Amoebiasis has emerged as a major health problem worldwide. It is endemic in the present scenario is different and sub-tropical regions especially in Asia, Latin America and also in Africa. Causative of amoebiasis is a protozoan known as Entamoeba histolytica. We screened all the databases such as PubMed, Science Direct, Medline and Google Scholar by using the keywords ‘anti-Entamoeba histolytica activity of medicinal plants, anti-Entamoeba histolytica activity of herbal drugs, the anti-amoebic activity of natural drugs’. In the present study, we found 7861 articles, where all articles were screened for bias analysis and included 32 full-matching articles in total reporting the use of medicinal plants as a remedy for amoebiasis. Through these articles, we found 42 herbs having anti-amoebic activity. In bias analysis, we also found four articles under high bias risk. In our study, seven medicinal plants were concluded to possess the most potent anti-amoebic activity based on their IC50 value, which was less than 1 μg mL−1. On bias analysis, we found four articles with high bias risk, hence these studies can be repeated for better results.

While teachers and researchers of students with disability are commonly interested in individual students and their progress towards individualised goals, traditional approaches to educational research that aim to illustrate generalisation between cause and effect are still commonly used. Traditional approaches, such as group-comparison designs, are used to demonstrate improved performance for the average student; however, they also obscure individual student data. Within special and inclusive education, single-subject designs may provide more appropriate conclusions to particular types of questions than traditional research methods as they allow for the examination of a functional relationship between the dependent and independent variables and rely on the participant serving as their own control. This article provides a summary of the use of single-subject designs within the field of special education over time and the findings of a systematic review conducted according to the PRISMA statement are presented. Through this systematic review, published articles from 7 prominent special education journals that involved intervention for school-aged students with disability were examined. In addition, a sample of exemplar studies that have employed single-subject designs are discussed.