Investigating strategies to increase general education teachers' adherence to evidence-based social-emotional behavior practices: A meta-analysis of the single-case literature

Meta-analysis of single-case experimental designs may further knowledge about evidence-based practices for students needing remedial or special education. To contribute to evidence-based practice, a multivariate multilevel meta-analysis was used to synthesize the effectiveness of peer tutoring interventions on both academic and social-behavior outcomes. In total, 46 single-case studies met all inclusion criteria. Peer tutoring had a statistically significant effect on both academic and social-behavior outcomes, with a slightly larger effect on academic outcomes. Peer tutoring also had a significant effect on the trend in academic outcomes during the treatment phase (indicating that the intervention becomes more effective over time), but the effect on trends was slightly less than for social outcomes. Including moderators such as gender, age, disability type, and study quality reduced the amount of between-case and between-study heterogeneity. Limitations and implications of these findings are discussed.

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A Meta-Analysis of Single-Case Research Using Mathematics Manipulatives With Students At Risk or Identified With a Disability

The Journal of Special Education ◽

10.1177/0022466919844516 ◽

2019 ◽

Vol 54 (1) ◽

pp. 3-15 ◽

Cited By ~ 6

Author(s):

Corey Peltier ◽

Kristi L. Morin ◽

Emily C. Bouck ◽

Mindy E. Lingo ◽

Joshua M. Pulos ◽

...

Keyword(s):

At Risk ◽

Single Case ◽

Meta Analysis ◽

Evidence Based ◽

Study Quality ◽

Students At Risk ◽

Mathematics Intervention ◽

Case Research ◽

Quality Design ◽

Single Case Research

Manipulatives are widely considered an effective practice and have been recommended as an evidence-based practice for students identified with a learning disability when used within the concrete–representational–abstract instructional framework. The aim of the current study was to evaluate single-case experimental designs that implemented a mathematics intervention using manipulatives on the mathematical outcomes of students at risk or identified with a disability. A total of 53 studies were included in the review. The Tau- U effect size (ES) across studies ranged from 0.34 to 1.00, with an omnibus ES of 0.91 (CI95 = [0.87, 0.95]). The between-case standardized mean difference for individual studies ranged from 0.03 to 18.58. Moderator analyses revealed that out of nine variables analyzed (i.e., study quality, design, age, interventionist, manipulative type, perceptual richness, math concept, dependent variable, and disability category), only disability category served as a moderator. Implications for research and practice are discussed.

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Involving students with autism in social studies

Social Studies Research and Practice ◽

10.1108/ssrp-05-2017-0028 ◽

2018 ◽

Vol 13 (1) ◽

pp. 59-71

Author(s):

Linda Mauricio Reeves ◽

Susan Santoli

Keyword(s):

Autism Spectrum Disorder ◽

Social Studies ◽

General Education ◽

Autism Spectrum ◽

General Education Teachers ◽

Evidence Based ◽

Evidence Based Practices ◽

Content Type ◽

Students With Autism ◽

General Education Classrooms

Purpose The purpose of this paper is to inform teachers of evidence-based practices designed to enhance the academic performance of students with autism spectrum disorder (ASD) in the context of general education social studies classes. Originality/value Despite the growing numbers of students with ASD which are included in general education classrooms, general education teachers consistently report concerns about their abilities to effectively instruct students with ASD. Social studies classes can be particularly challenging for students with ASD because of the reading, verbal communication, and inference skills which are part of the curriculum – all areas with which these students may struggle. While each student with ASD is different, there are some research-based strategies which have been found to work successfully for many of these students.

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

Remedial and Special Education ◽

10.1177/0741932517729508 ◽

2017 ◽

Vol 38 (6) ◽

pp. 371-386 ◽

Cited By ~ 23

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.

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General Education Teachers Use of Evidence-Based Practices with Students with Autism: The role of Training, Knowledge, Attitudes and Barriers to EBP Use.

10.31124/advance.14166839.v1 ◽

2021 ◽

Author(s):

Lorna Barry ◽

Jennifer Holloway ◽

Stephen Gallagher ◽

Jennifer McMahon

Keyword(s):

Teacher Training ◽

General Education ◽

General Education Teachers ◽

Evidence Based ◽

Evidence Based Practices ◽

Students With Autism ◽

The Impact

This study examined general education (GE) teachers use of EBPs, and the impact that teacher training, knowledge of EBPs, attitudes towards EBPs and barriers to EBPs have on teacher's use of EBPs.

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

Remedial and Special Education ◽

10.1177/0741932520956362 ◽

2020 ◽

pp. 074193252095636 ◽

Cited By ~ 2

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.

