A Meta‐Analysis of Single‐Case Research on Mathematics Word Problem‐Solving Interventions for English Learners with Learning Disabilities and Mathematics Difficulties

2020 ◽  
Vol 35 (4) ◽  
pp. 201-217
Author(s):  
Qingli Lei ◽  
Rose A. Mason ◽  
Yan Ping Xin ◽  
John L. Davis ◽  
Marie David ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
English Learners ◽  
Single Case ◽  
Meta Analysis ◽  
Word Problem Solving ◽  
Case Research ◽  
Mathematics Difficulties ◽  
Single Case Research ◽  
And Mathematics

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.

The Deficit Profile of Elementary Students With Computational Difficulties Versus Word Problem-Solving Difficulties

2019 ◽  
pp. 073194871986549
Author(s):  
Xin Lin ◽  
Peng Peng ◽  
Hongjing Luo
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problem Solving ◽  
Memory Processing ◽  
Mathematics Vocabulary ◽  
Mathematics Competence ◽  
Mathematics Difficulties ◽  
And Mathematics

The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade students, among whom 28 were classified as students with only computational difficulties (CD), 34 were classified as having only word problem-solving difficulties (WPD), 20 were classified as students with computational and word problem-solving difficulties (CD + WPD), and 43 typically developing (TD) peers. Multivariate analysis showed that, compared with TD, CD was associated with weakness in numerical working memory; WPD was associated with weakness in reading comprehension; both CD and WPD were associated with weakness in mathematics vocabulary. However, CD and WPD did not differ from each other on any of those profiling measures. Implications for understanding mathematics competence and identification of mathematics difficulties are discussed.

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

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.

Multitiered Systems of Support in Preschool Settings: A Review and Meta-Analysis of Single-Case Research

2020 ◽  
pp. 027112141989972
Author(s):  
Collin Shepley ◽  
Jennifer Grisham-Brown ◽  
Justin D. Lane
Keyword(s):  
Support Systems ◽  
Single Case ◽  
Meta Analysis ◽  
Open Science ◽  
Future Research ◽  
Case Research ◽  
Functional Relations ◽  
Single Case Research ◽  
Tiered Support ◽  
Systems Of Support

Multitiered systems of support provide a framework for matching the needs of a struggling student with an appropriate intervention. Experimental evaluations of tiered support systems in grade schools have been conducted for decades but have been less frequently examined in early childhood contexts. A recent meta-analysis of multitiered systems of support in preschool settings exclusively synthesized outcomes from group design studies. Our current review extends this review by synthesizing single-case research examining interventions implemented within tiered support system frameworks in preschool settings. Our data indicate that single-case evaluations of tiered support systems do not frequently meet contemporary standards for rigor nor consistently identify functional relations. Recommendations and considerations for future research are discussed. Copies of completed coding tables, syntax, and supplemental tables referenced throughout the manuscript may be obtained via Open Science Framework at https://osf.io/ghptw/ .

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