Application of a single-case intervention procedure to assess the replicability of a two-component instructional strategy

Abstract A dual-component single-case multiple-baseline design and statistical analysis was implemented to assess the replicability of instructional-strategy effects that have been well established in previous conventional randomized “group” intervention research. The 15-week intervention study examined the efficacy of a sequentially presented pictorial “mnemonic numeric” strategy designed to help seven 11- and 12-year-old children remember the dates (centuries and decades) of various 18th, 19th, and 20th century inventions. Two different single-case multiple-baseline randomization-test procedures were applied to confirm a predicted set of differentiated experimental outcomes. Suggestions were provided for modifying and improving the methods’ suitability for single-case educational intervention researchers.