A Meta-Analysis Examining the Evidence-Base of Mathematical Interventions for Students With Emotional Disturbances

2018 ◽  
Vol 52 (4) ◽  
pp. 228-241 ◽  
Author(s):  
Mickey L. Losinski ◽  
Robin P. Ennis ◽  
Sara A. Sanders ◽  
Jessica A. Nelson
Keyword(s):  
Students With Disabilities ◽  
Emotional Disturbance ◽  
Meta Analysis ◽  
Evidence Base ◽  
Emotional Disturbances ◽  
Intervention Strategies ◽  
Education Quality ◽  
Future Research ◽  
Math Interventions ◽  
Measurement Algebra

Math outcomes for students with disabilities, in particular students with emotional disturbance (ED), are bleak, warranting intervention strategies that have research to support their utility. The purpose of this meta-analysis was to examine the literature of math interventions used with students with ED to improve math outcome variables. Our statistical analysis included 17 studies, categorized as addressing fractions, number sense, geometry and measurement, algebra, word problems, and “other.” Although only four of the included studies met all of the CEC-EBP (Council for Exceptional Children’s Standards for Evidence-Based of Practices in Special Education) quality indicators, results of effect size calculations suggest large effects for all interventions. Results of publication bias analyses were mixed. Limitations, directions for future research in this field, and implications for practice are discussed.

A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices

2021 ◽  
pp. 074193252110634
Author(s):  
Gena Nelson ◽  
Sara Cothren Cook ◽  
Kary Zarate ◽  
Sarah R. Powell ◽  
Daniel M. Maggin ◽  
...  
Keyword(s):  
Systematic Review ◽  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Evidence Base ◽  
Future Research ◽  
Evidence Based Practices ◽  
Intensive Instruction ◽  
Disability Categories ◽  
Meta Analyses

It is crucial that special education teachers are equipped with the knowledge and skills necessary to improve outcomes for students with disabilities. Despite federal legislation and efforts of the field to identify and disseminate evidence-based practices for students with disabilities, it is uncertain whether all special education teachers provide instruction based on the best available research. To better prepare special education teachers, McLeskey et al. proposed 22 high-leverage practices (HLPs). We conducted this systematic review of meta-analyses to provide an initial investigation of the experimental evidence reporting on the effectiveness of the HLPs for students with, or at risk for, a disability. Results indicated the largest amount of evidence from meta-analyses related to intensive instruction, explicit instruction, and social skills, with few meta-analyses reporting on collaboration and assessment. The results highlighted disproportional evidence according to disability categories. Implications for future research, practice, and teacher education are discussed.

The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis

2020 ◽  
Vol 90 (2) ◽  
pp. 179-226 ◽  
Author(s):  
Steve Graham ◽  
Sharlene A. Kiuhara ◽  
Meade MacKay
Keyword(s):  
High School Students ◽  
Social Studies ◽  
Students With Disabilities ◽  
Meta Analysis ◽  
Writing To Learn ◽  
Future Research ◽  
School Students ◽  
Letter Grades ◽  
Content Coverage ◽  
And Mathematics

This meta-analysis examined if students writing about content material in science, social studies, and mathematics facilitated learning ( k = 56 experiments). Studies in this review were true or quasi-experiments (with pretests), written in English, and conducted with students in Grades 1 to 12 in which the writing-to-learn activity was part of instruction. Studies were not included if the control condition used writing to support learning (except when treatment students spent more time engaging in writing-to-learn activities), study attrition exceeded 20%, instructional time and content coverage differed between treatment and control conditions, pretest scores approached ceiling levels, letter grades were the learning outcome, and students attended a special school for students with disabilities. As predicted, writing about content reliably enhanced learning (effect size = 0.30). It was equally effective at improving learning in science, social studies, and mathematics as well as the learning of elementary, middle, and high school students. Writing-to-learn effects were not moderated by the features of writing activities, instruction, or assessment. Furthermore, variability in obtained effects were not related to features of study quality. Directions for future research and implications for practice are provided.

