The Influence of Function, Topography, and Setting on Noncontingent Reinforcement Effect Sizes for Reduction in Problem Behavior: A Meta-analysis of Single-Case Experimental Design Data

2017 ◽  
Vol 27 (1) ◽  
pp. 1-22 ◽  
Author(s):  
William A. Ritter ◽  
Lucy Barnard-Brak ◽  
David M. Richman ◽  
Laura M. Grubb
Keyword(s):  
Experimental Design ◽  
Problem Behavior ◽  
Single Case ◽  
Meta Analysis ◽  
Noncontingent Reinforcement ◽  
Effect Sizes ◽  
Reinforcement Effect ◽  
Design Data

A Meta-Analysis of Functional Communication Training Effects on Problem Behavior and Alternative Communicative Responses

2017 ◽  
Vol 33 (4) ◽  
pp. 195-205 ◽  
Author(s):  
Laura C. Chezan ◽  
Katie Wolfe ◽  
Erik Drasgow
Keyword(s):  
Problem Behavior ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Functional Communication Training ◽  
Communication Training ◽  
Effect Sizes ◽  
Functional Communication ◽  
Communicative Responses ◽  
Calculated Effect

We conducted a meta-analysis of single-case research design (SCRD) studies on functional communication training (FCT). First, we used the What Works Clearinghouse (WWC) Standards to evaluate each study. Next, we calculated effect sizes using Tau-U. Then, we aggregated the effect sizes across the studies to produce an omnibus effect size. Results indicate that more than half of the SCRD studies met the WWC Standards and that FCT was effective in decreasing the level of problem behavior and in increasing the level of the alternative communicative response (ACR), but effectiveness varied according to such factors as type of disability and age. Furthermore, the results of visual analysis corresponded with Tau-U effect sizes in more than half of the cases. Implications for researchers and practitioners are discussed.

Shared Interactive Book Reading Interventions for Young Children With Disabilities: A Systematic Review

2021 ◽  
pp. 1-16
Author(s):  
Jacqueline A. Towson ◽  
Yusuf Akemoglu ◽  
Laci Watkins ◽  
Songtian Zeng
Keyword(s):  
Developmental Disabilities ◽  
Experimental Design ◽  
Young Children ◽  
Language Skills ◽  
Single Case ◽  
Effect Sizes ◽  
Book Reading ◽  
Design Studies ◽  
Group Design ◽  
Children With Developmental Disabilities

Purpose Shared interactive book reading (SIBR) is an evidence-based practice for young children who are typically developing and those with developmental disabilities or considered at risk for developmental delays. The purpose of this review was to provide a comprehensive examination of the evidence of using SIBR to facilitate growth in language skills for young children with developmental disabilities and/or delays. Specifically, authors examined the descriptive characteristics, study rigor, and effect sizes for language and literacy outcomes. Method We extracted data from studies meeting specified criteria ( n = 23) published in peer-reviewed journals on a wide range of variables, including participant characteristics, setting, training/coaching, defined independent and dependent variables, study rigor, and overall outcomes. Descriptive and study rigor data were aggregated using descriptive statistics. Effect-size estimates were calculated for all child outcomes related to language. Results Descriptive data were variable across studies. Three single-case experimental design and three group design studies met design standards without reservations. Single-case experimental design studies overall showed positive effects on child language and communication. Within group design studies, expressive language outcomes showed the largest effect sizes. Conclusion A review of SIBR studies indicates this as a viable intervention to positively impact the language skills of young children with developmental disabilities and/or delays. Supplemental Material https://doi.org/10.23641/asha.16674355

scholarly journals Meta-Analysis of Video Prompting to Teach Daily Living Skills to Individuals With Autism Spectrum Disorder

2018 ◽  
Vol 34 (1) ◽  
pp. 17-26 ◽  
Author(s):  
Mashal Salman Aljehany ◽  
Kyle D. Bennett
Keyword(s):  
Autism Spectrum Disorder ◽  
Daily Living ◽  
Single Case ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Daily Living Skills ◽  
Video Prompting ◽  
Design Data ◽  
Living Skills

We conducted a meta-analysis of the single-case research design data on the effects of video prompting (VP) on the acquisition of daily living skills (DLS) among individuals with autism spectrum disorder (ASD). An analysis of potential moderators was conducted, and these included VP implemented alone versus VP with additional response prompting or error correction procedures, the effects of VP across participants’ age range, and the effects of VP among participants with ASD versus those with ASD and intellectual disability. There were 54 participants across 17 studies meeting our inclusion criteria. The results from the included studies demonstrated a moderate effect size for VP on the acquisition of DLS among the targeted population. The analysis of potential moderators showed no significant differences. These results and implications for research and practice are discussed.

