1
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Braden JP. Registered reports and replications: An ongoing Journal of School Psychology initiative. J Sch Psychol 2024; 103:101294. [PMID: 38432736 DOI: 10.1016/j.jsp.2024.101294] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2024] [Accepted: 01/31/2024] [Indexed: 03/05/2024]
Abstract
Recent psychological research suggests that many published studies cannot be replicated (e.g., Open Science Collaboration, 2015). The inability to replicate results suggests that there are influences and biases in the publication process that encourage publication of unusual-rather than representative-results, and that also discourage independent replication of published studies. A brief discussion of the ways in which publication bias and professional incentives may distort the research literature in school psychology is contrasted against the importance of replications and preregistration of research (i.e., registered reports) as self-correcting mechanisms for research in school psychology. The limitations of current practices, coupled with the importance of registered reports and replications as self-correcting mechanisms, provide the context for this ongoing initiative in the Journal of School Psychology. Processes for manuscript submission, review, and publication are presented to encourage researchers to preregister studies and submit replications for publication.
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Affiliation(s)
- Jeffery P Braden
- Department of Psychology, North Carolina State University, United States of America.
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2
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Pustejovsky JE, Swan DM, English KW. An Examination of Measurement Procedures and Characteristics of Baseline Outcome Data in Single-Case Research. Behav Modif 2023; 47:1423-1454. [PMID: 31375029 DOI: 10.1177/0145445519864264] [Citation(s) in RCA: 12] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
There has been growing interest in using statistical methods to analyze data and estimate effect size indices from studies that use single-case designs (SCDs), as a complement to traditional visual inspection methods. The validity of a statistical method rests on whether its assumptions are plausible representations of the process by which the data were collected, yet there is evidence that some assumptions-particularly regarding normality of error distributions-may be inappropriate for single-case data. To develop more appropriate modeling assumptions and statistical methods, researchers must attend to the features of real SCD data. In this study, we examine several features of SCDs with behavioral outcome measures in order to inform development of statistical methods. Drawing on a corpus of over 300 studies, including approximately 1,800 cases, from seven systematic reviews that cover a range of interventions and outcome constructs, we report the distribution of study designs, distribution of outcome measurement procedures, and features of baseline outcome data distributions for the most common types of measurements used in single-case research. We discuss implications for the development of more realistic assumptions regarding outcome distributions in SCD studies, as well as the design of Monte Carlo simulation studies evaluating the performance of statistical analysis techniques for SCD data.
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3
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Kratochwill TR, Horner RH, Levin JR, Machalicek W, Ferron J, Johnson A. Single-case intervention research design standards: Additional proposed upgrades and future directions. J Sch Psychol 2023; 97:192-216. [PMID: 36914365 DOI: 10.1016/j.jsp.2022.12.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2021] [Revised: 05/28/2022] [Accepted: 12/23/2022] [Indexed: 02/25/2023]
Abstract
Single-case intervention research design standards have evolved considerably over the past decade. These standards serve the dual role of assisting in single-case design (SCD) intervention research methodology and as guidelines for literature syntheses within a particular research domain. In a recent article (Kratochwill et al., 2021), we argued for a need to clarify key features of these standards. In this article we offer additional recommendations for SCD research and synthesis standards that have been either underdeveloped or missing in the conduct of research and in literature syntheses. Our recommendations are organized into three categories: expanding design standards, expanding evidence standards, and expanding the applications and consistency of SCDs. The recommendations we advance are for consideration for future standards, research design training, and they are especially important to guide the reporting of SCD intervention investigations as they enter the literature-synthesis phase of evidence-based practice initiatives.
