ABSTRACT
This paper discusses the importance and use of single-subject experimental analysis for special education practitioners. Brief descriptions are presented for the basic N = 1 research designs available to evaluate instructional and treatment strategies. The ability of these designs to control threats to internal validity is examined and the present state of measuring and interpreting single-subject data is described. Replication of studies is discussed as the ultimate test of the effectiveness of an intervention. The need for documentation of procedures and results is seen as a primary means for allowing practitioners to incorporate research and methodology into their own practices and as part of the process of developing an effective instructional technology for people with special education needs.
