The Influence of Measurement Error Associated With Oral Reading Progress Monitoring Measures on the Consistency and Accuracy of Nonparametric Single-Case Design Effect Size Outcomes:

摘要: Researchers and practitioners frequently use curriculum-based measures of reading (CBM-R) within single-case design (SCD) frameworks to evaluate the effects interventions with individual students. Effect sizes (ESs) developed specifically for SCDs are often used as a supplement visual analysis gauge treatment effects. The degree which measurement error associated academic like CBM-R influences said ESs has not been fully explored. We simulation methodology how common magnitudes influenced consistency accuracy outcomes from two nonparametric SCD ESs, percentage data exceeding baseline trend TauU. After accounting other characteristics, accounted statistically practically significant amount variance in both ESs. This article suggests that psychometric properties important consider when interpreting SCDs.