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<p>Intervention theories that guide the expected behavior change in single-case research often theorize <i>through</i> which mechanisms the intervention is expected to produce change. Given the increased attention mediation analysis for single-case research has received over the last decade, a review of how mediator variables are incorporated into SCEDs in education research is needed. Therefore, the overall goal of this systematic review is to document characteristics of SCEDs in education research. We conducted a systematic review of peer-reviewed articles in education research in 2023, which revealed 11 meta-analyses for investigation. Across the 11 meta-analyses, we analyzed data on 75 SCEDs and summarized key data characteristics such as type of SCED, average number of observations, average number of time points, and domains of outcome and potential mediator variables. On average, intervention effects on the mediator and outcome variables were positive but right skewed. Additionally, the median number of participants per study and the average number of observations per participant were approximately 3 and 18, respectively. The results from our systematic review will provide important information for education researchers planning a SCED that is hypothesized to target mediator variables.</p>

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Systematic Review of Single-Case Designs to Identify Mediator Characteristics

  • 期刊论文

  • 发表日期：

    2025年9月26日

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  • Mariola Moeyaert,
  • Yaosheng Lou,
  • Panpan Yang,
  • Joelle Fingerhut,
  • Milica Miočević,
  • Matthew Valente

摘要

Intervention theories that guide the expected behavior change in single-case research often theorize through which mechanisms the intervention is expected to produce change. Given the increased attention mediation analysis for single-case research has received over the last decade, a review of how mediator variables are incorporated into SCEDs in education research is needed. Therefore, the overall goal of this systematic review is to document characteristics of SCEDs in education research. We conducted a systematic review of peer-reviewed articles in education research in 2023, which revealed 11 meta-analyses for investigation. Across the 11 meta-analyses, we analyzed data on 75 SCEDs and summarized key data characteristics such as type of SCED, average number of observations, average number of time points, and domains of outcome and potential mediator variables. On average, intervention effects on the mediator and outcome variables were positive but right skewed. Additionally, the median number of participants per study and the average number of observations per participant were approximately 3 and 18, respectively. The results from our systematic review will provide important information for education researchers planning a SCED that is hypothesized to target mediator variables.