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Fine-grained effect sizes.

John M Ferron1, Megan S Kirby1, Lodi Lipien1

  • 1Department of Educational and Psychological Studies, University of South Florida.

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This study introduces a new method for estimating and graphing fine-grained effect sizes in single-case experimental designs. This approach offers more detailed insights into individual responses to interventions over time, particularly for students with autism.

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Area of Science:

  • Behavioral Science
  • Educational Psychology
  • Intervention Research

Background:

  • Systematic reviews of single-case experimental designs (SCEDs) often lack detailed individual response data.
  • Existing effect size measures can obscure nuanced, time-specific, and case-specific intervention impacts.
  • Accurate measurement is crucial for understanding intervention effectiveness in special education.

Purpose of the Study:

  • To develop and demonstrate a method for estimating and graphing fine-grained effect sizes in SCEDs.
  • To provide a more transparent view of individual responses to interventions over time.
  • To enhance the analysis of self-management interventions for students with autism.

Main Methods:

  • Developed a novel method for estimating fine-grained effect sizes, considering case- and time-specific variations.
  • Demonstrated the method under three distinct baseline stability assumptions: outcome, level, and trend stability.
  • Applied the method to graph individual effect trajectories from three SCED studies on self-management interventions.

Main Results:

  • The fine-grained effect size method provides nuanced, individual-level data on intervention response.
  • Visualizing individual effect trajectories reveals specific patterns of change over time.
  • The method enhances the interpretability of intervention effects in SCED studies.

Conclusions:

  • Fine-grained effect sizes offer a more transparent and detailed understanding of intervention effects in SCEDs.
  • The developed method is valuable for analyzing self-management interventions for students with autism.
  • Further research is needed to address limitations and expand the application of this graphing technique.