4.2 Review

Noncompliance Interventions for Young Children: A Best Evidence Synthesis and Meta-Analysis

相关参考文献

注意:仅列出部分参考文献,下载原文获取全部文献信息。
Review Education, Special

High-Quality Systematic Literature Reviews in Special Education: Promoting Coherence, Contextualization, Generativity, and Transparency

Michelle M. M. Cumming et al.

Summary: High-quality systematic literature reviews play a crucial role in informing theory, research, practice, and policy by identifying, synthesizing, and critiquing multiple studies. This article proposes four core principles (coherence, contextualization, generativity, and transparency) to guide scholars in conducting systematic reviews in special education, with suggestions on promoting these principles during the review process. The article also discusses future directions and the importance of bridging synthesis findings with practice and policy.

EXCEPTIONAL CHILDREN (2023)

Article Education, Special

Single-Case-Design Research in Special Education: Next-Generation Guidelines and Considerations

Jennifer R. Ledford et al.

Summary: Single-case design has a long history of use and recent growth in assessing intervention effectiveness for children with disabilities. This article discusses and extends previous standards, providing new suggestions for improving validity and applicability.

EXCEPTIONAL CHILDREN (2023)

Article Education, Special

Social and Emotional Intervention Research as Justice: A Case for Accountability

Charis L. Wahman et al.

Summary: The field of Special Education is criticized for using empirical approaches that do not align with our stated values, so a shift in research is needed. In early childhood special education, there is a call for research that considers marginalized experiences, so we propose five guidelines for justice-oriented social and emotional intervention research.

REMEDIAL AND SPECIAL EDUCATION (2023)

Review Education, Special

Noncompliance Assessments, Interventions, and Ethical Considerations for Young Children: A Systematic Review

Elisabeth J. Malone et al.

Summary: This study highlights the importance of considering ethical factors and support needs when addressing noncompliance in young children. Many interventions fail to address the developmental appropriateness of assessments, neglect support needs, and overlook ethical considerations. Researchers and practitioners should take into account ecological factors and support needs in noncompliance assessments, and teach children to discriminate between appropriate and inappropriate contexts for compliance.

TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION (2023)

Article Education & Educational Research

Comparison of Within- and Between-Series Effect Estimates in the Meta-Analysis of Multiple Baseline Studies

Seang-Hwane Joo et al.

Summary: This study developed and compared eight alternative methods of estimating intervention effects from a set of Multiple Baseline (MB) studies, investigating biases and errors through simulation studies. Results showed that biases were minor when data matched assumptions, but root mean squared errors varied significantly across methods.

JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS (2022)

Article Education, Special

Comparing and Contrasting Quality Frameworks Using Research on High-Probability Requests With Young Children

Jessica K. Hardy et al.

Summary: The purpose of this study was to compare and contrast frameworks for evaluating the rigor of methodological in single case research. The evaluation was focused on research regarding high-probability requests to increase compliance in young children. Ten studies were identified and coded using four frameworks. Significant differences were found in the rating of rigor and the study effects across frameworks. The implications of these findings for identifying high-quality research and effective practices are discussed.

INFANTS & YOUNG CHILDREN (2022)

Article Education, Special

Constant Time Delay and System of Least Prompts: Efficiency and Child Preference

Kate T. Chazin et al.

Summary: This study compared the efficiency of two prompting procedures for teaching expressive identification tasks to preschoolers with and without disabilities. The results showed that constant time delay was more efficient for five children, while system of least prompts was more efficient for three children.

JOURNAL OF BEHAVIORAL EDUCATION (2021)

Article Psychology, Clinical

Social Stories and Visual Supports Interventions for Students at Risk for Emotional and Behavioral Disorders

Kathleen N. Zimmerman et al.

BEHAVIORAL DISORDERS (2020)

Article Mathematics, Interdisciplinary Applications

Application of the Within- and Between-Series Estimators to Non-normal Multiple-Baseline Data: Maximum Likelihood and Bayesian Approaches

Seang-Hwane Joo et al.

MULTIVARIATE BEHAVIORAL RESEARCH (2019)

Article Education & Educational Research

Approaches for Specifying the Level-1 Error Structure When Synthesizing Single-Case Data

Seang-Hwane Joo et al.

JOURNAL OF EXPERIMENTAL EDUCATION (2019)

Review Education, Special

Social validity in single-case research: A systematic literature review of prevalence and application

Melinda R. Snodgrass et al.

