N=1: An alternative research strategy for school psychologists

Single subject (N=1) research strategies deserve increased emphasis in the training of school psychologists. Single subject methodology has demonstrated credibility in research and in monitoring effects of professional interventions, but school psychology programs have typically not provided systematic training in this area. This paper suggests that N=1 research paradigms offer a promising supplement and, in some cases, an alternative to traditional large N between group strategies in school-based research; it reviews some examples of N=1 research design and methodology; it discusses some advantages and limitations of N=1 research strategies; and it argues that school psychology training programs must train graduate students in N=1 research and encourage this form of research methodology in practice.     

Laterality differences and practice effects under central backward masking conditions

Two experiments were conducted to examine laterality differences and practice effects under various central backward masking conditions. Critical stimulus onset asynchrony (SOA) was determined for subjects on 3 consecutive days using single letters as target stimuli (TS) and a pattern masking stimulus (MS). There was a right visual field (RVF) advantage on Day 1 but no difference between the visual fields on following days. The decline in the RVF advantage appeared to be dependent upon prior experience with laterally located letters, to be independent of initial experience with a particular set of letters, and to be more pronounced for females than for males. In addition, large improvements in performance were found, particularly between the first and second testing sessions. These practice effects were discussed in terms of the possible development of strategies for enhancing TS features or attenuating MS features.     

Fitting cross-classification table data to models when observations are subject to classification error

Individuals are classified in a cross-classification table where two behavioral observations on each individual determine the classification. The problem is to test certain structural models assumed to underlie the cross-classified observations. A minimum chi-square test procedure is proposed.     

Development of an on-line problem-oriented system for the evaluation of mental health treatment services

Current on-line assessment applications are limited to mimicking instruments designed for paper and pencil. The development of an instrument designed specifically for on-line technology is described. The instrument provides research data on treatment effectiveness, clinical information for treatment planning, and management information for resource allocation.