Overview of the Week’s
Small-Group Activity Schedule
Topics and Group Composition
Group 1: Emotional/Behavioral Disorders
Reesha Adamson
Frederick Brigham
Chin-Chih Chen
Stacy-Ann January
Stephen Kilgus
John McKenna
Barbara Mitchell
Group 2: Reading/Literacy
Scott Ardoin
Yvel Crevecoeur
Youjia Hua
Devin Kearns
Carly Roberts
Andrea Ruppar
William Therrien
Group 3: Language/Communication
Tonya Davis
Tara McAllister-Byun
Jillian McCarthy Maeder
Maria Adelaida Restrepo
Sam Sennott
Ashlyn Smith
Katie Wolfe
Group 4: Autism
Laura Chezan
Christan Coogle
Mark Harvey
Elizabeth Kryszak
Blair Lloyd
Jennifer Ottley
Shu-Fei Tsai
Group 5: Mathematics/Science/Classroom
Practices/Methodology
Mary Alt
Haiwen Chu
Melissa Collier-Meek
Jill Lammert
Brittany Hott
Guang Zeng
Purpose of The Small-Group Sessions
• to get to Carnegie Hall
–by practicing the concepts and skills that
are being preached in the large-group
sessions
• to get yourself into the intervention research
literature through conference presentations
and journal articles
–by going through the process of designing,
“conducting,” analyzing, and reporting a
single-case intervention study that
incorporates scientifically credible
methodological and data-analysis
techniques
• to get IES/NCSER grants!
Activity Schedule for the Week
Day 1
Decide on substantive topic, intervention, logic
model, participants, outcome measures, and
predicted outcomes.
Primary “floating” topic: Logic model
Day 2
Visual analysis practice:
Create data that display various changes (or no
changes) in level, trend, and variability
‒ along with immediate vs. delayed
changes, combined with abrupt vs.
gradual changes
Primary “floating” topic: Visual-analysis
components
Select both a preferred and an alternate SCD that
includes both N > 1 “case” replication AND at least
one form of randomization, as selected from:
A. Designs that currently meet WWC Standards:
alternating treatment, reversal (ABAB), or
multiple baseline (with or without intervention
start-point randomization)
OR
B. Some type of modified/extended AB design
(e.g., randomized phase orders; crossover;
randomized pairs).
Note: Groups may or may not get to implement their
initially preferred design.
Based on the group’s design selection, refine
aspects of the proposed study, including
number of participants, number of measures
per phase, and specific randomization
components.
Day 3
Masked visual analysis practice
Generate “ideal” data (based on parameters
that reflect reasonable effect sizes) associated
with the group’s study predictions for all
outcome measures being investigated.
Primary “floating” topics: Masked visual
analysis; “ideal” data generation
Day 4
Randomization and regression-based tests;
single-case effect sizes
ExPRT analysis of “actual” (instructor-provided,
computer-simulated) data.
Primary “floating” topic: ExPRT randomization
test program
Group discussion of study results, limitations,
etc., along with preparation of Day 5’s
presentation.
Note: In contrast to “real research”
presentations, yours should focus much more
on the methodological, procedural, dataanalysis aspects ‒ along with “what was
learned” and “what could be improved” ‒ and
much less on the substantive (conceptual and
prior literature) aspects.
Day 5
Individual groups present their study results to
the full assembly.
Note: Each group will be given approximately
20 minutes of presentation time, with about
10 minutes for questions and comments.