RESEARCH IN DEVELOPMENTAL DISABILITIES (2018)

Article Education, Special

Single-case synthesis tools I: Comparing tools to evaluate SCD quality and rigor

Kathleen N. Zimmerman et al.

RESEARCH IN DEVELOPMENTAL DISABILITIES (2018)

Review Education, Special

Quality Indicators for Reviews of Research in Special Education

Elizabeth Talbott et al.

EXCEPTIONALITY (2018)

Article Education, Special

A Meta-Analysis of Interventions to Improve the Compliance of Students with Disabilities

Mickey Losinski et al.

EDUCATION AND TREATMENT OF CHILDREN (2017)

Article Education, Special

Beyond ASD: Evidence for the Effectiveness of Social Narratives

Kathleen N. Zimmerman et al.

JOURNAL OF EARLY INTERVENTION (2017)

Review Education, Special

Behavioral Assessment and Treatment of Noncompliance: A Review of the Literature

Joshua L. Lipschultz et al.

EDUCATION AND TREATMENT OF CHILDREN (2017)

Review Psychology, Clinical

Antecedent Strategies to Promote Children's and Adolescents' Compliance with Adult Requests: A Review of the Literature

Keith C. Radley et al.

CLINICAL CHILD AND FAMILY PSYCHOLOGY REVIEW (2016)

Article Education & Educational Research

Design-Comparable Effect Sizes in Multiple Baseline Designs: A General Modeling Framework

James E. Pustejovsky et al.

JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS (2014)

Article Education, Special

A Comparison of Rubrics for Identifying Empirically Supported Practices with Single-Case Research

Daniel Maggin et al.

JOURNAL OF BEHAVIORAL EDUCATION (2014)

Article Psychology, Educational

Analysis and meta-analysis of single-case designs with a standardized mean difference statistic: A primer and applications

William R. Shadish et al.

JOURNAL OF SCHOOL PSYCHOLOGY (2014)

Article Psychology, Educational

BEHAVIOR MANAGEMENT IN PRESCHOOL CLASSROOMS: INSIGHTS REVEALED THROUGH SYSTEMATIC OBSERVATION AND INTERVIEW

Mariah Ritz et al.

PSYCHOLOGY IN THE SCHOOLS (2014)

Article Mathematics, Interdisciplinary Applications

The Three-Level Synthesis of Standardized Single-Subject Experimental Data: A Monte Carlo Simulation Study

Mariola Moeyaert et al.

MULTIVARIATE BEHAVIORAL RESEARCH (2013)

Article Psychology, Mathematical

Three-level meta-analysis of dependent effect sizes

Wim Van den Noortgate et al.

BEHAVIOR RESEARCH METHODS (2013)

Article Education, Special

Foundations for Self-Determination in Early Childhood: An Inclusive Model for Children With Disabilities

Susan B. Palmer et al.

TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION (2013)

Article Mathematical & Computational Biology

A standardized mean difference effect size for single case designs

Larry V. Hedges et al.

RESEARCH SYNTHESIS METHODS (2012)

Review Psychology, Clinical

The Effect of Praise, Positive Nonverbal Response, Reprimand, and Negative Nonverbal Response on Child Compliance: A Systematic Review

Daniela J. Owen et al.

CLINICAL CHILD AND FAMILY PSYCHOLOGY REVIEW (2012)

Review Medicine, General & Internal

Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement

David Moher et al.

PLOS MEDICINE (2009)

Article Psychology, Clinical

Antecedent-Based Interventions for Young Children at Risk for Emotional and Behavioral Disorders

Kristy L. Park et al.

BEHAVIORAL DISORDERS (2009)

Article Psychology, Clinical

A school-based examination of the efficacy of function-based intervention

Linda Donica Payne et al.

BEHAVIORAL DISORDERS (2007)

Article Psychology, Clinical

Teacher report and direct assessment of preferences for identifying reinforcers for young children

Catherine A. Cote et al.

JOURNAL OF APPLIED BEHAVIOR ANALYSIS (2007)

Article Education & Educational Research

Kindergarten teachers' views of children's readiness for school

HL Lin et al.

EARLY CHILDHOOD RESEARCH QUARTERLY (2003)

Article Psychology, Clinical

Skill acquisition in the implementation of functional analysis methodology

BA Iwata et al.

JOURNAL OF APPLIED BEHAVIOR ANALYSIS (2000)