The Use of Randomization Procedures in Single-Case Research Designs: A Systematic Literature Review

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Abstract

The focus of this systematic literature review was to examine the use of randomization procedures within single-case research designs in the field of education. We identified 717 single-case research designs that met our inclusion criteria. Results indicated that the use of randomization procedures has steadily increased over time (2010 to 2022). Randomization procedures were most often used within multiple baseline designs and alternating treatments designs. The most common type of randomization procedure was case randomization, followed by within-case intervention-order randomization, between-case intervention randomization, and intervention start-point randomization. The findings of this study provide implications for using and reporting randomization procedures in research, and implications related to determining the suitability of randomization procedures for student outcomes and educational settings in practice.

Authors

• Aaron J. Mowery, Boise State University

• Angus Kittelman, University of Missouri

• Kathleen M. Conley, Boise State University

• Sarah E. Quinn, Eastern Michigan University

• Wenjing Bao, University of Oregon

• Aaron R. Campbell, University of Missouri

• Wendy Machalicek, University of Oregon