Participant Characteristics in Research on Interventions for Young Children With Challenging Behavior: A Systematic Review

2019 ◽  
Vol 40 (2) ◽  
pp. 110-123
Author(s):  
Elizabeth A. Steed ◽  
Tessa A. Kranski
Keyword(s):  
Socioeconomic Status ◽  
Young Children ◽  
Challenging Behavior ◽  
Culturally Responsive ◽  
Single Case ◽  
Home Based ◽  
Single Case Research ◽  
Race Ethnicity ◽  
Participant Characteristics ◽  
Research Standards

Intervention studies to reduce challenging behavior in young children below the age of 6 were reviewed for participant characteristics, including gender, race/ethnicity, disability, socioeconomic status, and language to evaluate the frequency of reporting and diversity of participant characteristics in this area of research. Interventions conducted in school, preschool, and home-based settings were included; 53 articles were reviewed. In these articles utilizing single case research or group designs ( n = 2,262 participants), most articles reported gender and disability. Slightly fewer than half of the studies reported participants’ race/ethnicity. Socioeconomic status and language were infrequently reported. Analyses of participant characteristics in studies that reported children’s gender and race/ethnicity found that boys and Black and Latino children were overrepresented. Implications are discussed, including the field’s use of research standards regarding the reporting of participant characteristics, suggestions for inclusive recruitment and retention strategies, and the importance of identifying culturally responsive interventions for challenging behavior.

A Meta-Analysis of Single-Case Research on Applied Behavior Analytic Interventions for People With Down Syndrome

2021 ◽  
Vol 126 (2) ◽  
pp. 114-141
Author(s):  
Nicole Neil ◽  
Ashley Amicarelli ◽  
Brianna M. Anderson ◽  
Kailee Liesemer
Keyword(s):  
Down Syndrome ◽  
Challenging Behavior ◽  
Single Case ◽  
Meta Analysis ◽  
Challenging Behaviors ◽  
Future Research ◽  
Case Research ◽  
What Works ◽  
What Works Clearinghouse ◽  
Single Case Research

Abstract This systematic review evaluates single-case research design studies investigating applied behavior analytic (ABA) interventions for people with Down syndrome (DS). One hundred twenty-five studies examining the efficacy of ABA interventions on increasing skills and/or decreasing challenging behaviors met inclusion criteria. The What Works Clearinghouse standards and Risk of Bias in N-of-1 Trials scale were used to analyze methodological characteristics, and Tau-U effect sizes were calculated. Results suggest the use of ABA-based interventions are promising for behavior change in people with DS. Thirty-six high-quality studies were identified and demonstrated a medium overall effect. A range of outcomes was targeted, primarily involving communication and challenging behavior. These outcomes will guide future research on ABA interventions and DS.

Social Skills Interventions for Students With Challenging Behavior

2016 ◽  
Vol 38 (1) ◽  
pp. 13-27 ◽  
Author(s):  
Nancy S. Hutchins ◽  
Mack D. Burke ◽  
Heather Hatton ◽  
Lisa Bowman-Perrott
Keyword(s):  
Social Skills ◽  
Challenging Behavior ◽  
Methodological Quality ◽  
Single Case ◽  
Implementation Fidelity ◽  
Research Literature ◽  
Design Standards ◽  
Social Skills Interventions ◽  
Case Research ◽  
Single Case Research

This study provides results on a methodological quality review of the single-case research literature from 1998 to 2014 on the use of social skills interventions for students with challenging behavior. A systematic review of the social skills literature was conducted with the intent of updating the Mathur et al. study of social skills interventions. Twenty-four studies, published between 1998 and 2014, were identified and coded for methodological quality. Findings indicated half the studies failed to meet single-case design standards. Many studies did not sufficiently report reliability, implementation fidelity, or provide adequate opportunities to demonstrate intervention effect. The three most common behaviors across all studies were noncompliance, negative verbal interactions, and class disruptions. The majority of studies were conducted in early elementary grades. Results are discussed in the context of the need for greater methodological rigor for future single-case research studies in the area of social skills instruction.

Using System of Least Prompts to Teach Play to Young Children With Disabilities

2018 ◽  
Vol 52 (4) ◽  
pp. 242-251 ◽  
Author(s):  
Jia Qiu ◽  
Erin E. Barton ◽  
Gounah Choi
Keyword(s):  
Young Children ◽  
Children With Disabilities ◽  
Single Case ◽  
System Of Least Prompts ◽  
Case Research ◽  
Young Children With Disabilities ◽  
Play Behaviors ◽  
Single Case Research ◽  
Multiple Probe ◽  
Instructional Package

The purpose of this study was to examine the efficacy of the system of least prompts (SLP) for increasing the levels of play behaviors in four young children with disabilities. A multiple probe across participants’ single case research design was used to examine the relation between SLP and child-targeted behaviors. The results demonstrated that the instructional package was functionally related to increased levels of independent play and diversity of targeted play actions. Furthermore, play levels were maintained when intervention was withdrawn.

