title: Single-case effect size calculation: comparing regression and non-parametric approaches across previously published reading intervention data sets.
abstract: Growing from demands for accountability and research-based practice in the field of education, there is recent focus on developing standards for the implementation and analysis of single-case designs. Effect size methods for single-case designs provide a useful way to discuss treatment magnitude in the context of individual intervention. Although a standard effect size methodology does not yet exist within single-case research, panel experts recently recommended pairing regression and non-parametric approaches when analyzing effect size data. This study compared two single-case effect size methods: the regression-based, Allison-MT method and the newer, non-parametric, Tau-U method. Using previously published research that measured the Words read Correct per Minute (WCPM) variable, these two methods were examined by comparing differences in overall effect size scores and rankings of intervention effect. Results indicated that the regression method produced significantly larger effect sizes than the non-parametric method, but the rankings of the effect size scores had a strong, positive relation. Implications of these findings for research and practice are discussed.
authors.affiliation: North Carolina State University, Raleigh, NC, USA.
authors.forename: Sarah G
authors.initials: SG
authors.lastname: Ross
authors.affiliation: North Carolina State University, Raleigh, NC, USA.
authors.forename: John C
authors.initials: JC
authors.lastname: Begeny
mesh_terms: D003627:Data Interpretation, Statistical; D006801:Humans; D011932:Reading; D012107:Research Design / Q000706:statistics & numerical data*
keywords: Effect size; Oral reading fluency; Progress monitoring; Single-case design; Single-subject design; Small-N design