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.

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.

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.

Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility

2020 ◽  
Vol 35 (3) ◽  
pp. 186-192 ◽  
Author(s):  
Jonathan Safer-Lichtenstein ◽  
Laura Lee McIntyre
Keyword(s):  
Special Education ◽  
Symptom Severity ◽  
Challenging Behavior ◽  
Adaptive Functioning ◽  
Challenging Behaviors ◽  
The United States ◽  
Autism Spectrum ◽  
School Age Children ◽  
Future Research ◽  
Special Education Eligibility

Rates of children identified as having autism spectrum disorder (ASD) continue to increase in both medical and school settings. While procedures for providing a medical diagnosis are relatively consistent throughout the United States, the process for determining special education eligibility under an ASD classification varies by state, with many states adopting looser identification criteria than medical taxonomies. This study included a sample of 73 school-age children with ASD and sought to examine differences in ASD symptom severity, adaptive functioning, and challenging behaviors between those identified in the medical system versus those identified in schools. Results indicate that children identified as having ASD only by their school had less severe clinician-rated ASD symptomatology than children with a medical ASD diagnosis but that caregiver reports of adaptive functioning and challenging behavior did not differ between the two groups. These findings do not appear to have been influenced by demographic factors including caregiver education, household income, or health insurance status. Implications and directions for future research are discussed.

Differential Reinforcement of Other Behaviors to Treat Challenging Behaviors Among Children With Autism: A Systematic and Quality Review

2017 ◽  
Vol 42 (4) ◽  
pp. 584-609 ◽  
Author(s):  
Regan Weston ◽  
Abby Hodges ◽  
Tonya N. Davis
Keyword(s):  
Challenging Behavior ◽  
Differential Reinforcement ◽  
Challenging Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
Exceptional Children ◽  
Systematic Analysis ◽  
Evidence Based Practices

This review summarizes the literature regarding differential reinforcement of other behaviors (DRO) to treat challenging behavior among children with autism spectrum disorder (ASD) and determines the quality of studies among the current literature according to the 2014 Council for Exceptional Children (CEC): Standards for Evidence-Based Practices in Special Education. Studies that focused on the use of DRO in the treatment of challenging behavior for individuals with ASD were included for systematic analysis. Forty-five studies were identified for inclusion in this review and were evaluated using the eight quality indicators described by the CEC. To the authors’ knowledge, this is the only systematic review of the literature that evaluates DRO as an intervention for individuals diagnosed with ASD. Principle findings, practical recommendations, and areas of future research are discussed.

A Meta-Analysis of School-Based Group Contingency Interventions for Students With Challenging Behavior: An Update

2017 ◽  
Vol 38 (6) ◽  
pp. 353-370 ◽  
Author(s):  
Daniel M. Maggin ◽  
James E. Pustejovsky ◽  
Austin H. Johnson
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Systematic Reviews ◽  
Challenging Behavior ◽  
Student Behavior ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Group Contingency ◽  
Group Contingencies

Group contingencies are recognized as a potent intervention for addressing challenging student behavior in the classroom, with research reviews supporting the use of this intervention platform going back more than four decades. Over this time period, the field of education has increasingly emphasized the role of research evidence for informing practice, as reflected in the increased use of systematic reviews and meta-analyses. In the current article, we continue this trend by applying recently developed between-case effect size measures and transparent visual analysis procedures to synthesize an up-to-date set of group contingency studies that used single-case designs. Results corroborated recent systematic reviews by indicating that group contingencies are generally effective—particularly for addressing challenging behavior in general education classrooms. However, our review highlights the need for more research on students with disabilities and the need to collect and report information about participants’ functional level.

Descriptive Analysis and Meta Analysis of Studies Investigating the Effectiveness of Simultaneous Prompting Procedure

2018 ◽  
Vol 85 (3) ◽  
pp. 309-328 ◽  
Author(s):  
Elif Tekin-Iftar ◽  
Seray Olcay-Gul ◽  
Belva C. Collins
Keyword(s):  
Single Case ◽  
Meta Analysis ◽  
Descriptive Analysis ◽  
Autism Spectrum ◽  
Effect Sizes ◽  
Future Research ◽  
Simultaneous Prompting ◽  
Case Methodology ◽  
Methodological Rigor ◽  
Present Systematic Review

Researchers have investigated the simultaneous prompting (SP) procedure across three decades; however, no meta-analysis has been conducted. In the present systematic review, we conducted both a descriptive and meta-analysis of SP studies from a seminal publication of an SP study through 2017. Our search resulted in 20 studies published in English in internationally disseminated peer-reviewed journals that used single-case methodology and also met criteria for methodological rigor. To analyze effect sizes, we used percentage of non-overlapping points and Tau- U, with both revealing highly consistent results. We concluded that there is a substantial body of evidence to support the SP procedure to teach a variety of skills to individuals with disabilities when consistent parameters of the procedure are employed; however, future research is needed to specifically validate the procedure as effective in regard to specific types of disability (e.g., autism spectrum disorder) and specific types of tasks.

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.

Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis

2019 ◽  
Vol 35 (3) ◽  
pp. 165-175
Author(s):  
Glennda K. McKeithan ◽  
Edward J. Sabornie
Keyword(s):  
Public School ◽  
Behavioral Interventions ◽  
High Functioning Autism ◽  
Single Case ◽  
Meta Analysis ◽  
Secondary Level ◽  
Future Research ◽  
Extensive Literature ◽  
High Functioning ◽  
School Settings

The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social–behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social–behavioral interventions used with adolescent students with HFA served in public school settings. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided.

Parent-Mediated Interventions for School-Age Children With ASD: A Meta-Analysis

2020 ◽  
pp. 108835762095690 ◽  
Author(s):  
Marie Ratliff-Black ◽  
William Therrien
Keyword(s):  
Single Case ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
School Age Children ◽  
Future Research ◽  
School Age ◽  
Older Children ◽  
Differential Effectiveness ◽  
Positive Effects ◽  
Children With Asd

Parent-mediated interventions (PMIs) are commonly used with children with autism spectrum disorder (ASD), and their effectiveness for young children has been documented. However, no reviews have examined the use of PMIs with older children with ASD. Therefore, the purpose of this review is to investigate the state of the literature regarding PMIs for school-age children with ASD and to evaluate their effectiveness across domains. Eighteen studies of PMIs examining 170 child participants with ASD were included. Participants, interventions, and the effects of the interventions are described. Overall, studies demonstrated moderately positive effects for PMIs for school-age children with ASD. Group design studies demonstrated an overall effect size (ES) of 0.79, 95% confidence interval (CI) = [0.50, 1.09], while single-case design (SCD) studies yielded an overall ES of 1.84, 95% CI = [1.08, 2.60]. More research is needed to understand the differential effectiveness of parent training components, and future research should focus on including measures of parent treatment integrity, to aid in the understanding of program efficacy.

Sign in / Sign up

Export Citation Format

Share Document