This paper suggests that time-series design methodology provides a useful paradigm in which to conduct research in the learning disabilities field. It includes a review of some specific characteristics of time-series methodology that could usefully advance understanding of learning problems through applied research. These features include establishing experimental relations between variables in single cases, evaluating change over time, providing options to conventional research methodology, encouraging research in applied settings, and specification of learner characteristics. The paper concludes with a discussion of the relations between time-series and conventional experimental research strategies for future research in the learning disabilities field.
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Kazdin, A.E., Statistical analysis for single-case experimental designs. In M. Hersen & D.H. Barlow (Eds.): Single-Case Experimental Designs: Strategies for Studying Behavior Change. New York: Pergamon Press, 1976.
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Kazdin, A.E., Methodology of applied behavior analysis. In T.A. Brigham & A.C. Catania (Eds.): Social and Instructional Processes: Foundations and Applications of a Behavior Analysis. New York: Irvington/Naiburg-Wiley & Sons, 1977.
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Kratochwill, T.R., Intensive research: A review of methodological issues in clinical, counseling and school psychology. In D.C. Berliner (Ed.): Review of Research in Education. Itasca, Ill.: F.E. Peacock Publishers, 1979 .
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Glass, G.V., Willson, V.L., Gottman, J.M., Design and Analysis of Time-Series Experiments. Boulder, Colo.: Colorado Associate University Press , 1975. This original contribution reviews major time-series designs and provides an extensive overview of the time-series data analysis models (intermediate to advanced).
46.
Hersen, M., Barlow, D.H., Single-case Experimental Designs: Strategies for Studying Behavior Change . New York: Pergamon Press , 1976. This original work provides a detailed and comprehensive overview of single-case experimental designs and includes a chapter on data analysis. The book focuses primarily on therapeutic and applied research (beginning to intermediate).
47.
Kazdin, A.E., Methodology of applied behavior analysis. In T.A. Birgham, A.C. Catania (Eds.): Social and Instructional Processes: Foundations and Applications of a Behavior Analysis. New York: Irvington/ Naiburg-Wiley & Sons, 1977. This chapter reviews the general methodological issues involved in applied behavioral research. In addition to reviewing major behavioral designs, it presents an overview of reliability (observer agreement) issues in observational recording.
48.
Kratochwill, T.R. (Ed.), Single Subject Research: Strategies for Evaluating Change. New York: Academic Press, 1978. This edited volume of original contributions provides a comprehensive overview of time-series research designs and various visual and statistical data analysis procedures for research in the social sciences (intermediate to advanced).
49.
Kratochwill, T.R., Intensive research: A review of methodological issues in clinical, counseling and school psychology. In D.C. Berliner (Ed.), Review of Research in Education. Itasca, Ill: F.E. Peacock Publishers, 1979 . The chapter provides a methodological and conceptual discussion of intensive research with issues relevant to clinical, school, and counseling psychology (intermediate).
50.
Kratochwill, T.R., Levin, J.R., What time-series designs may have to offer educational researchers . Contemporary Educational Psychology, 1979 , 3, 273-329. This is a iournal monograph that provides an overview of time-series designs and the utility of time-series research in educational settings (beginning).
51.
Thoresen, C.E., Let's Get Intensive: Studying Change Over Time. Englewood Cliffs, N.J.: Prentice-Hall, in press. This book provides a complete overview of single subject (intensive) research in the social sciences (beginning to intermediate).
