Meta-Analysis of Class-Participation Behavior Intervention for Students with Disabilities: Based on Single-Case Design

2014 ◽  
Vol 53 (4) ◽  
pp. 1
Author(s):  
Jee Young Kim
Keyword(s):  
Students With Disabilities ◽  
Single Case ◽  
Meta Analysis ◽  
Behavior Intervention ◽  
Single Case Design ◽  
Class Participation ◽  
Case Design

A Meta-Analysis of Educator Training to Improve Implementation of Interventions for Students With Disabilities

2016 ◽  
Vol 38 (3) ◽  
pp. 131-144 ◽  
Author(s):  
Matthew E. Brock ◽  
Erik W. Carter
Keyword(s):  
Students With Disabilities ◽  
Performance Feedback ◽  
Single Case ◽  
Meta Analysis ◽  
Implementation Fidelity ◽  
Single Case Design ◽  
Group Design ◽  
Educator Training ◽  
Effective Training ◽  
Case Design

Teachers and paraprofessionals need effective training to improve their implementation of interventions for students with disabilities. Reviews of the single-case design literature have identified some features associated with effective training for these educators, but the group-design literature has received little attention. This meta-analysis systematically reviews group-design studies testing the efficacy of training to improve implementation of interventions for students with disabilities. The mean effect size of educator training on implementation fidelity was g = 1.08, and results from meta-regression analysis suggest training that involves a combination of two specific training strategies (i.e., modeling and performance feedback) was associated with improved implementation fidelity. Increased duration of training was not associated with larger effects. Considered alongside findings from the single-case design literature, these results suggest that how educators are trained is a more important consideration than the number of hours they spend in training.

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.

How effective are reading comprehension interventions for children with ASD? A meta-analysis of single-case design studies.

2021 ◽  
Vol 36 (2) ◽  
pp. 107-121
Author(s):  
Maryellen Brunson McClain ◽  
Cassity R. Haverkamp ◽  
Kandice J. Benallie ◽  
Sarah E. Schwartz ◽  
Vicki Simonsmeier
Keyword(s):  
Reading Comprehension ◽  
Single Case ◽  
Meta Analysis ◽  
Single Case Design ◽  
Design Studies ◽  
Children With Asd ◽  
Case Design

An Investigation of SRSD to Teach Fractions to Students With Disabilities

2018 ◽  
Vol 85 (3) ◽  
pp. 291-308 ◽  
Author(s):  
Mickey Losinski ◽  
Robin Parks Ennis ◽  
Sara Sanders ◽  
Nicole Wiseman
Keyword(s):  
Students With Disabilities ◽  
Single Case ◽  
Treatment Fidelity ◽  
Multiple Baseline ◽  
Strategy Development ◽  
Future Research ◽  
Single Case Design ◽  
Intervention Package ◽  
Research Questions ◽  
Case Design

In the current study we examined the effect of a self-regulated strategy development intervention on the fraction calculations of students with or at risk for disabilities using a multiple-baseline-across-sites, single-case design. Specifically, the intervention package addressed the following skills: adding and subtracting fractions with unlike denominators, simplifying fractions, and converting improper fractions to mixed numbers. The intervention was implemented with high levels of treatment fidelity and social validity across three separate intervention agents. Results of the study showed the intervention to be effective, with 15 of the 16 participants making marked gains on fraction probes. We discuss the results of the study with respect to the research questions, provide limitations to the study, and propose areas for future research.

Anecdotes From Turkish Online Learning During the COVID-19 Pandemic

2021 ◽  
pp. 386-419
Author(s):  
Serçin Karataş ◽  
Erinç Karataş
Keyword(s):  
Students With Disabilities ◽  
Single Case ◽  
Conscious State ◽  
Single Case Design ◽  
Educational Materials ◽  
Disadvantaged Groups ◽  
Grading Systems ◽  
Measurement And Evaluation ◽  
The One ◽  
Case Design

Emergency remote teaching, on the one hand, constitutes the ground for equality of opportunity for students; but on the other hand, it can result in inequality becoming even more pronounced for disadvantaged groups. This chapter aims to present anecdotal evidence of inequalities from the perspectives of students, educators, parents, support personnel, and administrators during pandemic in Turkey. The study is based on the embedded single-case design and was applied with a total of 250 participants. According to the findings, lack of hardware, and/or issues of an infrastructural nature were some of the most cited forms of inequality. The stakeholders also noted problems having been experienced during live sessions, unclear measurement and evaluation grading systems, and educational materials applied to students with disabilities as forms of inequality. For the future of the next generation, there is a requirement for conscious state policies to be developed and implemented during the upcoming period as countries attempt to deal with the ongoing pandemic crisis.

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