Single Study Design How can an individual student be studied validly

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 & Schutt, 2011).

Moreover, within this design, usually, the subject acts as the control, while the repeated baseline measurements create the scores pattern that we anticipate the experiment to alter. In the single-subject criteria, repeated baseline measures are some of the ways through which researchers can prevent internal validity. As a result, part of the threats to the internal validity can be discounted by the researchers. Nonetheless, whenever the researcher cannot filter out extraneous events, the internal validity can be comprised. Besides, it can be hectic to evaluate if the treatment affected the change or not (Check & Schutt, 2011).

In addition, internal validity is the indicator of the level of confidence whether other variables or factors influence the casual relationship under the test. Therefore, there should be valid and reliable measures irrespective of the data collection. Another specific challenge in information gathering is the reactivity when one wants non-influential measures to various responses provided by the people. On the other hand, picking such methods that do not allow the influence of reactivity while establishing the relationship casualty between the variables is the only means to prevent such influence (Check & Schutt, 2011). Additionally, informed consent is also one of the areas that assist in establishing the validity study of the individual student. Also, particular issues have to be conversed upon possibly by the participants during the single-subject research organization. Equally, the informed consent has to include all the research parts information like confidentiality, purpose, 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 to different research questions (Horner et al., 2005).