A Stepwise Approach to Systematic Reviews and Meta-analyses of Endovascular Interventions

2020 ◽  
Vol 27 (5) ◽  
pp. 805-817
Author(s):  
George A. Antoniou ◽  
Giuseppe Biondi-Zoccai ◽  
Francesco Versaci ◽  
Stavros A. Antoniou
Keyword(s):  
Systematic Reviews ◽  
Evidence Synthesis ◽  
Meta Analysis ◽  
Evidence Base ◽  
Future Research ◽  
Specific Topic ◽  
Stepwise Approach ◽  
Endovascular Interventions ◽  
Statistical Precision ◽  
Meta Analyses

The accrual of clinical studies poses important challenges to researchers and practitioners, especially in the field of endovascular therapy, where patient, lesion, technique, and device subtleties abound. Systematic reviews and meta-analyses may prove particularly fruitful in such settings by increasing statistical precision and bolstering external validity if the evidence base on a specific topic is consistent or by highlighting important discrepancies in the opposite scenario. However, mastering the correct approach to systematic review and meta-analysis is challenging for careful readers or for those interested in conducting such an evidence synthesis exercise. The present article highlights a stepwise approach to systematic reviews and meta-analyses, focusing on endovascular interventions, which will prove useful to anyone reading or wishing to synthesize the evidence base on endovascular topics to optimize decision making or shape future research efforts.

A Meta-Analysis of Paraprofessional-Delivered Interventions to Address Challenging Behavior Among Students With Disabilities

2020 ◽  
pp. 109830072091114
Author(s):  
Virginia L. Walker ◽  
Megan E. Carpenter ◽  
Kristin J. Lyon ◽  
Lindsey Button
Keyword(s):  
Students With Disabilities ◽  
Challenging Behavior ◽  
Behavioral Interventions ◽  
Single Case ◽  
Meta Analysis ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Future Research ◽  
School Environments ◽  
Wide Range

Paraprofessionals report spending a substantial amount of time addressing challenging behavior in a range of school environments, yet identify behavioral intervention as a high-priority training area. The purpose of this meta-analysis was to systematically review and summarize single-case intervention studies involving paraprofessional-delivered behavioral interventions for students with disabilities. Descriptive findings suggest that, among the reviewed studies, paraprofessionals primarily provided behavioral support to students with autism spectrum disorder, intellectual disability, and multiple disabilities who engage in a wide range of challenging behaviors in both inclusive and noninclusive school environments. Overall, training largely was delivered by researchers and resulted in positive paraprofessional implementation outcomes. Likewise, paraprofessional-implemented behavioral interventions contributed to desirable changes in student challenging and appropriate behavior, with effect size estimates significantly higher for interventions delivered to early childhood–age students and within inclusive school settings. Implications for practice, limitations, and future research directions are described.

scholarly journals Attributions of Blame in Stranger and Acquaintance Rape: A Multilevel Meta-Analysis and Systematic Review

2020 ◽  
pp. 152483802097714
Author(s):  
Sofia Persson ◽  
Katie Dhingra
Keyword(s):  
Meta Analysis ◽  
Synthesis Method ◽  
Past Research ◽  
Evidence Base ◽  
Ambivalent Sexism ◽  
Acquaintance Rape ◽  
Medium Effect ◽  
Victim Blame ◽  
Future Research ◽  
Relevant Variable

