This article introduces and describes the articles that are part of the thematic special series on investigating research questions to improve services for students with learning disabilities using single-case research design. The issue includes an article for peer reviewers that serves as a guide for decision-making and evaluation of single-case research design manuscripts. The other articles are intended for researchers who are interested in designing academic and behavioral interventions for students with LD using single-case research designs. The articles provide readers with descriptions of methods, approaches, and techniques that lead to high-quality research design.
CampbellA.AndersonC. M. (2011). Check-in/check-out: A systematic evaluation and component analysis. Journal of Applied Behavior Analysis, 44(2), 315-326. https://doi.org/10.1901/jaba.2011.44-315.
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CapizziA. M.WehbyJ. H.SandmelK. N. (2010). Enhancing mentoring of teacher candidates through consultative feedback and self-evaluation on instructional delivery. Teacher Education and Special Education, 33(3), 191-212. https://doi.org/10.1177/0888406409360012
GageN. A.Grasley-BoyN.McSuga-GageA. S. (2018). Professional development to increase teacher behavior specific praise: A single case design replication. Psychology in the Schools, 55(3), 264-277. https://doi.org/10.1002/pits.22106
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GillespieA.GrahamS. (2014). A meta-analysis of writing interventions for students with learning disabilities. Exceptional Children, 80(4), 454-473. https://doi.org/10.1177/0014402914527238
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JitendraA. K.Petersen-BrownS.LeinA. E.ZaslofskyA. F.KunkelA. K.JungP. G.EganA. M. (2015). Teaching mathematical word problem solving: The quality of evidence for strategy instruction priming the problem structure. Journal of Learning Disabilities, 48(1), 51-72. https://doi.org/10.1177/0022219413487408
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KonradM.FowlerC. H.WalkerA. R.TestD. W.WoodW. M. (2007). Effects of self-determination interventions on the academic skills of students with learning disabilities. Learning Disability Quarterly, 30(2), 89-113. https://doi.org/10.2307/30035545
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ReganK.BerkeleyS.HughesM.KirbyS. (2014). Computer-assisted instruction for struggling elementary readers with learning disabilities. Journal of Special Education, 48, 106-119. https://doi.org/10.1177/0022466913497261
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RosenbergM. S.BottD.MajsterekD.ChiangB.SimmonsD.GartlandD.WessonC.GrahamS.Smith-MylesB.MillerM.SwansonH. L.BenderW.RiveraD.WilsonR. (1994). Minimum standards for the description of participants in learning disabilities research. Remedial and Special Education, 15(1), 56-59.
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SanfordA. K.HornerR. H. (2013). Effects of matching instruction difficulty to reading level for students with escape-maintained problem behavior. Journal of Positive Behavioral Supports, 15(2), 79-89. https://doi.org/10.1177/1098300712449868
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What Works Clearinghouse. (2020). What Works Clearinghouse standards handbook, Version 4.1. Institute of Education Sciences.
