Table 3.
Overview Single-Case Design Studies.
| Citation | Design | n/Age (in years)/ Grade | Risk type | Description of reading intervention | Behavioral measures | Behavioral findings | Reading measures | Reading findings |
|---|---|---|---|---|---|---|---|---|
| Beck, Burns, and Lau (2009) | AT |
N = 2 Age = 6 and 9 Grades K and 3 |
EBD, At risk of behavior difficulty | Phonics | On-task behavior | The intervention condition outperformed the baseline condition. | NA | NA |
| Burke, Hagan-Burke, and Sugai (2003) | AT |
N = 1 Age = 7 Grade 3 |
LD, reading and behavior difficulty | Other (vocabulary intervention based on FBA) | Task engagement | The treatment condition outperformed the baseline condition. | NA | NA |
| Kamps, Barbetta, Leonard, and Delquadri (1994) | MBL with ABAB |
N = 3 Age = 8, 8, and 9 Grade 1/2 grade split class, 2 and 3 |
High functioning autism | Multicomponent with RC | Social interaction | The intervention condition outperformed the baseline condition. | ORF, reading errors, RC | Results were mixed across all measures |
| Lane, Little, Redding-Rhodes, Phillips, and Welsh (2007) | MBL across classrooms |
N = 7 Age (M) = 7 Grade 1 |
At risk of reading and behavior difficulty | Phonics | Academic engaged time | During the intervention condition, four students showed decrease in variability but no change in level or slope. Experimental control was not established for three students. | DIBELS NWF and ORF | During the intervention condition, five out of seven students increased in NWF and all seven students increased in ORF |
| Lane et al. (2002) | MBL across groups |
N = 5 Age (M) = 6.9 Grade 1 |
At risk of reading and behavior difficulty | Phonics and writing | TDB, NSI | TDB: All students had positive effects. NSI: All students were low during baseline and four out of five students had positive effects during the intervention. | DIBELS NWF and ORF | NWF: All students made growth. ORF: Results were mixed across students |
| Lingo, Slaton, and Jolivette (2006) | Multiprobe |
N = 7 Age (range) = 11.6–14.2 Grades 6–7 |
LD, EBD, OHI, reading and behavior difficulty | PA, phonics, word reading | Appropriate behavior inappropriate behavior | Results were mixed across all measures. | ORF from Corrective Reading, Reading Errors, and WRMT-R NU | The intervention condition outperformed the baseline condition on ORF and WRMT-R (NU) |
| Scott and Shearer-Lingo (2002) | MBL across students |
N = 3 Age = NR Grade 7 |
EBD, reading difficulty | Phonics and fluency | On-task behavior | Limited behavioral analysis due to lack of data points Intervention 1: Results were mixed across students. Intervention 2: The intervention condition outperformed the baseline condition. |
ORF | The intervention condition outperformed the baseline condition |
| Wehby, Falk, Barton-Arwood, Lane, and Cooley (2003) | MBL across groups |
N = 8 Age (M) = 7.8 Grade 4 |
EBD, LD, ID, OHI, SLI | PA, phonics, word reading | Time attending, total inappropriate behavior | Results were mixed across students and measures. | NWF, blending, sound naming, sight words, segmentation probes, WRMT-R (Letter ID, WI, WA), CTOPP (PA, PM) | Results were mixed across all measures |
Note. AT = Alternating Treatment; EBD = Emotional Behavior Disorder; LD = Learning Disabilities; FBA = functional behavior assessment; MBL = Multiple Baseline; ABAB = Reversal/Withdrawal; RC = Reading Comprehension; NR = Not Reported; ORF = oral reading fluency; NWF = nonsense word fluency; TDB = total disruptive behavior; NSI = Negative Social Interaction; OHI = Other Health Impairment; NU = Normative Update; WRMT-R = Woodcock Reading Mastery Test–Revised (Woodcock, 1998a); ID = Intellectual Disability; SLI = Speech Language Impairment; WI = Word Identification; WA = Word Attack; CTOPP = Comprehensive Test of Phonological Processing; PA = Phonological Awareness; PM = Phonological Memory.