Background: Victim blame, particularly in cases of acquaintance rape, presents an obstacle to criminal justice. Past research indicates that acquaintance rape results in more blame than stranger rape. However, there are inconsistencies in these findings (e.g., whether there is a linear relationship between victim blame and relationship closeness), partly due to methodological variation. Objectives: To examine the effect of victim–perpetrator relationship on victim blame, how this effect is impacted by rape myth acceptance (RMA) and ambivalent sexism (AS), and to establish what the methodological quality is of studies. Synthesis method: Studies were synthesized through a multilevel meta-analysis using the Metafor package in R (version 2.4-0), synthesizing findings from 47 individual studies. Studies compared victim blame between stranger and acquaintance rape, in isolation or in conjunction with RMA and AS, and were identified through a database search. Results: The review found higher levels of blame in acquaintance as compared to stranger rape, with a medium effect size. This effect was not moderated by RMA. AS was not included as a moderator in the meta-analysis, but the review indicated that benevolent sexism may be a particularly relevant variable. Implications: Future research should examine the relationship between AS and victim blame. The current review contributes to the evidence base on victim blame in rape cases by suggesting that methodological limitations can account for some of the past mixed findings in this area, particularly in a lack of consistency in vignette details. It is recommended that future sexual assault research uses rigorous methodology and increases transparency of research processes.

scholarly journals Interventions to improve discharge from acute adult mental health inpatient care to the community: systematic review and narrative synthesis

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Natasha Tyler ◽  
Nicola Wright ◽  
Justin Waring
Keyword(s):  
Mental Health ◽  
Continuity Of Care ◽  
Meta Analysis ◽  
Critical Time ◽  
Evidence Base ◽  
Community Services ◽  
Cochrane Library ◽  
Future Research ◽  
Narrative Synthesis ◽  
Discharge Model

Abstract Background The transition from acute mental health inpatient to community care is often a vulnerable period in the pathway, where people can experience additional risks and anxiety. Researchers globally have developed and tested a number of interventions that aim to improve continuity of care and safety in these transitions. However, there has been little attempt to compare and contrast the interventions and specify the variety of safety threats they attempt to resolve. Methods The study aimed to identify the evidence base for interventions to support continuity of care and safety in the transition from acute mental health inpatient to community services at the point of discharge. Electronic Databases including PsycINFO, MEDLINE, Embase, HMIC, CINAHL, IBSS, Cochrane Library Trials, ASSIA, Web of Science and Scopus, were searched between 2000 and May 2018. Peer reviewed papers were eligible for inclusion if they addressed adults admitted to an acute inpatient mental health ward and reported on health interventions relating to discharge from the acute ward to the community. The results were analysed using a narrative synthesis technique. Results The total number of papers from which data were extracted was 45. The review found various interventions implemented across continents, addressing problems related to different aspects of discharge. Some interventions followed a distinct named approach (i.e. Critical Time Intervention, Transitional Discharge Model), others were grouped based on key components (i.e. peer support, pharmacist involvement). The primary problems interventions looked to address were reducing readmission, improving wellbeing, reducing homelessness, improving treatment adherence, accelerating discharge, reducing suicide. The 69 outcomes reported across studies were heterogeneous, meaning it was difficult to conduct comparative quantitative meta-analysis or synthesis. Conclusions The interventions reviewed are spread across a spectrum ranging from addressing a single problem within a single agency with a single solution, to multiple solutions addressing multi-agency problems. We recommend that future research attempts to improve homogeneity in outcome reporting.

scholarly journals Mindfulness-Based Interventions for Teachers: A Meta-Analysis of the Emerging Evidence-Base

2018 ◽  
Author(s):  
David A. Klingbeil ◽  
Tyler L Renshaw
Keyword(s):  
Occupational Stress ◽  
Classroom Climate ◽  
Variance Estimation ◽  
Meta Analysis ◽  
Evidence Base ◽  
Self Report ◽  
Clinical Samples ◽  
Future Research ◽  
Negative Consequences ◽  
Positive Effects

