Meta-Analysis Of Single-Case Research Research Articles

A Meta-Analysis of Single-Case Research on Applied Behavior Analytic Interventions for People With Down Syndrome.

This systematic review evaluates single-case research design studies investigating applied behavior analytic (ABA) interventions for people with Down syndrome (DS). One hundred twenty-five studies examining the efficacy of ABA interventions on increasing skills and/or decreasing challenging behaviors met inclusion criteria. The What Works Clearinghouse standards and Risk of Bias in N-of-1 Trials scale were used to analyze methodological characteristics, and Tau-U effect sizes were calculated. Results suggest the use of ABA-based interventions are promising for behavior change in people with DS. Thirty-six high-quality studies were identified and demonstrated a medium overall effect. A range of outcomes was targeted, primarily involving communication and challenging behavior. These outcomes will guide future research on ABA interventions and DS.

A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students With Learning Disabilities

In this meta-analysis of single-case designs, the researchers investigated the effects of word-problem instruction for students with learning disabilities in Grades 1 through 12, as reported in 20 peer-reviewed articles published between 1975 and 2020. A two-level multilevel model with a robust variance estimation method was implemented to calculate the effect sizes. A significant overall effect of word-problem instruction for students with learning disabilities was found, and the results indicate that studies meeting all three quality indicators of implementation fidelity (i.e., adherence, dosage, and regularity) showed greater effects. The average weighted effect sizes of word-problem instruction varied depending on the content and practice standards of the Common Core State Standards for Mathematics. Limitations and future research directions are also discussed.

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

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 or consistently identify functional relations. Recommendations and considerations for future research 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

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.

A Meta-Analysis of Single-Case Research on Embedding Interests of Individuals With Autism Spectrum Disorder

Restricted interests of individuals with autism spectrum disorder (ASD) can act as a barrier to learning important life skills. Embedding the interests of individuals into their learning environment can act to establish motivation to participate. A meta-analysis of 20 single-case studies on embedding interests of individuals with ASD was conducted to determine overall effects and potential moderating variables. Data were aggregated across domains of variables including dependent variables, participant characteristics, and learning contexts. The correlation between self-stimulatory or ritualistic behaviors and primary outcomes was evaluated. Publication bias and consistency of the Tau/Tau- U nonoverlap effect size with visual analysis were tested via moderator analyses. The literature suggests that embedding interest for learners with ASD can either be beneficial or distractible. Effects ranged from negative to strong, with several moderators identified. Practitioners should take caution when using this intervention with students who display self-stimulatory or ritualistic behaviors when their interests are present.

A Meta-Analysis of Single-Case Research Using Mathematics Manipulatives With Students At Risk or Identified With a Disability

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.

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

.Recent meta-analyses of the effectiveness of token economies (TEs) report insufficient quality in the research or mixed effects in the results. This study examines the contemporary (post-Public Law 94-142) peer-reviewed published single-case research evaluating the effectiveness of TEs. The results are stratified across quality of demonstrated functional relationship using a nonparametric effect size (ES) that controls for undesirable baseline trends in the analysis. In addition, moderators (i.e., classroom setting, age of participant, outcomes, use of response cost, and use of verbal cueing) were analyzed. Eighty-eight AB phase contrasts were calculated from 28 studies (1980–2014) representing 90 participants and produced a weighted mean ES of 0.82 (SE = 0.03, 95% CI [0.77, 0.88]). Strong quality produced a combined weighted mean ES of 0.85 (SE = 0.642, 95% CI [0.74, 0.97]). Moderator analyses revealed that a TE was slightly more effective for youth between the ages of 6 and 15 years than for children between the ages of 3 and 5 years or when used with behavioral goals in comparison to academic goals. However, no difference was found when implemented in general or special education settings or with the inclusion of response cost or verbal cueing.

A Meta-Analysis of Single-Case Research Using AAC Interventions: Comparison between Low-Tech and High-Tech AAC

A Meta-Analysis of Single-Case Research Using AAC Interventions: Comparison between Low-Tech and High-Tech AAC

Considering Generality in the Systematic Review and Meta-Analysis of Single-Case Research: A Response to Hitchcock et al.

