THE EFFECT OF FUNCTIONAL BEHAVIOR ASSESSMENT ON SCHOOL-BASED INTERVENTIONS: A META-ANALYSIS OF SINGLE-CASE RESEARCH

2017 ◽  
Vol 54 (4) ◽  
pp. 351-369 ◽  
Author(s):  
Teryn P. Bruni ◽  
Daniel Drevon ◽  
Michael Hixson ◽  
Robert Wyse ◽  
Samantha Corcoran ◽  
...  
Keyword(s):  
Single Case ◽  
Meta Analysis ◽  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Case Research ◽  
Functional Behavior ◽  
School Based ◽  
School Based Interventions ◽  
Single Case Research

Effect Size for Token Economy Use in Contemporary Classroom Settings: A Meta-Analysis of Single-Case Research

2016 ◽  
Vol 45 (4) ◽  
pp. 379-399 ◽  
Author(s):  
Denise A. Soares ◽  
Judith R. Harrison ◽  
Kimberly J. Vannest ◽  
Susan S. McClelland
Keyword(s):  
Effect Size ◽  
Single Case ◽  
Meta Analysis ◽  
Token Economy ◽  
Case Research ◽  
Single Case Research

Synthesis and Meta-analysis of Single Case Research

2018 ◽  
pp. 393-416 ◽  
Author(s):  
Mariola Moeyaert ◽  
Kathleen N. Zimmerman ◽  
Jennifer. R. Ledford
Keyword(s):  
Single Case ◽  
Meta Analysis ◽  
Case Research ◽  
Single Case Research

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.

Differential Effects of Video Analysis for Special Educators Related to Intervention Characteristics, Dependent Variables, and Student Outcomes: A Meta-Analysis of Single-Case Research

2019 ◽  
pp. 016264341989025
Author(s):  
Kristi L. Morin ◽  
Sarah Nagro ◽  
Jonet Artis ◽  
April Haas ◽  
Jennifer B. Ganz ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Video Analysis ◽  
Student Outcomes ◽  
Special Educators ◽  
Single Case ◽  
Meta Analysis ◽  
Special Educator ◽  
Case Research ◽  
Dependent Variables ◽  
Single Case Research

Video analysis is effective for changing the instructional practices of a variety of special educators in different settings and contexts; however, questions remain regarding whether (a) intervention characteristics moderate the results, (b) effects are differentiated by type of dependent variable, and (c) student outcomes improve when video analysis is used to improve educators’ skills. This meta-analysis reports the overall impact that video analysis has on student outcomes as well as the differential impact on special educator outcomes by dependent variable and implementation variables (i.e., length of videos, number of intervention videos, primary evaluator, and timing of feedback). A total of 30 publications reported outcomes for special education preservice teachers, in-service teachers, and paraprofessionals; of these, 12 publications reported student outcomes. Results are positive and indicate that video analysis is effective for improving student outcomes and that it can be successfully implemented in a variety of ways.

Effectiveness of a Play Therapy Intervention on Children's Externalizing and Off-Task Behaviors

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Kristin K. Meany-Walen ◽  
Sunny Teeling ◽  
Aubrey Davis ◽  
George Artley ◽  
Andrea Vignovich
Keyword(s):  
School Counselors ◽  
Play Therapy ◽  
Behavioral Problems ◽  
Single Case ◽  
Classroom Behaviors ◽  
Case Research ◽  
School Based ◽  
Elementary Aged Children ◽  
Single Case Research ◽  
Task Behaviors

Children's externalizing and off-task behaviors are deemed a major concern for elementary teachers and interfere with the classroom learning environment (Abidin & Robinson, 2002; Shillingford-Butler & Theodore, 2013). Children with these behaviors are at risk of falling behind academically and experiencing ongoing behavioral problems throughout their development. This single-case research design investigates the effectiveness of Adlerian play therapy on the behaviors of two elementary-aged children who have externalizing and off-task classroom behaviors. Results for this intervention suggest Adlerian play therapy may show promise as an effective intervention for school counselors and school-based counselors.

A Meta-Analysis of Single-Case Research on Behavior Contracts

2014 ◽  
Vol 39 (2) ◽  
pp. 247-269 ◽  
Author(s):  
Lisa Bowman-Perrott ◽  
Mack D. Burke ◽  
Sharon de Marin ◽  
Nan Zhang ◽  
Heather Davis
Keyword(s):  
Single Case ◽  
Meta Analysis ◽  
Case Research ◽  
Single Case Research ◽  
Behavior Contracts
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