A Review and Analysis of Single-Case Research Examining Adolescent Participation in IEP Meetings

2021 ◽  
pp. 002246692110472
Author(s):  
Kelli A. Sanderson ◽  
Samantha E. Goldman ◽  
Amanda Rojas
Keyword(s):  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Individualized Education Program ◽  
Inclusion Criteria ◽  
Case Research ◽  
Single Case Research ◽  
Iep Meetings ◽  
Adolescent Participation

The purpose of this systematic review and meta-analysis was to identify and synthesize single-case research examining interventions used to increase the quantity and/or quality of participation by adolescents with disabilities during Individualized Education Program (IEP) meetings. For studies meeting quality indicators, we used visual analysis, Tau-U, and standardized mean difference to synthesize outcomes, including maintenance and generalization of effects. We identified seven studies examining quality of participation and eight studies examining quantity of participation that met our inclusion criteria; however, only three studies from each group met quality standards. Overall, interventions positively influenced student contributions at IEP meetings. When measured, increased quantity and quality of participation maintained over time and generalized to real IEP meetings. Implications for research and practice are discussed.

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

Synthesis and Meta-analysis of Single Case Research

2018 ◽  
pp. 393-416 ◽  
Author(s):  
Mariola Moeyaert ◽  
Kathleen N. Zimmerman ◽  
Jennifer. R. Ledford
Keyword(s):  
Single Case ◽  
Meta Analysis ◽  
Case Research ◽  
Single Case Research

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

2019 ◽  
Vol 54 (1) ◽  
pp. 3-15 ◽  
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.

Differential Effects of Video Analysis for Special Educators Related to Intervention Characteristics, Dependent Variables, and Student Outcomes: A Meta-Analysis of Single-Case Research

2019 ◽  
pp. 016264341989025
Author(s):  
Kristi L. Morin ◽  
Sarah Nagro ◽  
Jonet Artis ◽  
April Haas ◽  
Jennifer B. Ganz ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Video Analysis ◽  
Student Outcomes ◽  
Special Educators ◽  
Single Case ◽  
Meta Analysis ◽  
Special Educator ◽  
Case Research ◽  
Dependent Variables ◽  
Single Case Research

Video analysis is effective for changing the instructional practices of a variety of special educators in different settings and contexts; however, questions remain regarding whether (a) intervention characteristics moderate the results, (b) effects are differentiated by type of dependent variable, and (c) student outcomes improve when video analysis is used to improve educators’ skills. This meta-analysis reports the overall impact that video analysis has on student outcomes as well as the differential impact on special educator outcomes by dependent variable and implementation variables (i.e., length of videos, number of intervention videos, primary evaluator, and timing of feedback). A total of 30 publications reported outcomes for special education preservice teachers, in-service teachers, and paraprofessionals; of these, 12 publications reported student outcomes. Results are positive and indicate that video analysis is effective for improving student outcomes and that it can be successfully implemented in a variety of ways.

Estimating the Impact of Design Standards on the Rigor of a Subset of Single-Case Research

2020 ◽  
pp. 104420732093404 ◽  
Author(s):  
Collin Shepley ◽  
Kathleen N. Zimmerman ◽  
Kevin M. Ayres
Keyword(s):  
Single Case ◽  
Single Case Design ◽  
Design Standards ◽  
Case Research ◽  
What Works ◽  
What Works Clearinghouse ◽  
Single Case Research ◽  
The Impact ◽  
Case Design

The implementation of research-based practices by teachers in public school classrooms is required under federal law as expressed in the Individuals With Disabilities Education Improvement Act of 2004. To aid teachers in identifying such practices, researchers conduct systematic reviews of the educational literature. Although recent attention has been given to changes in the quality of these reviews, there has been minimal discussion about changes in the quality of the studies that comprise them. Specifically, to what extent have educational policies leading to the creation of experimental design standards resulted in a change in the rigor of educational research? Using a subset of the single-case literature commonly published in special education journals, we estimate the impact of What Works Clearinghouse single-case design standards on the trend in the rigor of single-case studies using a comparative interrupted time series framework. Within this subset of single-case studies, our estimation strategy did not detect a change in the trend of the rigor of single-case research following the establishment of What Works Clearinghouse single-case design standards. Implications are discussed for practitioners and researchers. Study data, syntax, and supplemental materials are available for public use at https://osf.io/xp7wv/.

A Meta-Analysis of Single-Case Research on Behavior Contracts

2014 ◽  
Vol 39 (2) ◽  
pp. 247-269 ◽  
Author(s):  
Lisa Bowman-Perrott ◽  
Mack D. Burke ◽  
Sharon de Marin ◽  
Nan Zhang ◽  
Heather Davis
Keyword(s):  
Single Case ◽  
Meta Analysis ◽  
Case Research ◽  
Single Case Research ◽  
Behavior Contracts

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 Systematic Protocols for the Visual Analysis of Single-Case Research Data

2019 ◽  
Vol 12 (2) ◽  
pp. 491-502 ◽  
Author(s):  
Katie Wolfe ◽  
Erin E. Barton ◽  
Hedda Meadan
Keyword(s):  
Visual Analysis ◽  
Single Case ◽  
Research Data ◽  
Case Research ◽  
Single Case Research
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