Critiquing Single-Subject Designs|My essay solution

750 words

Overview

By successfully completing this assignment, you demonstrate your proficiency in the following competency and specialized behaviors:

• Competency 4: Engage in practice-informed research and research-informed practice.
  • C4.SP.A: Apply leadership skills, decision making, and the use of technology to inform evidence-based research practice to develop, implement, evaluate, and communicate interventions across the specialization of advanced generalist practice settings. 
    • Related Assignment Criterion:
      • 1: Critique single-subject designs.
  • C4.SP.B: Apply leadership skills, decision making, and the use of technology to inform program evaluation to develop, implement, evaluate, and communicate interventions across the specialization of advanced generalist practice settings. 
    • Related Assignment Criterion:
      • 2: Apply critical thinking in verbal and written communication through the use of leadership and technology.

Assignment Description

After reading Whitfield’s 1999 article, “Validating School Social Work,” you will answer a series of questions aimed at critiquing single subject designs.

Assignment Instructions

Read Whitfield’s 1999 article, “Validating School Social Work: An Evaluation of a Cognitive-Behavioral Approach to Reduce School Violence,” and answer the following questions in an APA-formatted document:

• What was the purpose of this study?
• What was the sample?
• What dependent variables were studied? How were the dependent variables operationalized?
• Why was a single-subject design used? What are the strengths of a single-subject design?
• What were the key findings (the results of the data analysis)?
• How would you critique the findings? What are limitations of a single-subject design?

SOLUTION

Critique of Single-Subject Designs: Whitfield’s 1999 Study on Validating School Social Work

Introduction

Single-subject designs are commonly used in social work research to investigate the efficacy of interventions for individual cases. Such designs involve repeated measurements of a single participant’s behavior before, during, and after the intervention. In this paper, I will critique a single-subject study conducted by Whitfield (1999), titled “Validating School Social Work: An Evaluation of a Cognitive-Behavioral Approach to Reduce School Violence.” The study aimed to evaluate the effectiveness of a cognitive-behavioral approach in reducing school violence and improving the social and academic behavior of students.