The empirical literature on academic intervention has increasingly promoted comparative research, moving the field forward in addressing the question, "What works best?" Poncy et al. (2015), Skinner (2008, 2010), and Skinner, Fletcher, and Henington (1996) have suggested that researchers enhance traditional evaluations of learning (behavior change) by using learning rates (behavior change over instructional time [IT]). The precise documentation or control of IT allows researchers to address confounds commonly found in comparative intervention research, most notably variability in intervention duration. The current article demonstrates how recent developments within the field of single-case analysis creates an opportunity to address Skinner's (2008, 2010), Skinner et al. (1996), and Poncy et al. (2015) IT within the context of comparative intervention research. Specifically, a rationale and tutorial on several coding schemes for the generalized linear model is presented that can be used to isolate the effect of IT. The use of these analyses is demonstrated across design frameworks and when considering individual participants, studies, and research synthesis. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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在教学时间干预下的增长：适用模型的经验说明。

关于学术干预的经验文献越来越多地促进了比较研究，使该领域在解决“什么最有效？”这一问题上前进。Poncy等。（2015），Skinner（2008，2010）和Skinner，Fletcher和Henington（1996）建议研究人员通过使用学习率（在教学时间内的行为变化[IT]）来增强传统的学习评估（行为变化）。精确的IT记录或控制使研究人员能够解决比较干预研究中常见的问题，尤其是干预持续时间的可变性。本文证明了单例分析领域的最新发展如何为应对Skinner（2008，2010），Skinner等人的问题提供了机会。（1996）和Poncy等人。（2015）比较干预研究背景下的IT。具体来说，本文提供了有关广义线性模型的几种编码方案的原理和教程，可用于隔离IT的影响。这些分析的使用在整个设计框架中以及在考虑单个参与者，研究和研究综合时得到了证明。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。