探索在单一案例设计研究中直接评估对内部有效性的威胁
Brian Daniels1, Lindsay M Fallon1, Andrea Molina Palacios1
1Department of Counseling and School Psychology, University of Massachusetts Boston.
School psychology (Washington, D.C.)
|September 12, 2024
概括
使用直接行为评分单项量表 (DBR-SIS) 收集数据的教师可能会导致结果偏差. 在体内评级与掩盖的外部评级有所不同,这可能会改变干预有效性的结论.
科学领域:
- 教育心理学教育心理学
- 行为研究方法 行为研究方法
背景情况:
- 单个案例设计通常依赖时间序列数据进行干预评估.
- 在教育环境中的可行性可能需要干预实施者收集数据.
- 干预主义的知识可以影响主观评级,可能会导致结果偏见.
研究的目的:
- 调查干预人员 (in vivo) 收集的直接行为评级单项量表 (DBR-SIS) 数据是否与被掩盖的外部评级人员收集的数据相当.
- 评估评价者偏见和预期影响对单个案例研究中的干预有效性结论的影响.
主要方法:
- 通过对干预阶段有充分了解的干预者收集的DBR-SIS社会技能数据进行比较,与对干预阶段有掩饰的外部评级者进行比较.
- 教师在体内收集数据与独立观察员收集数据.
主要成果:
- 在体内DBR-SIS数据与被掩盖的外部评级人员收集的数据有显著差异.
- 评级来源之间的差异可能导致关于干预有效性的不同结论.
- 仅仅依赖干预者的评级可能会膨胀或降低感知到的干预成功.
结论:
- 干预人员收集的DBR-SIS数据可能与单个案例研究中的掩盖外部评级不等.
- 缓解策略包括整合外部掩盖数据或使用可靠的效果大小计算.
- 培训和实践应解决在体内数据收集中的潜在偏差,以提高干预准确性.
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