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.

A Meta-Analysis of Schema Instruction Implemented in Single-Case Experimental Designs

2018 ◽  
Vol 52 (2) ◽  
pp. 89-100 ◽  
Author(s):  
Corey J. Peltier ◽  
Kimberly J. Vannest ◽  
Josh J. Marbach
Keyword(s):  
Students With Disabilities ◽  
Single Case ◽  
Meta Analysis ◽  
Mathematical Problem ◽  
Experimental Designs ◽  
Mathematical Problem Solving ◽  
Evidence Based ◽  
Inclusion Criteria ◽  
Use Of Technology ◽  
Meta Analyses

Identifying mathematical interventions that practitioners can implement to improve the mathematical problem solving (PS) of students is a need for the field. Literature on the PS performance of students with disabilities has grown; recently, schema instruction (SI) has been suggested as an evidence-based practice. The purpose of this study was to meta-analyze single-case experimental designs (SCEDs) that implemented SI with students identified with disabilities. A total of 16 studies, with 61 students identified with disabilities met the inclusion criteria. Tau U was used to report intervention effects; this decision was made because it is more robust than other nonoverlap methods and is frequently reported in published meta-analyses of SCEDs. Moderator analyses included grade of participants, use of technology, disability category, and the type of problems taught. The weighted aggregated Tau U was 88.29% (90% confidence interval [CI] = [80.5%, 96.1%]). Moderator analysis and implications for practice 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.

Level and Trend of Writing Sequences: A Review and Meta-Analysis of Writing Interventions for Students With Disabilities

2019 ◽  
Vol 86 (2) ◽  
pp. 174-192
Author(s):  
Shawn M. Datchuk ◽  
Kyle Wagner ◽  
Bridget O. Hier
Keyword(s):  
Students With Disabilities ◽  
Single Case ◽  
Meta Analysis ◽  
Strategy Development ◽  
Writing Difficulties ◽  
Gradual Improvement ◽  
Information Theoretic ◽  
Writing Interventions ◽  
Disability Status ◽  
Competing Models

We examined effects of intervention on the level and trend of text-writing sequences of students with disabilities and writing difficulties, in addition to potential moderating effects related to student demographics (i.e., disability status, age, gender, and race) and writing task (i.e., sentence, essay, and narrative). We reviewed 18 single-case experimental design studies with a total of 96 students and subsequently meta-analyzed 15 of these studies with a total of 79 students using mixed-effects linear regression and an information-theoretic ranking of competing models. Results indicate that writing interventions, including direct instruction and self-regulated strategy development, produced gradual improvement in the trend of correct writing sequences per minute. Older students produced higher levels of writing sequences, but younger students showed steeper trends during intervention. Furthermore, students had higher levels of writing fluency on sentence-writing tasks than on discourse-writing tasks (narratives and essays).

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.

Function-Based Intervention in Inclusive School Settings: A Meta-Analysis

2017 ◽  
Vol 20 (4) ◽  
pp. 203-216 ◽  
Author(s):  
Virginia L. Walker ◽  
Yun-Ching Chung ◽  
Lauren K. Bonnet
Keyword(s):  
Students With Disabilities ◽  
Challenging Behavior ◽  
Single Case ◽  
Meta Analysis ◽  
Functional Behavior Assessment ◽  
Appropriate Behavior ◽  
School Settings ◽  
Inclusive School ◽  
Study Characteristics ◽  
Function Based Intervention

The purpose of this meta-analysis was to summarize single-case intervention research studies in which students with disabilities received function-based intervention (FBI) within inclusive school settings to address challenging behavior. A total of 27 studies were identified and systematically reviewed to determine the overall effect of FBI on challenging and appropriate behavior and whether study characteristics moderated intervention outcomes. In addition, we summarized the following: (a) characteristics of study participants and settings, (b) characteristics of FBI applied within the studies, and (c) quality of the studies. Overall, FBI led to improved behavior in a variety of inclusive school settings. Interventions delivered after a teacher-administered functional behavior assessment and within the context of a whole group instructional arrangement resulted in significant reductions in challenging behavior and improvements in appropriate behavior, respectively. Implications for practice, future directions for research, and limitations are described.

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.

Content Analysis of Evidence-Based Articles in The Journal of Special Education

2018 ◽  
Vol 52 (4) ◽  
pp. 219-227
Author(s):  
Larry B. Fisher ◽  
Fred Spooner ◽  
Bob Algozzine ◽  
Kelly M. Anderson ◽  
Chelsi R. Brosh ◽  
...  
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Single Case ◽  
Empirical Studies ◽  
Skill Training ◽  
Evidence Based ◽  
Academic Skill ◽  
Training Interventions ◽  
Research Activities ◽  
Single Case Designs

Conducting and supporting scientifically valid research activities and implementing evidence-based practices have driven recent hopes and efforts to achieve better outcomes for all students. In the context of ongoing internal review and continuous improvement, we were interested in how this evolution was reflected in empirical studies published in The Journal of Special Education ( JSE). We coded key variables related to evidence-based research in articles published between 2004 and 2017. We found that most studies included elementary- or secondary-aged students with disabilities in general or special education classroom settings with teachers or researchers assessing the benefits of academic skill training interventions using single-case designs. We discuss implications for ongoing internal reviews and assessments as well as for comparisons, benchmarking, and evaluations within the field.

Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research

2019 ◽  
Vol 89 (4) ◽  
pp. 569-611 ◽  
Author(s):  
Judith R. Harrison ◽  
Denise A. Soares ◽  
Stephen Rudzinski ◽  
Rachel Johnson
Keyword(s):  
Systematic Review ◽  
Attention Deficit ◽  
Single Case ◽  
Meta Analysis ◽  
Self Management ◽  
Evidence Based ◽  
Single Case Design ◽  
Exceptional Children ◽  
Students With Adhd ◽  
Case Design

Students with attention deficit hyperactivity disorder (ADHD) experience symptoms of inattention, impulsivity, and hyperactivity that often manifest as academic impairment. As such, teachers must select interventions to increase the probability of success for students with ADHD in their classes. Prior meta-analyses have evaluated school-based intervention effects; however, no systematic review meta-analysis has evaluated the effectiveness of interventions implemented in classrooms with students with ADHD. Additionally, classroom-based studies are frequently conducted through single-case design methodology, and recent advances in meta-analytic techniques provide the opportunity to explore intervention effectiveness as evaluated through quality research. Therefore, to inform selection of evidence-based interventions to be implemented in classroom settings, the current systematic review with meta-analysis of single-case design studies was conducted to evaluate intervention effectiveness, evidence-based status, and moderators of effects for four intervention types (behavioral, instructional, self-management, and environmental) when implemented with students with ADHD in classroom settings. The analysis included 27 articles published from 1971 to 2018. Overall and specific to each intervention type, the results indicate that classroom-based interventions for students with ADHD were moderately effective. Instructional and self-management interventions were deemed evidence based by What Works Clearinghouse standards and potentially evidence based by Council for Exceptional Children standards. Behavioral interventions were found to be potentially evidence based by Council for Exceptional Children criteria and were most effective when selected through functional behavior analysis and implemented by researchers in secondary settings. Instructional interventions were more effective when implemented in special education settings targeting academic outcomes. Implications for research and practice are discussed.

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