The purpose of the research reviews is to summarize and critique recent single subject designs that could help school psychologists and special education leaders make better decisions. 28 advanced graduate students evaluated the single subject research studies in accordance with the following criteria: Was the study applied, behavioral, reliable, analytic, effective, and generalizable? All of the reviews have been checked for accuracy in two ways. First, each author received feedback from the professor. After each feedback session, authors then revised their papers. The topics represent a range of interests emerging from the individual author's background, experience, and curiosity. The importance of the topics is reflected in their reasons for uncovering the impact of various specialized interventions in terms of effects on special populations (e.g., students who are angry, youth with eating disorders, children with emotional and behavior disorders, individuals with autism and autism spectrum disorder, and so on. The types of interventions that were critiqued include reading intervention programs, reinforcement, and cooperative learning. In addition, authors tackled challenges such as how to fit into a single subject paradigm the response to intervention method of assessment compared to the standard method of utilizing IQ-achievement scores as a way to identify students with learning disabilities. The types of single subject research designs that were reviewed were comprehensive and included reversal, multiple baseline, alternating treatment, and changing criterion designs. In addition to discussing the critiques, each author poses a question for future study that could be addressed using single subject research design. The unique contributions in the 2006 volume include reviews of the single subject designs that might lead to systems change; response to intervention model for identifying students with learning disabilities. Evaluating methods to decree over-representation of African American students to special education in elementary schools, and evaluating two co-teaching methods in terms of both teacher behavior change and child behavior change. A glossary is included at the end of this document. [References included at the end of individual reviews.]