单个案例设计研究的元分析:多层次建模的应用
Mikyung Shin1, Stephanie L Hart1, Michelle Simmons1
1Department of Education, Center for Learning Disabilities, West Texas A&M University.
School psychology (Washington, D.C.)
|May 23, 2024
概括
这项研究探讨了分析单个案例设计的多层次建模,发现单词问题的复杂性会影响学习障碍的结果. 这种方法有助于比较研究中的时间变化的预测因素.
科学领域:
- 教育心理学教育心理学
- 研究方法研究方法研究方法学
- 特殊教育 特殊教育
背景情况:
- 对单个案例设计的元分析提出了独特的方法挑战.
- 多级建模为分析复杂的单个案例数据提供了强大的框架.
- 之前的研究还没有充分探索四层多层建模在这种情况下的应用.
研究的目的:
- 描述使用多层次建模用于单个案例设计研究的元分析的好处和挑战.
- 为了说明使用开源R代码进行此类元分析的程序.
- 检查单词问题的复杂性对学习障碍学生的影响.
主要方法:
- 使用开源R代码使用四级多级建模.
- 分析了21个单个案例设计研究 (多个基线或多个探针) 的数据,以说明单词问题.
- 探索基线,干预和维护阶段之间的水平和趋势的变化.
主要成果:
- 对于学习障碍的学生来说,单词问题的解决方法因单词问题的复杂性而有所不同 (单词,混合词,概括).
- 复杂性的缓解效应在相邻阶段不同 (例如,基线与干预).
- 证明了多层次建模的实用性,用于在案例内和跨案例内分析时间变化的预测因素.
结论:
- 多层次建模是对单个案例设计研究的元分析的一个有价值的方法.
- 研究结果强调了词语问题的复杂性对学习障碍结果的影响.
- 建议未来的研究使用这种方法来探索时间变化的预测器和调节器.
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