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Affiliation(s)
| | | | | | | | - John Ferron
- University of South Florida,United States of America
| | - Austin Johnson
- University of California, Riverside, United States of America
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4
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Erchul WP. As we coach, so shall we consult: A perspective on coaching research in education. J Sch Psychol 2023; 96:88-94. [PMID: 36641227 DOI: 10.1016/j.jsp.2022.10.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2022] [Accepted: 10/10/2022] [Indexed: 12/30/2022]
Abstract
In taking stock of educational coaching research, I consider the extant literature and content of four articles comprising a special issue of the Journal of School Psychology (viz., Glover et al., 2022; Pas et al., 2022; Pianta et al., 2022; Reddy et al., 2022). Before reviewing these specific articles, the thesis offered for the broader field is that without the solid foundation afforded by the school consultation literature, the science of educational coaching would not be as advanced as it is today. Following a description of each study and comparisons between/among them, I consider unique and shared aspects of consultation and educational coaching. The article concludes with four proposed directions for future coaching research based on prior consultation research: (a) documenting coaching procedural integrity and intervention fidelity/integrity to an equal degree, (b) changing teacher behavior utilizing social influence/behavior change frameworks, (c) incorporating greater use of technology (i.e., telecoaching), and (d) moving toward the concept of prescriptive coaching.
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5
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Dong X, Sanchez L, Burke MD, Bowman‐Perrott L. Evidence from single case research on social skills interventions for preschoolers at‐risk for EBD: A scoping review and application of quality indicators. PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22855] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Affiliation(s)
- Xin Dong
- Nicholls State University Thibodaux Louisiana USA
| | - Lisa Sanchez
- Department of Educational Psychology Baylor University Waco Texas USA
| | - Mack D. Burke
- Department of Educational Psychology Baylor University Waco Texas USA
| | - Lisa Bowman‐Perrott
- Department of Educational Psychology Texas A&M University College Station Texas USA
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6
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Kim D, Lim JH, An J. The quality and effectiveness of Social-Emotional Learning (SEL) intervention studies in Korea: A meta-analysis. PLoS One 2022; 17:e0269996. [PMID: 35749356 PMCID: PMC9231796 DOI: 10.1371/journal.pone.0269996] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2021] [Accepted: 06/01/2022] [Indexed: 11/18/2022] Open
Abstract
Social-emotional learning (SEL) is an educational model for improving social-emotional competences of all students and a long-term education program connecting school, home, and community. Although there has been active research to establish evidence-based practice (EBP) of SEL programs worldwide, the quality of SEL intervention studies which is an integral part of evaluating EBP was rarely investigated. In addition, prior meta-analytic studies focused only on the effectiveness of SEL programs conducted in Western society. In this sense, in order to contribute to establishing EBP of SEL programs, the current research sought to analyze both quality and effectiveness of SEL intervention studies conducted in Korea where SEL has been investigated and applied in classroom since 2010. To conduct this study, we selected 22 peer-reviewed articles (about 23 SEL programs) and analyzed their quality by Evidence-Based Intervention (EBI) indicators and calculated effect sizes using a meta-analysis. The results of the quality analysis revealed that SEL intervention studies had some limitations with a statistical analysis, use of measurement, a control group design, intervention fidelity, and external validity. The global effect size of SEL programs was 0.27, and the results from the effect size analyses by controlling variables showed that group compositions, the number of sessions, and session length were accountable for the variability of effect sizes. Based on these findings, we discussed the directions for future research and practice on the EBP of SEL programs that can be appreciated by researchers worldwide.
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Affiliation(s)
- Dongil Kim
- Department of Education, Seoul National University, Seoul, Republic of Korea
| | - Jin Hyung Lim
- Department of Education, Seoul National University, Seoul, Republic of Korea
- * E-mail:
| | - Jechun An
- Department of Educational Psychology, University of Minnesota at Twin Cities, Minneapolis, Minnesota, United States of America
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Lockwood AB, Farmer RL, Krach SK. Examining School Psychologists’ Attitudes Toward Standardized Assessment Tools. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2022. [DOI: 10.1177/07342829211057642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Despite a call for evidence-based practice in school psychology, limited research on the topic of evidence-based assessment exists. To begin to address this gap in the research, a modified version of Jenson–Doss and Hawley’s (2010) Attitudes Toward Standardized Assessment (ASA) scale was administered to 371 U.S. school psychologists. Examination of the modified ASA’s factor structure suggested that a bifactor model with a single overall domain and three sub-domains was the most parsimonious. Indices of dimensionality indicated that the overall score may be the best indicator of school psychologist’s perceptions of standardized assessment. Additionally, school psychologists’ reported favorable attitudes of standardized assessment compared to clinical judgment alone. Limitations and implications for future research are discussed.