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The Effects of Social Skills Interventions for Students With EBD and ASD: A Single-Case Meta-Analysis

Behavior Modification ◽

10.1177/0145445519846817 ◽

2019 ◽

Vol 44 (5) ◽

pp. 773-794 ◽

Cited By ~ 4

Author(s):

Nancy S. Hutchins ◽

Mack D. Burke ◽

Lisa Bowman-Perrott ◽

Kevin R. Tarlow ◽

Heather Hatton

Keyword(s):

At Risk ◽

Social Skills ◽

Effect Size ◽

Single Case ◽

Meta Analysis ◽

Autism Spectrum ◽

Social Emotional ◽

Weighted Mean ◽

Social Skills Interventions ◽

Students With Ebd

Social skills interventions are critical for promoting social, emotional, and behavioral competence for students with or at risk of emotional and behavioral disorders (EBD) and autism spectrum disorders (ASD). This single-case meta-analysis examined the effects of social skills interventions (SSIs) for students with EBD and ASD. Effect sizes were calculated for 78 cases across 25 included studies using a nonparametric effect size, Baseline Corrected Tau. The overall weighted mean effect size of 0.54 suggested a moderate effect across the 25 studies. The overall weighted mean effects for studies reporting maintenance and generalization data were 0.68 and 0.37, respectively. Potential moderators examined (disability, intervention design, intervention delivery, methodological quality) were not significant. As such, they did not moderate the outcomes for participants. We conducted a post hoc analysis and hypothesized that between-study differences may be more meaningful than the similarities shared by participants in the same moderator groups. Implications are discussed on using SSIs to address the social, emotional, and behavioral challenges of students with or at risk of EBD and ASD.

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Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research

Review of Educational Research ◽

10.3102/0034654319857038 ◽

2019 ◽

Vol 89 (4) ◽

pp. 569-611 ◽

Cited By ~ 2

Author(s):

Judith R. Harrison ◽

Denise A. Soares ◽

Stephen Rudzinski ◽

Rachel Johnson

Keyword(s):

Systematic Review ◽

Attention Deficit ◽

Single Case ◽

Meta Analysis ◽

Self Management ◽

Evidence Based ◽

Single Case Design ◽

Exceptional Children ◽

Students With Adhd ◽

Case Design

Students with attention deficit hyperactivity disorder (ADHD) experience symptoms of inattention, impulsivity, and hyperactivity that often manifest as academic impairment. As such, teachers must select interventions to increase the probability of success for students with ADHD in their classes. Prior meta-analyses have evaluated school-based intervention effects; however, no systematic review meta-analysis has evaluated the effectiveness of interventions implemented in classrooms with students with ADHD. Additionally, classroom-based studies are frequently conducted through single-case design methodology, and recent advances in meta-analytic techniques provide the opportunity to explore intervention effectiveness as evaluated through quality research. Therefore, to inform selection of evidence-based interventions to be implemented in classroom settings, the current systematic review with meta-analysis of single-case design studies was conducted to evaluate intervention effectiveness, evidence-based status, and moderators of effects for four intervention types (behavioral, instructional, self-management, and environmental) when implemented with students with ADHD in classroom settings. The analysis included 27 articles published from 1971 to 2018. Overall and specific to each intervention type, the results indicate that classroom-based interventions for students with ADHD were moderately effective. Instructional and self-management interventions were deemed evidence based by What Works Clearinghouse standards and potentially evidence based by Council for Exceptional Children standards. Behavioral interventions were found to be potentially evidence based by Council for Exceptional Children criteria and were most effective when selected through functional behavior analysis and implemented by researchers in secondary settings. Instructional interventions were more effective when implemented in special education settings targeting academic outcomes. Implications for research and practice are discussed.

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A Meta-Analysis of School-Based Group Contingency Interventions for Students With Challenging Behavior: An Update

Remedial and Special Education ◽

10.1177/0741932517716900 ◽

2017 ◽

Vol 38 (6) ◽

pp. 353-370 ◽

Cited By ~ 23

Author(s):

Daniel M. Maggin ◽

James E. Pustejovsky ◽

Austin H. Johnson

Keyword(s):

General Education ◽

Students With Disabilities ◽

Systematic Reviews ◽

Challenging Behavior ◽

Student Behavior ◽

Visual Analysis ◽

Single Case ◽

Meta Analysis ◽

Group Contingency ◽

Group Contingencies

Group contingencies are recognized as a potent intervention for addressing challenging student behavior in the classroom, with research reviews supporting the use of this intervention platform going back more than four decades. Over this time period, the field of education has increasingly emphasized the role of research evidence for informing practice, as reflected in the increased use of systematic reviews and meta-analyses. In the current article, we continue this trend by applying recently developed between-case effect size measures and transparent visual analysis procedures to synthesize an up-to-date set of group contingency studies that used single-case designs. Results corroborated recent systematic reviews by indicating that group contingencies are generally effective—particularly for addressing challenging behavior in general education classrooms. However, our review highlights the need for more research on students with disabilities and the need to collect and report information about participants’ functional level.

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General Education Teachers Use of Evidence-Based Practices with Students with Autism: The role of Training, Knowledge, Attitudes and Barriers to EBP Use.

10.31124/advance.14166839 ◽

2021 ◽

Author(s):

Lorna Barry ◽

Jennifer Holloway ◽

Stephen Gallagher ◽

Jennifer McMahon

Keyword(s):

Teacher Training ◽

General Education ◽

General Education Teachers ◽

Evidence Based ◽

Evidence Based Practices ◽

Students With Autism ◽

The Impact

This study examined general education (GE) teachers use of EBPs, and the impact that teacher training, knowledge of EBPs, attitudes towards EBPs and barriers to EBPs have on teacher's use of EBPs.

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