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How can an individual student be studied validly?
An individual student can be validly studied through the use of a single subject. In the single-subject study, there are ways to measure and report single student intervention validly. Such intervention may include education in various situations and within all levels (Check & Schutt, 2011). The use of single-subject criteria to study an individual student depends on putting preintervention mechanisms, making various decisions on the effectiveness of the interventions, identifying the intervention center, availing the intervention, and putting any additional necessary measures. Subsequently, the single-subject design fundamentally believes that there will have to be a recognizable status change in any successful intervention. As a result, through single-subject criteria, there are several avenues to ensure that an intervention is genuinely studying an individual student (Check & Schutt, 2011).
Consequently, there are three phases within a single subject design. The phases include baseline, treatment, and repeated measurement. Furthermore, the repeated measurements of the dependent variable are entailed within a single-subject design. Also, the repeated measurement of dependent variables is usually taken at the baseline phase. However, when the research is still attempting to establish a measure that reflects the student's status, the interventions are not provided (Check &...…data collection, and measurements have to be clearly stated. Furthermore, cultural factors and variations can be incorporated and tested on a single-subject design that concentrates on individuals (Check & Schutt, 2011).
Finally, apart from the single-subject study design, there is also another design known as group research. However, these two designs have some differences that center majorly along with external validity and data analysis criteria (a generalization of other people particularly). Such differences sometimes result in disagreements among the group researchers and single-subject researchers. However, group research and single-subject research can also be considered complementary methods with varying weaknesses and strengths critical in responding…
References
Check, J., & Schutt, R. K. (2011). Research methods in education. Sage Publications.
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional children, 71(2), 165-179.
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