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Fava DC, Andretta I, Marin AH. Eficácia Docente e Dificuldades Emocionais/Comportamentais Infantis: Resultados do Programa FAVA. PSICOLOGIA: TEORIA E PESQUISA 2022. [DOI: 10.1590/0102.3772e38317.pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022] Open
Abstract
Resumo Este estudo quase-experimental avaliou os resultados do programa FAcilitando o conVívio com Alunos - FAVA, destinado a professores do ensino fundamental I, visando a promoção da eficácia docente e a redução de problemas emocionais/comportamentais infantis, aferidos pela Escala de Avaliação das Crenças de Eficácia do Professor e pelo Questionário de Capacidades e Dificuldades, respectivamente. O FAVA contemplou a psicoeducação sobre o modelo cognitivo, o desenvolvimento socioemocional e a modificação de comportamentos. Comparação entre os grupos experimentais (GE1, que recebeu intervenção completa, e GE2, sem o modelo cognitivo) e o grupo de comparação evidenciou a promoção da eficácia pessoal docente (GE2) e a redução da percepção das dificuldades emocionais/comportamentais infantis (GE1). Ressalta-se a contribuição do modelo cognitivo e da aprendizagem socioemocional em intervenções com professores.
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Affiliation(s)
- Débora Cristina Fava
- Universidade do Vale do Rio dos Sinos, Brasil; ELO Psicologia e Desenvolvimento, Brasil
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9
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Kratochwill TR, Horner RH, Levin JR, Machalicek W, Ferron J, Johnson A. Single-case design standards: An update and proposed upgrades. J Sch Psychol 2021; 89:91-105. [PMID: 34836578 DOI: 10.1016/j.jsp.2021.10.006] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2020] [Revised: 08/17/2021] [Accepted: 10/29/2021] [Indexed: 11/26/2022]
Abstract
In this paper, we provide a critique focused on the What Works Clearinghouse (WWC) Standards for Single-Case Research Design (Standards 4.1). Specifically, we (a) recommend the use of visual-analysis to verify a single-case intervention study's design standards and to examine the study's operational issues, (b) identify limitations of the design-comparable effect-size measure and discuss related statistical matters, (c) review the applicability and practicality of Standards 4.1 to single-case designs (SCDs), and (d) recommend inclusion of content pertaining to diversity, equity, and inclusion in future standards. Within the historical context of the WWC Pilot Standards for Single-Case Design (1.0), we suggest that Standards 4.1 may best serve as standards for meta-analyses of SCDs but will need to make clear distinctions among the various types of SCD studies that are included in any research synthesis. In this regard, we argue for transparency in SCD studies that meet design standards and those that do not meet design standards in any meta-analysis emanating from the WWC. The intent of these recommendations is to advance the science of SCD research both in research synthesis and in promoting evidence-based practices.
