This special series addresses issues and advances in the synthesis of single-case research. In this introduction, we provide an overview of the conceptual and procedural challenges associated with evaluating and aggregating findings drawn from single-case research. Key issues relating to the development of reliable and objective procedures for synthesizing single-case data are reviewed and situated within the context of the nomothetic and idiographic research paradigms. The potential for syntheses of single-case research to augment more traditional approaches for informing the development of evidence-based practices in special education is then reviewed. We conclude with a brief overview of the articles contained in this special series and provide a summary of the collective contributions for moving toward a widely accepted framework for synthesizing single-case research findings.
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