Single-case design interventions for deaf disabled students: a systematic literature review

Area of Science:

• Education
• Special Education
• Deaf Studies

Background:

• Students who are Deaf and Hard-of-Hearing (DHH) with co-occurring disabilities require tailored educational supports.
• Single-case design (SCD) is a common methodology in special education research.

Purpose of the Study:

• To systematically review existing SCD interventions for DHH students with co-occurring disabilities.
• To evaluate the methodological quality and identify research gaps in this area.

Main Methods:

• A systematic literature search identified 10 peer-reviewed studies meeting inclusion criteria.
• Studies were evaluated using Horner et al.'s quality indicators.

Main Results:

• Interventions targeted communication, behavior, or academic outcomes.
• Behavioral interventions showed more durable generalization than academic interventions.
• Methodological quality varied, with only two high-quality studies identified.

Conclusions:

• A significant gap exists in rigorous, language-focused SCD research for DHH students with disabilities.
• Improved methodological rigor is essential for developing effective, individualized supports.
• Further research should consider how "improvement" is defined and interpreted.