From a single-level analysis to a multilevel analysis of single-case experimental designs

被引：109

作者：

Moeyaert, Mariola ^{[1
]}

Ferron, John M. ^{[2
]}

Beretvas, S. Natasha

Van den Noortgate, Wim ^{[3
]}

机构：

[1] Katholieke Univ Leuven, Fac Psychol & Educ Sci, B-3000 Louvain, Belgium

[2] Univ S Florida, Dept Educ Measurement & Res, Tampa, FL 33620 USA

[3] Katholieke Univ Leuven, ITECi Minds Kortrijk, Fac Psychol & Educ Sci, B-3000 Louvain, Belgium

来源：

JOURNAL OF SCHOOL PSYCHOLOGY | 2014年 / 52卷 / 02期

基金：

比利时弗兰德研究基金会;

关键词：

Single-case experimental design; Multilevel analysis; NATURAL-LANGUAGE PARADIGM; EFFECT SIZES; LINEAR-MODELS; INTERVENTION; CHILDREN; AUTOCORRELATION; INCREASE;

D O I：

10.1016/j.jsp.2013.11.003

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Multilevel modeling provides one approach to synthesizing single-case experimental design data. In this study, we present the multilevel model (the two-level and the three-level models) for summarizing single-case results over cases, over studies, or both. In addition to the basic multilevel models, we elaborate on several plausible alternative models. We apply the proposed models to real datasets and investigate to what extent the estimated treatment effect is dependent on the modeling specifications and the underlying assumptions. By considering a range of plausible models and assumptions, researchers can determine the degree to which the effect estimates and conclusions are sensitive to the specific assumptions made. If the same conclusions are reached across a range of plausible assumptions, confidence in the conclusions can be enhanced. We advise researchers not to focus on one model but conduct multiple plausible multilevel analyses and investigate whether the results depend on the modeling options. (C) 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

引用

页码：191 / 211

页数：21

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