Abstract
One current area of dispute in the psychological literature is the inclusion of and proper meta-analytic data analysis procedures for single-subject designs. The current single-subject meta-analysis (N = 25) investigated the effect of time-out for the reduction of disruptive classroom behaviors in nondevelopmentally delayed children. Two separate analyses were conducted on the same sample–an effect size generated with a computer program (ITSACORR) and a percentage of nonoverlapping data (PND) score. Results suggest time-out may be most effective with male students below the age of 7. When combined with additional interventions, negative procedures appear to produce the best results. Implications of the current results are discussed including the limited sample size, comparison of meta-analytic methods, and future areas for investigation
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