Teachers report high levels of occupational stress, which is associated with teacher turnover and potential negative consequences for students. Mindfulness-based interventions (MBIs) may improve the protective factors that buffer educators against occupational stress. Although previous meta-analytic reviews synthesized the effects of MBIs for healthy and clinical samples of adults, this study was the first to synthesize the effects of MBIs for teachers (grades pre-K through 12). A total of 347 effect sizes from 29 studies (N = 1,493) were synthesized using meta-regression with robust variance estimation. Overall, MBIs had a medium treatment effect on teacher outcomes (g = .601, SE = .089). Visual and statistical evidence of publication bias suggested this estimate may be positively biased. Three potential study-level moderators for overall effects were also examined, but none were statistically significant. MBIs were associated with small-to-medium positive effects on therapeutic processes and therapeutic outcomes. MBIs had the smallest effects on measures of classroom climate and instructional practices. Overall, findings were similar to other meta-analytic reviews of MBIs for non-clinical adult populations and working professionals. The literature on MBIs for teachers appears to have similar gaps as research on MBIs for adults (e.g., Davison & Kaszniak, 2015), including the primary use of self-report measures, the lack of active treatment comparisons, and rare reporting of treatment fidelity data. Directions for future research and implications are discussed. [*Note: Supplemental online materials cited in the paper are included in the preprint document following the main paper.]

An Evidence-Based Review and Meta-Analysis of Active Supervision

2019 ◽  
Vol 45 (2) ◽  
pp. 117-128
Author(s):  
Nicholas A. Gage ◽  
Todd Haydon ◽  
Ashley S. MacSuga-Gage ◽  
Emily Flowers ◽  
Lyndsie Erdy
Keyword(s):  
Meta Analysis ◽  
Evidence Base ◽  
Effect Sizes ◽  
Future Research ◽  
Evidence Based ◽  
Student Behaviors ◽  
Design Standards ◽  
Calculated Effect ◽  
What Works Clearinghouse

Active supervision—defined as circulating, scanning, interacting with students, and reinforcing demonstrations of expected academic and social behaviors by a teacher or other staff member—is often considered a component of safe and secure schools. Yet, the evidence base supporting the effectiveness of active supervision has not been synthesized or evaluated for its quality. Therefore, we conducted an evidence-based review and meta-analysis of empirical research evaluating the effects of active supervision in schools. We identified 12 research studies evaluating active supervision, assessed the quality of each study, and calculated effect sizes for student behaviors, including disruptive behavior. Results from the four studies meeting data requirements for estimating standardized mean difference effect sizes suggest that, on average, active supervision reduced problem behavior by almost 2.0 standard deviation units. Only four studies met the What Works Clearinghouse (WWC) design standards and the results of those were mixed, thus not meeting the WWC evidence-based criteria. Limitations and recommendations for future research are discussed.

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.

scholarly journals Factors associated with virtual reality sickness in head-mounted displays: a systematic review and meta-analysis

2019 ◽  
Author(s):  
Dimitrios Saredakis ◽  
Ancret Szpak ◽  
Brandon Birckhead ◽  
Hannah AD Keage ◽  
Albert Rizzo ◽  
...  
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Visual Stimulation ◽  
Meta Analysis ◽  
Evidence Base ◽  
Primary Objective ◽  
Future Research ◽  
Factors Associated ◽  
Head Mounted Displays ◽  
The Impact

The use of head-mounted displays (HMD) for virtual reality (VR) application-based purposes including therapy, rehabilitation, and training is increasing. Despite advancements in VR technologies, many users still experience sickness symptoms. VR sickness may be influenced by technological differences within HMDs such as resolution and refresh rate, however VR content also plays a significant role. The primary objective of this systematic review and meta-analysis was to examine the literature on HMD’s that report Simulator Sickness Questionnaire (SSQ) scores to determine the impact of content. User factors associated with VR sickness were also examined. A systematic search was conducted according to PRISMA guidelines. Fifty-five articles met inclusion criteria, representing 3,016 participants (mean age range 19.5-80; 41% female). Findings show gaming content recorded the highest total SSQ mean 34.26 (95%CI 29.57-38.95). VR sickness profiles were also influenced by visual stimulation, locomotion and exposure times. Older samples (mean age ≥35 years) scored significantly lower total SSQ means than younger samples, however these findings are based on a small evidence base as a limited number of studies included older users. No sex differences were found. Across all types of content, the pooled total SSQ mean was relatively high 28.00 (95%CI 24.66-31.35) compared with recommended SSQ cut-off scores. These findings are of relevance for informing future research and the application of VR in different contexts.

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