期刊
EDUCATION AND TREATMENT OF CHILDREN
卷 40, 期 4, 页码 435-464出版社
SPRINGERNATURE
DOI: 10.1353/etc.2017.0020
关键词
compliance; functional-behavioral assessment; behavior-specific praise; effective instruction; high-probability command sequence
The current meta-analysis examined the evidence for interventions to improve compliance of students with disabilities in school settings. Experimental investigations that investigated compliance or non-compliance and took place with students in a school setting who were between birth and 23 years old were evaluated using the Council for Exceptional Children's (CEC) guidelines for evidence-based practices. Summary outcome measures utilized were percentage of non-overlapping data and the between-case standardized mean difference (BC-SMD). Results found a variety of interventions to be generally effective with regard to study effects, but not in compliance with CEC's standards. Only one intervention could be described as potentially evidence-based for improving the compliance of students with disabilities in school settings: High probability command sequences. Implications for future research are presented.
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