Examining the Effects of Social Stories on Challenging Behavior and Prosocial Skills in Young Children: A Systematic Review and Meta-Analysis

2019 ◽  
Author(s):  
Charis Lauren Wahman ◽  
James E Pustejovsky ◽  
Michaelene M. Ostrosky ◽  
Rosa Milagros Santos
Keyword(s):  
Young Children ◽  
Challenging Behavior ◽  
Single Case ◽  
Meta Analysis ◽  
Social Stories ◽  
Evidence Base ◽  
Response To Treatment ◽  
Prosocial Skills ◽  
Primary Intervention ◽  
Size Measure

Social stories are a commonly used intervention practice in early childhood special education. Recent systematic reviews have documented the evidence-base for social stories, but findings are mixed. We examined the efficacy of social stories for young children (i.e., 3-5 years) with challenging behavior across 12 single-case studies, that included 30 participants. The What Works Clearinghouse standards for single case research design were used to evaluate the rigor of studies that included social stories as a primary intervention. For studies meeting standards, we synthesized findings on the efficacy of social stories using meta-analysis techniques and a recently developed parametric effect size measure, the log response ratio. Trends in participants’ response to treatment also were explored. Results indicate variability in rigor and efficacy for the use of social stories as an isolated intervention and in combination with other intervention approaches. Additional studies that investigate the efficacy of social stories as a primary intervention are warranted.

Treatment Components and Participant Characteristics Associated With Outcomes in Self-Monitoring Interventions

2020 ◽  
pp. 109830072094665
Author(s):  
Allison Bruhn ◽  
Allison Gilmour ◽  
Ashley Rila ◽  
Alyssa Van Camp ◽  
Amanda Sheaffer ◽  
...  
Keyword(s):  
Case Studies ◽  
Disruptive Behavior ◽  
Challenging Behavior ◽  
Academic Engagement ◽  
Student Behavior ◽  
Single Case ◽  
Future Directions ◽  
Self Monitoring ◽  
Dependent Variables ◽  
Participant Characteristics

Self-monitoring is one of the most widely used and widely researched strategies for improving student behavior. However, specific research-based guidance about how to design effective self-monitoring interventions and to whom they should be delivered does not yet exist. To this end, we examined how various treatment components and participant characteristics moderated response to self-monitoring interventions. We included 66 single-case studies on academic engagement and 21 single-case studies on disruptive behavior. These studies included 290 participants with challenging behavior, 183 of whom had a disability. After extracting raw data from original studies, we analyzed data using multilevel modeling for each dependent variable (i.e., academic engagement, disruptive behavior). Across both dependent variables, student age and educational setting impacted treatment effects, as did the inclusion of goal-setting, feedback, and reinforcement. Based on our findings, we describe implications related to designing self-monitoring interventions. We also discuss limitations and future directions.

An aggregate study of single-case research involving aided AAC: Participant characteristics of individuals with autism spectrum disorders

2011 ◽  
Vol 5 (4) ◽  
pp. 1500-1509 ◽  
Author(s):  
Jennifer B. Ganz ◽  
Theresa L. Earles-Vollrath ◽  
Rose A. Mason ◽  
Mandy J. Rispoli ◽  
Amy K. Heath ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Single Case ◽  
Autism Spectrum ◽  
Case Research ◽  
Single Case Research ◽  
Aided Aac ◽  
Participant Characteristics ◽  
Spectrum Disorders

A Parent-Implemented Playdate Intervention for Young Children With Autism and Their Peers

2019 ◽  
Vol 42 (4) ◽  
pp. 303-320 ◽  
Author(s):  
Tracy J. Raulston ◽  
Sarah G. Hansen ◽  
Rebecca Frantz ◽  
Wendy Machalicek ◽  
Naima Bhana
Keyword(s):  
Social Skills ◽  
Young Children ◽  
Challenging Behavior ◽  
Single Case ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Cascading Effects ◽  
Social Skills Instruction ◽  
Community Environments ◽  
Procedural Modification

Children with autism spectrum disorder (ASD) present with social skills difficulties, which can create barriers for them to develop friendships with their peers. Playdates are a common way that young children practice play and friendship skills in home and community environments. Few studies have trained parents to embed social skills instruction into playdates for children with ASD, and such studies have been comprised of children with mild to moderate needs. In the current study, we employed a concurrent single-case multiple probe across three parent–child–peer triads design to evaluate the effects of training and coaching in a parent-implemented playdate intervention on parental strategy use and cascading effects on child–peer social interactions during playdates. Parents also rated the social validity of the intervention. Results indicated that two of the three parents reached criterion on the strategies quickly, and the third triad required a procedural modification. Challenging behavior appeared to be a barrier to implementation. Implications and future directions are discussed.

Examining the Effects of Social Stories™ on Challenging Behavior and Prosocial Skills in Young Children: A Systematic Review and Meta-Analysis

2019 ◽  
pp. 027112141985569 ◽  
Author(s):  
Charis L. Wahman ◽  
James E. Pustejovsky ◽  
Michaelene M. Ostrosky ◽  
Rosa Milagros Santos
Keyword(s):  
Young Children ◽  
Challenging Behavior ◽  
Single Case ◽  
Meta Analysis ◽  
Social Stories ◽  
Evidence Base ◽  
Response To Treatment ◽  
Prosocial Skills ◽  
Primary Intervention ◽  
Size Measure

Social stories are a commonly used intervention practice in early childhood special education. Recent systematic reviews have documented the evidence base for social stories, but findings are mixed. We examined the efficacy of social stories for young children (i.e., 3–5 years) with challenging behavior across 12 single-case studies, which included 30 participants. The What Works Clearinghouse standards for single-case research design were used to evaluate the rigor of studies that included social stories as a primary intervention. For studies meeting standards, we synthesized findings on the efficacy of social stories using meta-analysis techniques and a parametric effect size measure, the log response ratio. Trends in participants’ response to treatment were also explored. Results indicate variability in rigor and efficacy for the use of social stories as an isolated intervention and in combination with other intervention approaches. Additional studies that investigate the efficacy of social stories as a primary intervention are warranted.

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