervention researchers.
Note24 month embargo; available online 10 January 2019.
VersionFinal accepted manuscript