Single‐subject designs in special education: advantages and limitations

Abstract

Single‐subject designs provide the special education field with an alternative to group designs. The purpose of this paper is to introduce the topic of single‐subject designs by providing an overview of the relevant literature and a discussion of the major issues and applications of these designs in the field of special education. This paper is divided into four main sections: (1) characteristics of single‐subject designs; (2) types of single‐subject designs; (3) advantages of single‐subject designs; and (4) issues and concerns regarding single‐subject designs. It was concluded that a minimum of three measurements in each phase is typically required until there is a clear pattern. Flexibility and cost‐effectiveness are among the main advantages of these designs. External validity and generalisability are the main concerns. However, meta‐analytic studies can enhance the generalisability of single‐subject designs findings within similar context. Conclusions and recommendations to improve these designs are discussed.

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