Single-Case Intervention Research: Methodological and Statistical Advances (School Psychology Book)

Provides valuable information about single case research design for researchers and graduate students, including methodology, statistical analyses, and the opinions of researchers who have been using it. --Doody's Review Service

A well-written and meaningfully structured compendium that includes the foundational and advanced guidelines for conducting accurate single-case intervention designs. Whether you are an undergraduate or a graduate student, or an applied researcher anywhere along the novice-to-expert column, this book promises to be an invaluable addition to your library. --PsycCRITIQUES

With its overview of the histories, strengths, limitations, and trends, the book offers rich approaches to expanding research methodologies and therefore substantially enhances contemporary scientific psychology. --New Jersey Psychologist

Thomas R. Kratochwill, PhD, is Sears Roebuck Foundation Bascom Professor at the University of Wisconsin Madison, director of the School Psychology Program, and a licensed psychologist in Wisconsin. He is the author of more than 200 journal articles and book chapters, and has written or edited more than 30 books. He has received many awards, including the Lightner Witmer Award from Division 16 (School Psychology) of the American Psychological Association (APA), the Jack I. Bardon Distinguished Achievement Award from Division 16, the APA Distinguished Career Contributions to Education and Training of Psychologists, the University of Wisconsin Madison Van Hise Outreach Teaching Award, the Lifetime Achievement Award from the National Register of Health Service Providers in Psychology and the Nadine Murphy Lambert Lifetime Achievement Award from APA Division 16. He served as the founding editor of the APA Division 16 journal School Psychology Quarterly. He is a fellow of APA Divisions 15 (Educational Psychology), 16, and 53 (Clinical Child Psychology), past president of the Society for the Study of School Psychology and past cochair of the Task Force on Evidence-Based Interventions in School Psychology. He has chaired the What Works Clearinghouse Panel for the development of Standards for Single-Case Research Design for review of evidence-based interventions.

Joel R. Levin, PhD, is Professor Emeritus of Educational Psychology, University of Wisconsin Madison and University of Arizona. Within the American Psychological Association (APA), he is a Fellow of Division 15 (Educational Psychology) and Division 5 (Evaluation, Measurement, and Statistics). Dr. Levin has served as head of the Learning and Instruction division of the American Educational Research Association (AERA), editor of Journal of Educational Psychology, and coeditor of Issues in Education: Contributions from Educational Psychology. Dr. Levin chaired an editors committee that revised the statistical-reporting guidelines sections for the fourth (1994) edition of the APA Publication Manual, and he served on a similar committee that revised the fifth (2001) and sixth (2010) editions of the manual. From 2003 to 2008 he was APA s chief editorial advisor. Dr. Levin has received two article-of-the-year awards from AERA as well as awards from UW Madison for both his teaching and his research. In 1992 he was presented with a UW Madison award for his combined research, teaching, and professional service contributions, followed by a prestigious UW Madison named professorship (Julian C. Stanley Chair). In 1997, UW Madison s School of Education honored Dr. Levin with a distinguished career award, and in 2002, he was accorded APA Division 15 s highest research recognition, the E. L. Thorndike Award, for his professional achievements. In 2010, AERA s Educational Statisticians Special Interest Group presented him with an award for exceptional contributions to the field of educational statistics.