Technology-Aided Instruction and Intervention for Students With ASD: A Meta-Analysis Using Novel Methods of Estimating Effect Sizes for Single-Case Research

2017 ◽  
Vol 38 (6) ◽  
pp. 371-386 ◽  
Author(s):  
Erin E. Barton ◽  
James E. Pustejovsky ◽  
Daniel M. Maggin ◽  
Brian Reichow
Keyword(s):  
Augmentative And Alternative Communication ◽  
Single Case ◽  
Meta Analysis ◽  
Development Project ◽  
Effect Sizes ◽  
Computer Assisted ◽  
Evidence Based ◽  
Level Of Evidence ◽  
Case Research ◽  
Single Case Research

The adoption of methods and strategies validated through rigorous, experimentally oriented research is a core professional value of special education. We conducted a systematic review and meta-analysis examining the experimental literature on Technology-Aided Instruction and Intervention (TAII) using research identified as part of the National Autism Professional Development Project. We applied novel between-case effect size methods to the TAII single-case research base. In addition, we used meta-analytic methodologies to examine the methodological quality of the research, calculate average effect sizes to quantify the level of evidence for TAII, and compare effect sizes across single-case and group-based experimental research. Results identified one category of TAII—computer-assisted instruction—as an evidence-based practice across both single-case and group studies. The remaining two categories of TAII—augmentative and alternative communication and virtual reality—were not identified as evidence-based using What Works Clearinghouse summary ratings.

scholarly journals Meta-Analysis of Dynamic Assessment Research in South Africa

2006 ◽  
Vol 6 (1) ◽  
pp. 32-60 ◽  
Author(s):  
Raegan Murphy ◽  
David J.F. Maree
Keyword(s):  
South Africa ◽  
Effect Size ◽  
Tertiary Education ◽  
Single Case ◽  
Meta Analysis ◽  
Dynamic Assessment ◽  
Effect Sizes ◽  
Original Intention ◽  
Assessment Research ◽  
Do So

The need for tertiary education screening in South Africa has highlighted the role dynamic assessment has to play in this regard, and as no cumulative statistical conclusions can be drawn from single case studies, it was considered timely to do so. In order to address this gap in the field, a meta-analysis was conducted on studies that focused on the efficacy of dynamic assessment interventions within various settings. Fewer research studies dealing with dynamic assessment have been conducted in South Africa as compared to overseas research in the same area. The study served a two-fold purpose: first, to assess the significance of the synthesized effect size from a number of individual studies whose original intention was an investigation of the significance of dynamic assessment interventions; second, to compare two meta-analytic software programs that are freely available online. Small to average effect sizes of 0.3354 and 0.3481 were generated respectively by both programs, with the typical effect size ranging from 0.2–0.8. The method and results of this meta-analysis are discussed along with the limitations inherent in both the programs and we conclude with recommendations for further meta-analytic studies in South Africa within the field of dynamic assessment.

The Effects of Social Skill Interventions for Adolescents With Autism: A Meta-Analysis

2020 ◽  
pp. 074193252095636 ◽  
Author(s):  
Salena Babb ◽  
Tracy J. Raulston ◽  
David McNaughton ◽  
Joo-Young Lee ◽  
Rachel Weintraub
Keyword(s):  
General Education ◽  
Social Skill ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Effect Sizes ◽  
Single Case Design ◽  
Adolescents With Autism ◽  
Adolescents With Asd

Communicating with peers often poses challenges for individuals with autism spectrum disorder (ASD); these social interactions, however, can be especially difficult during the teenage years. For many adolescents with ASD, peer interaction is often limited or nonexistent, even for those taught in general education settings. The purpose of this meta-analysis was to investigate social interaction interventions for adolescents with ASD within public school settings, with a focus on studies that utilized single-case design. Studies were evaluated per the What Works Clearinghouse guidelines. This meta-analysis includes 24 studies with participants with ASD ranging in ages from 13 to 21 years. The effects of social skill interventions were evaluated using visual analysis, Tau- U, and a parametric effect size ( d-Hedges–Pustejovsky–Shadish [DHPS]). Combined effect sizes were calculated and compared. Results provide evidence that interventions can produce positive change in social behavior of adolescents with ASD. Effect sizes were generally large. Interpretations and implications are discussed.

Structured Visual Analysis of Single Case Experimental Design Data: Developments and Technological Advancements

2021 ◽  
Author(s):  
Art Dowdy ◽  
Joshua Jessel ◽  
Valdeep Saini ◽  
Corey Peltier
Keyword(s):  
Experimental Design ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Visual Analysis ◽  
Single Case ◽  
Clinical Use ◽  
Primary Method ◽  
Design Data ◽  
Future Directions ◽  
Analysis Tools

Visual analysis is the primary method used to interpret single-case experimental design (SCED) data in applied behavior analysis. Research shows that agreement between visual analysts can be suboptimal at times. To address the inconsistent interpretations of SCED data, recent structured visual analysis technological advancements have been developed. To assess the extent to which structured visual analysis is used to guide or supplement applied behavior analyst’s interpretation of SCED graphs, a systematic review between the years of 2015 to 2020 in the Journal of Applied Behavior Analysis was conducted. Findings showed that despite recent efforts to develop structured visual analysis tools and criteria, these methods are rarely used to analyze SCED data. Here, an overview of structured visual analysis tools is shared, their utility is delineated, common characteristics are brought to light, and future directions for both their research and clinical use are highlighted.

Sign in / Sign up

Export Citation Format

Share Document