Single Case Research Design: Teacher Outcomes

Study Results

Results available

Outcome measurements, participant flow, baseline characteristics, and adverse events have been published for this study.

View full results

Basic Information

Get a concise snapshot of the trial, including recruitment status, study phase, enrollment targets, and key timeline milestones.

Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

4 participants

Study Classification

INTERVENTIONAL

Study Start Date

2024-08-23

Study Completion Date

2025-09-30

Brief Summary

Review the sponsor-provided synopsis that highlights what the study is about and why it is being conducted.

This study examines whether a professional development program helps teachers implement Strategic and Interactive Signing Instruction (SISI) with higher fidelity. The training includes review of an intervention manual, live modeling of SISI components, and discussion of implementation expectations. Teacher fidelity is evaluated with the Strategic and Interactive Signing Instruction Fidelity Tool, which rates the extent to which core components are used during a intervention session. The study also documents how often teachers receive additional support (e.g., coaching) to understand which procedures help strengthen implementation.

Detailed Description

Dive into the extended narrative that explains the scientific background, objectives, and procedures in greater depth.

This project uses a nonconcurrent multiple-baseline design across four teachers who serve deaf children in a deaf education program. The goal is to examine changes in teachers' SISI implementation fidelity following training and coaching.

At baseline, the PI observes each teacher's typical language arts instruction using the SISI Fidelity Tool. Three stable data points are collected for each teacher before intervention. Every SISI component is scored as 1 (fully implemented), 0.5 (partially implemented), or 0 (not implemented), and then summarized as a percentage of components implemented.

After baseline, the PI provides a two-day training in SISI procedures. Teachers then begin implementing SISI in a staggered fashion: Teacher 1 starts immediately after training for three weeks; Teacher 2 begins in Week 4; Teachers 3 and 4 begin in Weeks 7 and 10. All instructional sessions are video-recorded and uploaded to a cloud platform, where the PI and a second rater review them for daily fidelity monitoring.

Throughout the study, the PI offers coaching as needed to support implementation. The PI also tracks children's progress on their individually targeted sign language skills to confirm that intervention adjustments are appropriate and timely. If implementation challenges arise or if data collection procedures are insufficiently clear or consistent, refinements may be made. Any refinements are put in place immediately and monitored for their influence on teacher fidelity and the feasibility of study procedures.

Conditions

See the medical conditions and disease areas that this research is targeting or investigating.

Teacher Practice

Keywords

Explore important study keywords that can help with search, categorization, and topic discovery.

Sign Language Deaf Teacher Training

Study Design

Understand how the trial is structured, including allocation methods, masking strategies, primary purpose, and other design elements.

Allocation Method

NON_RANDOMIZED

Intervention Model

CROSSOVER

This research uses the noncurrent multiple baseline design across teacher participants.

Primary Study Purpose

TREATMENT

Blinding Strategy

NONE

Study Groups

Review each arm or cohort in the study, along with the interventions and objectives associated with them.

Single Case Research Design: Teacher 1

The PI worked with teachers to increase SISI implementation fidelity using a nonconcurrent multiple-baseline design across teacher participants. Four teachers who served deaf children were recruited from a school for the deaf. The SISI Fidelity Tool was used to observe teachers' business-as-usual language arts instruction and to establish three stable baseline data points for each teacher. Each SISI component was scored as 1 (fully implemented), 0.5 (partially implemented), or 0 (not implemented) and reported as the percentage of components implemented.

After baseline observations were completed, the PI provided a two-day training on SISI implementation. Teacher 1 began implementing SISI for three weeks following the training, Teacher 2 began in Week 4, and Teachers 3 and 4 began in Weeks 7 and 10, respectively.

Group Type EXPERIMENTAL