Single-case research designs are useful for learning disability researchers interested in refining novel interventions (e.g., new mathematics intervention) before scaling, small n populations (e.g., students with comorbid learning and emotional and behavioral disabilities), and testing unique conditions (e.g., remote locales). Much attention has been devoted to developing research quality standards, which is essential for replication and implementation fidelity; however, little is known about the reporting quality of single-case design studies. To gain insight into the quality of learning disability single-case research design study reporting, we analyzed 72 articles published between 2010 and 2021 in six learning disability-focused journals using the Single-Case Reporting Guideline In BEhavioral interventions (SCRIBE) standards. Findings suggest that reporting quality has remained stagnant, and none of the studies reviewed met all of the reporting standards. Alignment with standards ranged from 33% to 77%. Implications for researchers and practitioners are discussed.

中文翻译：

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学习障碍期刊上发表的单例研究的报告质量

单案例研究设计对于学习障碍研究人员来说非常有用，他们有兴趣在规模化之前完善新的干预措施（例如，新的数学干预措施），小群体（例如，患有共病学习和情绪和行为障碍的学生），并测试独特的条件（例如，远程区域设置）。人们非常重视制定研究质量标准，这对于重复和实施的保真度至关重要；然而，人们对单案例设计研究的报告质量知之甚少。为了深入了解学习障碍单案例研究设计研究报告的质量，我们使用行为干预单案例报告指南 (SCRIBE) 标准分析了 2010 年至 2021 年间在 6 种关注学习障碍的期刊上发表的 72 篇文章。调查结果表明，报告质量仍然停滞不前，所审查的研究均未达到所有报告标准。符合标准的比例为 33% 至 77%。讨论了对研究人员和从业者的影响。