The Effect of Performance Feedback on Teachers' Treatment Integrity: A Meta-Analysis of the Single-Case Literature

2012 ◽  
Vol 41 (2) ◽  
pp. 160-175 ◽  
Author(s):  
Benjamin G. Solomon ◽  
Suzanne A. Klein ◽  
Bethany C. Politylo
Keyword(s):  
Performance Feedback ◽  
Treatment Integrity ◽  
Single Case ◽  
Meta Analysis

A Meta-Analysis of Educator Training to Improve Implementation of Interventions for Students With Disabilities

2016 ◽  
Vol 38 (3) ◽  
pp. 131-144 ◽  
Author(s):  
Matthew E. Brock ◽  
Erik W. Carter
Keyword(s):  
Students With Disabilities ◽  
Performance Feedback ◽  
Single Case ◽  
Meta Analysis ◽  
Implementation Fidelity ◽  
Single Case Design ◽  
Group Design ◽  
Educator Training ◽  
Effective Training ◽  
Case Design

Teachers and paraprofessionals need effective training to improve their implementation of interventions for students with disabilities. Reviews of the single-case design literature have identified some features associated with effective training for these educators, but the group-design literature has received little attention. This meta-analysis systematically reviews group-design studies testing the efficacy of training to improve implementation of interventions for students with disabilities. The mean effect size of educator training on implementation fidelity was g = 1.08, and results from meta-regression analysis suggest training that involves a combination of two specific training strategies (i.e., modeling and performance feedback) was associated with improved implementation fidelity. Increased duration of training was not associated with larger effects. Considered alongside findings from the single-case design literature, these results suggest that how educators are trained is a more important consideration than the number of hours they spend in training.

Effects of Writing Interventions on the Level and Trend of Total Words Written: A Meta-Analysis

2021 ◽  
pp. 001440292110275
Author(s):  
Shawn M. Datchuk ◽  
Derek B. Rodgers ◽  
Kyle Wagner ◽  
Bridget O. Hier ◽  
Christopher T. Moore
Keyword(s):  
Performance Feedback ◽  
Single Case ◽  
Meta Analysis ◽  
Strategy Development ◽  
Older Students ◽  
Information Theoretic ◽  
Writing Interventions ◽  
Fluency Intervention ◽  
Competing Models ◽  
Total Words Written

We estimated effects of writing interventions on the level and trend of writing fluency—rate of total words written over time—by students with and without disabilities. Using mixed-effects regression and an information-theoretic ranking of competing models, we synthesized results of 42 single-case experimental design studies with a total of 205 students. A variety of acquisition and fluency interventions were used across studies, such as self-regulated strategy development and timed practice with performance feedback. We found acquisition and fluency interventions produced an increase in level and a gradual increase in trend of total words written per minute. Students receiving fluency intervention tended to have higher levels of performance across experimental phases (i.e., baseline, intervention, and postintervention), but students receiving acquisition had steeper upward trends. In addition, we found higher levels of total words written per minute on writing tasks with brief time limits (i.e., ≤10 min) and in the writing of older students.

Three-Level Meta-Analysis of Single-Case Data Regarding the Effects of Peer Tutoring on Academic and Social-Behavioral Outcomes for At-Risk Students and Students With Disabilities

2019 ◽  
pp. 074193251985507 ◽  
Author(s):  
Mariola Moeyaert ◽  
David A. Klingbeil ◽  
Emily Rodabaugh ◽  
Merve Turan
Keyword(s):  
Social Behavior ◽  
Students With Disabilities ◽  
Peer Tutoring ◽  
Academic Outcomes ◽  
Single Case ◽  
Meta Analysis ◽  
Treatment Phase ◽  
Evidence Based ◽  
Behavior Outcomes ◽  
Study Heterogeneity

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.

Video Self-Modeling for Individuals with Disabilities: A Best-Evidence, Single Case Meta-Analysis

2016 ◽  
Vol 28 (4) ◽  
pp. 623-642 ◽  
Author(s):  
Rose A. Mason ◽  
Heather S. Davis ◽  
Kevin M. Ayres ◽  
John L. Davis ◽  
Benjamin A. Mason
Keyword(s):  
Single Case ◽  
Meta Analysis ◽  
Individuals With Disabilities ◽  
Video Self Modeling

Effect Size for Token Economy Use in Contemporary Classroom Settings: A Meta-Analysis of Single-Case Research

2016 ◽  
Vol 45 (4) ◽  
pp. 379-399 ◽  
Author(s):  
Denise A. Soares ◽  
Judith R. Harrison ◽  
Kimberly J. Vannest ◽  
Susan S. McClelland
Keyword(s):  
Effect Size ◽  
Single Case ◽  
Meta Analysis ◽  
Token Economy ◽  
Case Research ◽  
Single Case Research

Meta-Analysis of Incremental Rehearsal Using Phi Coefficients to Compare Single-Case and Group Designs

2012 ◽  
Vol 21 (3) ◽  
pp. 185-202 ◽  
Author(s):  
Matthew K. Burns ◽  
Anne F. Zaslofsky ◽  
Rebecca Kanive ◽  
David C. Parker
Keyword(s):  
Single Case ◽  
Meta Analysis ◽  
Incremental Rehearsal

A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016

2018 ◽  
Vol 40 (3) ◽  
pp. 131-149 ◽  
Author(s):  
Elizabeth A. Stevens ◽  
Sunyoung Park ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Main Idea ◽  
Single Case Design ◽  
Quasi Experimental ◽  
Comprehensive Search ◽  
Single Case Designs

This systematic review examines the effects of summarizing and main idea interventions on the reading comprehension outcomes of struggling readers in Grades 3 through 12. A comprehensive search identified 30 studies published in peer-reviewed journals between 1978 and 2016. Studies included struggling reader participants in Grades 3 through 12; targeted summarizing or main idea instruction; used an experimental, quasi-experimental, or single-case design; and included a reading comprehension outcome. A meta-analysis of 23 group design studies resulted in a statistically significant mean effect of 0.97. Group size, number of sessions, grade level, and publication year did not moderate treatment effect. Visual analysis of six single-case designs yielded strong evidence for retell measures and a range of evidence for short-answer comprehension measures. Findings suggest that main idea and summarizing instruction may improve struggling readers’ main idea identification and reading comprehension. Limitations include the lack of standardized measures and the unreported, changing description of the counterfactual.

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