A Quantitative Synthesis of Intervention Research Published in Flagship EBD Journals: 2010 to 2019

2020 ◽  
pp. 019874292096134
Author(s):  
Justin D. Garwood ◽  
Corey Peltier ◽  
Tracy Sinclair ◽  
Heather Eisel ◽  
John W. McKenna ◽  
...  
Keyword(s):  
Student Outcomes ◽  
Emotional And Behavioral Disorders ◽  
Empirical Studies ◽  
Intervention Research ◽  
Future Directions ◽  
What Works ◽  
Effective Interventions ◽  
Quantitative Synthesis ◽  
What Works Clearinghouse ◽  
Standardized Mean Difference

Students with emotional and behavioral disorders (EBDs) could be considered some of the most challenging students to serve in schools. The need for effective interventions for these students is ever-present. To design and implement empirical studies to better inform the field of EBDs, researchers must have a firm understanding of the most up-to-date intervention literature. The purpose of this targeted quantitative synthesis is to create such a knowledge base for the field of EBDs. Results from 55 studies indicate a declining focus on intervention research for students with EBDs in the last 10 years (2010–2019). Of the intervention research available, the quality (40% did not meet What Works Clearinghouse standards) and effectiveness on student outcomes across academic, behavioral, and social skills domains was variable (between-case standardized mean difference [BC-SMD] = 0.13–8.26, Hedges’ g = −0.30 to 1.29). Future directions for the field of EBDs are included.

The Threshold and Inclusive Approaches to Determining “Best Available Evidence”

2016 ◽  
Vol 38 (4) ◽  
pp. 471-492 ◽  
Author(s):  
Jean Stockard ◽  
Timothy W. Wood
Keyword(s):  
Empirical Studies ◽  
Evidence Based ◽  
Policy Recommendations ◽  
Reading Curriculum ◽  
Literacy Interventions ◽  
What Works ◽  
Inclusive Approach ◽  
What Works Clearinghouse ◽  
Randomized Control ◽  
Program Data

Most evaluators have embraced the goal of evidence-based practice (EBP). Yet, many have criticized EBP review systems that prioritize randomized control trials and use various criteria to limit the studies examined. They suggest this could produce policy recommendations based on small, unrepresentative segments of the literature and recommend a more traditional, inclusive approach. This article reports two empirical studies assessing this criticism, focusing on the What Works Clearinghouse (WWC). An examination of outcomes of 252 WWC reports on literacy interventions found that 6% or fewer of the available studies were selected for review. Half of all intervention reports were based on only one study of a program. Data from 131 studies of a reading curriculum were used to compare conclusions using WWC procedures and more inclusive procedures. Effect estimates from the inclusive approach were more precise and closer to those of other reviews. Implications are discussed.

“State standards and IEP goals. A lot of TPT products.” What Early Childhood Educators Report Using to Plan Mathematics Instruction

2020 ◽  
Author(s):  
Corey Peltier ◽  
Tiffany K Peltier ◽  
Taylor Werthen ◽  
Andy Heuer
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Mathematics Instruction ◽  
State Standards ◽  
Early Childhood Educators ◽  
Future Research ◽  
Exceptional Children ◽  
What Works ◽  
What Works Clearinghouse

Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which early childhood educators (i.e., pre-Kindergarten through third grade) reported using various resources to plan for mathematics instruction. Furthermore, we investigated whether differences were observed based on teacher factors (i.e., general or special education, route to certification, years of experience) and locale (i.e., rural, urban, suburban). We retained data from 917 teachers for data analysis. The three most frequently reported resources by educators were colleagues, Teachers Pay Teachers, and Google/Yahoo. The three least frequently reported resources were the typical outlets researchers use to reach teachers: What Works Clearinghouse, Teaching Exceptional Children, and Teaching Children Mathematics. General and special education teachers differed on their self-reported usage of five resources: colleagues, Google/Yahoo, teaching blogs, Teaching Exceptional Children, and the What Works Clearinghouse. Rural educators self-reported that they were less likely than suburban educators to use colleagues or specialists at the district to plan instruction. Implications for future research and practice are discussed.

