A Meta Analysis of the Effects of Video Modeling Interventions for Students with Disabilities : Focused on Single Subjects Experimental Design Studies

Abstract One of the instructional techniques reported in the literature to teach communication skills to persons with autism is video modeling (VM). VM is a form of observational learning that involves watching and imitating the desired target behavior(s) exhibited by the person on the videotape. VM has been used to teach a variety of social and communicative behaviors to persons with developmental disabilities such as autism. In this paper, we describe the VM technique and summarize the results of two single-subject experimental design studies that investigated the acquisition of spontaneous requesting skills using a speech generating device (SGD) by persons with autism following a VM intervention. The results of these two studies indicate that a VM treatment package that includes a SGD as one of its components can be effective in facilitating communication in individuals with autism who have little or no functional speech.

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Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis

Council review ◽

10.1177/0014402918817504 ◽

2019 ◽

Vol 85 (3) ◽

pp. 367-386 ◽

Cited By ~ 4

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.

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Meta-analysis of single-case experimental design studies involving children with or at risk of autism spectrum disorder suggests intervention is effective during first three years of life

Evidence-Based Communication Assessment and Intervention ◽

10.1080/17489539.2017.1401038 ◽

2017 ◽

Vol 11 (3-4) ◽

pp. 119-123

Author(s):

Chad Burns ◽

Russell Lang ◽

Katherine Ledbetter Cho

Keyword(s):

Autism Spectrum Disorder ◽

At Risk ◽

Experimental Design ◽

Single Case ◽

Meta Analysis ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Design Studies

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Effect Size Benchmarks for Response Elaboration Training: A Meta-Analysis

American Journal of Speech-Language Pathology ◽

10.1044/2018_ajslp-17-0152 ◽

2019 ◽

Vol 28 (1S) ◽

pp. 247-258

Author(s):

Lisa D. Bunker ◽

Christina Nessler ◽

Julie L. Wambaugh

Keyword(s):

Experimental Design ◽

Effect Size ◽

Single Case ◽

Meta Analysis ◽

Design Studies ◽

Positive Effects ◽

Group Data ◽

Essential Components ◽

Picture Stimuli

Purpose With a number of single-case experimental design studies reporting the effects of treatment for response (and modified response) elaboration training (RET/M-RET), it is important to consolidate data over multiple participants to allow comparison within/between individuals and across similar treatments. The purpose of this study was to conduct a meta-analysis of single-case experimental design studies of RET/M-RET and to determine effect size (ES) benchmarks to allow comparison to “group” data. Method Database and bibliographical searches identified 20 investigations of RET/M-RET. Nine studies had sufficient experimental quality, compliance with the essential components of the RET protocol, and consistency in the dependent variable (i.e., accurate content production in response to picture stimuli) to be retained for the meta-analysis. Probe data for a total of 26 persons with aphasia (PWA) were extracted from published graphs (if raw data were not available) to calculate weighted ESs at the end of treatment and at follow-up for both treated and untreated stimuli. The first, second, and third quartiles of the distributions were used to serve at benchmarks for small, medium, and large effects. Results Nearly all participants demonstrated positive effects as a result of RET/M-RET, indicating an association with positive changes in content production for PWA. Small, medium, and large benchmarks are reported for treated items after treatment and at follow-up, as well as for untreated items after treatment and at follow-up. Conclusions With a larger sample of 26 participants, this analysis indicates that RET/M-RET are associated with positive changes in content production for PWA. ES benchmarks allow clinicians/researchers to compare an individual's performance across multiple applications of treatment to performance of other PWA and to other treatments with similar outcomes.

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