Moderating factors of video-modeling with other as model: A meta-analysis of single-case studies

2012 ◽  
Vol 33 (4) ◽  
pp. 1076-1086 ◽  
Author(s):  
Rose A. Mason ◽  
Jennifer B. Ganz ◽  
Richard I. Parker ◽  
Mack D. Burke ◽  
Siglia P. Camargo
Keyword(s):  
Case Studies ◽  
Video Modeling ◽  
Single Case ◽  
Meta Analysis ◽  
Moderating Factors

The effects of video modeling in teaching functional living skills to persons with ASD: A meta-analysis of single-case studies

2016 ◽  
Vol 57 ◽  
pp. 158-169 ◽  
Author(s):  
Ee Rea Hong ◽  
Jennifer B. Ganz ◽  
Rose Mason ◽  
Kristi Morin ◽  
John L. Davis ◽  
...  
Keyword(s):  
Case Studies ◽  
Video Modeling ◽  
Single Case ◽  
Meta Analysis ◽  
Living Skills ◽  
Functional Living Skills

scholarly journals Weighting strategies in the meta-analysis of single-case studies

2014 ◽  
Vol 46 (4) ◽  
pp. 1152-1166 ◽  
Author(s):  
Rumen Manolov ◽  
Georgina Guilera ◽  
Vicenta Sierra
Keyword(s):  
Case Studies ◽  
Single Case ◽  
Meta Analysis

Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis

2019 ◽  
Vol 85 (3) ◽  
pp. 367-386 ◽  
Author(s):  
Robin Parks Ennis ◽  
Mickey Losinski
Keyword(s):  
Students With Disabilities ◽  
Quality Indicators ◽  
Video Modeling ◽  
Explicit Instruction ◽  
Single Case ◽  
Meta Analysis ◽  
Strategy Instruction ◽  
Future Research ◽  
Evidence Based ◽  
Meta Analyses

Proficiency with fractions is one of the most significant predictors of later mathematics achievement. However, there are currently no meta-analyses that assess the literature base on fractions for students with or at risk for disabilities using quality indicators. We applied the 2014 Council for Exceptional Children Standards for Evidence-Based Practices in Special Education (CEC EBP) to 21 studies, both single-case and group designs, with instructionally based fraction interventions, published from 1986 to 2017. Ten of the included studies met all of the CEC EBP quality indicators, and effect sizes ranged from g = 0.42 to 11.51 across interventions. Publication bias was mixed but limited across the research base. Included studies examined the effects of anchored instruction, explicit instruction, graduated instruction, strategy instruction, and video modeling; explicit instruction was determined to be an evidence-based practice when applying the CEC EBP standards. We offer limitations and directions for future research in this area.

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