This paper responds to the commentary provided by Hitchcock et al. (J Behav Educ, 2015) which provides updated information on the procedures for considering the generality of an intervention using the What Works Clearinghouse (WWC) single-case guidelines. The new information provided by Hitchcock et al. is useful and provides insight into the processes and procedures used by the WWC to make practice and policy recommendations. Moreover, the additional information requires the results of the original Maggin et al. (J Behav Educ 23: 287–311, 2014) paper to be updated and the additional attention to these issues is applauded. The Hitchcock et al. commentary also provides an occasion to consider the concept of generality within single-case research and to consider the role systematic reviews can have in documenting the conditions under which a functional relation is and is not likely to be replicated. It is asserted that systematic reviews of single-case research should be used to catalog the universe of replication attempts for a specified functional relation in order to better understand the individuals and contexts under which results can be expected to generalize. This process requires careful examination of both successful and unsuccessful replication attempts and the consideration of descriptive- and functional-level variables. This response will, therefore, provide an overview of the concept of generality from a single-case standpoint, consider the criteria outlined in the Hitchcock et al. commentary from this perspective, and conclude with recommendations and encouragement to the field to address these issues in future systematic reviews of single-case research. The intent is to engender discussion and development in this area with the broader goal of expanding the influence of single-case research within the domains of practice, policy, and research.

Efficacy of Interventions for Lifespan Development and Vocational Training in Individuals with Disabilities: A Meta-Analysis of Single-Case Research

Efficacy of Interventions for Lifespan Development and Vocational Training in Individuals with Disabilities: A Meta-Analysis of Single-Case Research

Meta-analysis of Single-Case Research on Teaching Functional Living Skills to Individuals with ASD

A meta-analysis of 52 studies teaching functional living skills to individuals with autism spectrum disorder was conducted. Using the Tau effect size with the Dunn and the Kruskal–Wallis post-hoc analyses, the following categories were analyzed: age, diagnosis, intervention type, dependent variable, setting, and implementer. Analyses for age yielded statistically significant findings supporting greatest outcomes for elementary-aged individuals compared to secondary-aged individuals as well as adolescents and adults in comparison with preschool- and secondary-aged individuals. Moderate to strong effect sizes were noted across categories for diagnosis, intervention, and dependent variable. Outcomes indicated strong effects across categories for setting and implementer. Convergent validity of Tau effect sizes with visually analyzed ratings of evidence was evaluated, which largely resulted in correspondence.

A meta-analysis of single-case research on behavior contracts: effects on behavioral and academic outcomes among children and youth.

The purpose of this meta-analysis was to quantitatively summarize the single-case research (SCR) literature on the use of behavior contracts with children and youth. This study examined the efficacy of behavior contracts on problem behaviors and academic behaviors across 18 SCR studies. Academic and behavioral outcomes were examined for 58 children and youth ages 5 to 21 using the TauU effect size index. Results indicated the overall moderate effect of the use of behavior contracts was ES = .57 (95% confidence interval [CI95] = [0.55, 0.58]) with a range of effects across studies (ES = .27 to ES = 1.00). Moderator analyses indicated that behavior contracts are beneficial for students regardless of grade level, gender, or disability status. Findings suggest that the intervention is more effective in reducing inappropriate behaviors than increasing appropriate behaviors, and that academic outcomes are positively affected by behavior contracting.

Direct and Collateral Effects of Peer Tutoring on Social and Behavioral Outcomes: A Meta-Analysis of Single-Case Research

.This meta-analysis examined the direct (primary) and collateral (secondary) effects of peer tutoring on social and behavioral outcomes for 128 participants in prekindergarten through grade 12 across 20 studies using SCR designs. The overall TauU weighted effect size across studies was 0.62 (95% CI [0.58, 0.66]), indicating that a small to moderate effect on behavioral and social outcomes can be attributed to peer tutoring. Moderator analyses indicated that cross-age tutoring, peer tutoring interventions that did not use reward contingencies, and interventions that measured direct effects yielded higher effect sizes. The direct effect of peer tutoring on behavioral and social outcomes was moderately large (ES = 0.75), whereas the collateral effect was relatively small (ES = 0.43). Furthermore, peer tutoring had a greater effect on improving social skills and social interactions (ES = 0.69) and reducing disruptive and off-task behaviors (ES = 0.60) than academic engagement (ES = 0.38).