Empirical Musical Imagery beyond the “Mind’s Ear”

2019 ◽  
pp. 444-463
Author(s):  
Freya Bailes
Keyword(s):  
Embodied Cognition ◽  
Empirical Studies ◽  
Auditory Imagery ◽  
Future Directions ◽  
Musical Imagery ◽  
Motor Processing ◽  
Sensory Motor ◽  
Auditory Experience ◽  
Kinesthetic Imagery

Freya Bailes deals with the topic of musical imagery, and she uses embodied cognition as a framework to argue that musical imagery is a multimodal experience. Existing empirical studies of musical imagery are reviewed and Bailes points to future directions for the study of musical imagery as an embodied-cognition phenomenon. Arguing that musical imagery can never be fully disembodied, Bailes moves beyond the idea of auditory imagery as merely a simulation of auditory experience by “the mind’s ear.” Instead, she outlines how imagining sounds involves kinesthetic imagery and she concludes that sound and music are always connected to sensory motor processing.

Intervention Research in Emotional and Behavioral Disorders: An Analysis of Studies from 1980–1993

1996 ◽  
Vol 21 (2) ◽  
pp. 125-136 ◽  
Author(s):  
Glen Dunlap ◽  
Karen E. Childs
Keyword(s):  
Behavioral Disorders ◽  
Experimental Research ◽  
Applied Research ◽  
Emotional And Behavioral Disorders ◽  
Intervention Research ◽  
Children And Youth ◽  
Assessment Data ◽  
Independent Variables ◽  
Dependent Variables ◽  
The Status

The purpose of the current study was to examine the status of experimental research on interventions designed to modify behaviors of children and youth with emotional and/or behavioral disorders (EBD). Twelve journals published between 1980 and 1993 were surveyed to explore possible trends in five descriptive dimensions of the research, including subject characteristics, settings, research design, dependent variables, and independent variables (interventions). In addition, the database was examined to determine whether interventions were based on individualized processes of assessment. The results showed negligible trends, and very few studies reported interventions that were individualized on the basis of assessment data. The discussion addresses the general status of intervention research and the need for applied research.

scholarly journals Can Social Desirability Be Detected Statistically at the Macro-Sociological Level?

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Walter R. Schumm ◽  
◽  
Duane W. Crawford ◽  
Keyword(s):  
Social Desirability ◽  
Large Range ◽  
Empirical Studies ◽  
Effect Sizes ◽  
Research Quality ◽  
Same Sex ◽  
Future Directions ◽  
Empirical Tests ◽  
Same Sex Parents ◽  
Suppressor Variable

While a few have argued that social science has been subject to progressive biases, others have discounted such ideas. However, no one has yet performed empirical tests over a large range of studies for such possible bias, which we label macro-level social desirability (MLSD). Combining the results from fifty-nine empirical studies that assessed rates of nonheterosexuality among children of same-sex parents, we found that the higher the maximum rates reported, the less likely those reports were to have been cited in Google Scholar by counts or by annual rate, which may reflect MLSD. However, after several statistical controls, the association for counts became non-significant, while the association for rates became stronger, although the effect sizes were in a moderate (d = .28 or higher) to large range (d, up to .68) by either analysis. Generally, research quality acted as a suppressor variable for MLSD but was significantly related to both counts and rates of citations, indicating that higher quality articles were more likely to have been cited, even controlling for the number of years since first publication. Higher quality articles were slightly more likely to report higher rates of nonheterosexuality among children of same-sex parents. We discuss implications of our findings and suggest future directions of research.

Anatomy of an Evidence Base

2016 ◽  
Vol 45 (8) ◽  
pp. 454-459 ◽  
Author(s):  
David B. Malouf ◽  
Juliana M. Taymans
Keyword(s):  
Education Policy ◽  
Research Evidence ◽  
Evidence Base ◽  
Effect Sizes ◽  
Intervention Effect ◽  
What Works ◽  
Policy Goals ◽  
Education Interventions ◽  
What Works Clearinghouse ◽  
Adequate Research

An analysis was conducted of the What Works Clearinghouse (WWC) research evidence base on the effectiveness of replicable education interventions. Most interventions were found to have little or no support from technically adequate research studies, and intervention effect sizes were of questionable magnitude to meet education policy goals. These findings painted a dim picture of the evidence base on education interventions and indicated a need for new approaches, including a reexamination of federal reliance on experimental impact research as the basis for gauging intervention effectiveness.

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