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Affiliation(s)
| | | | | | | | - John Ferron
- University of South Florida, United States of America
| | - Austin Johnson
- University of California, Riverside, United States of America
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10
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Stiles DA, Alaraudanjoki E, Wilkinson LR, Ritchie KL, Brown KA. Researching the Effectiveness of Tree of Life: an Imbeleko Approach to Counseling Refugee Youth. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2021; 14:123-139. [PMID: 33708288 PMCID: PMC7900289 DOI: 10.1007/s40653-019-00286-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
With the growing worldwide refugee crisis, there is a need for evidence-based interventions that specifically deal with the consequences of cumulative trauma-exposure in refugee youth. Refugee children have unique service needs and differ from their non-refugee peers in terms of sociocultural trauma, language, culture, and educational barriers. This article explains the complexities associated with understanding refugee youth and presents a proposal for studying the possible benefits of Tree of Life therapy. At the present time, Tree of Life therapy has no evidence-base because the published studies of Tree of Life with refugee and/or immigrant youth have sample sizes of one, six, eight, and twenty-nine. As a culturally-grounded, strength-based group counseling approach, Tree of Life therapy addresses traumatic experiences, recognizes participants' cultural differences, highlights individual skills, and aids in instilling both confidence and hope for the future. Ncazelo Ncube, the co-founder and main developer of Tree of Life, describes this therapy as a collective narrative practice that considers cultural beliefs and values (2006, 2010, 2018, 2019). The proposed research design is to study the effectiveness of the Tree of Life in Canada, the United States, the United Kingdom, and South Africa. The research plan is to use pragmatic, group-randomized controlled trials in the "real world" settings of schools and agencies in each of the four countries. In addition, the article describes the development of the Roots and Wings Questionnaire for Children and Youth, a culturally relevant, child-friendly questionnaire. The Tree of Life is a readily available therapy with great potential for helping traumatized refugee youth as well as other trauma-impacted young people worldwide.
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Affiliation(s)
- Deborah A. Stiles
- Applied Educational Psychology and School Psychology, Webster University, 470 Lockwood Ave, St. Louis, MO 63119 USA
| | - Esa Alaraudanjoki
- Applied Educational Psychology and School Psychology, Webster University, 470 Lockwood Ave, St. Louis, MO 63119 USA
| | - Lisa R. Wilkinson
- Applied Educational Psychology and School Psychology, Webster University, 470 Lockwood Ave, St. Louis, MO 63119 USA
| | - Keary L. Ritchie
- Applied Educational Psychology and School Psychology, Webster University, 470 Lockwood Ave, St. Louis, MO 63119 USA
| | - Kelly Ann Brown
- Applied Educational Psychology and School Psychology, Webster University, 470 Lockwood Ave, St. Louis, MO 63119 USA
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11
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Deming A, Jennings JL. The Absence of Evidence-Based Practices (EBPs) in the Treatment of Sexual Abusers: Recommendations for Moving Toward the Use of a True EBP Model. SEXUAL ABUSE : A JOURNAL OF RESEARCH AND TREATMENT 2020; 32:679-705. [PMID: 31010394 DOI: 10.1177/1079063219843897] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Despite a continued evolution of the field of sexual abuser treatment toward a distinct professional discipline with clinicians using an increasing variety of treatment approaches, there is no consensus regarding the strength of our various clinical interventions as evidence-based practices (EBPs). This article provides a brief history of the development and goals of EBPs in medicine and mental health, and a review of the earnest efforts of researchers within the field to establish treatment approaches with sexual abusers as evidence-based. An appraisal of the current status of EBP's with sexual abusers is provided. Although there have been improvements in the methodological quality of treatment outcome research with sexual abusers, divergent opinions about treatment effectiveness remain, and the field has not yet agreed on a system or set of criteria for what constitutes "evidence." We contend that clinical practice has been influenced as much, or more, by new paradigms that are intuitively meaningful and perceived as needed than it has by what has been determined to be scientifically efficacious. This trend and other processes in our field that seem to be slowing the development of EBPs with sexual abusers are discussed. Recommendations for conducting evidence-based reviews and moving the field of sexual abuser treatment toward the use of a true EBP model are provided.
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Affiliation(s)
- Adam Deming
- Indiana Sex Offender Management and Monitoring Program, Indianapolis, USA
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12
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O’Connor K, Solity J. Assessing the impact of a well-founded intervention with lower-achieving students in key stage 2. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2020. [DOI: 10.1080/02667363.2020.1763259] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Kim O’Connor
- Educational Psychology Service, Achieving for Children – Educational Psychology Service, Twickenham, UK
| | - Jonathan Solity
- Division of Psychology and Language Sciences, University College London, London, UK
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13
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Hagopian LP. The consecutive controlled case series: Design, data-analytics, and reporting methods supporting the study of generality. J Appl Behav Anal 2020; 53:596-619. [PMID: 32125716 PMCID: PMC8805508 DOI: 10.1002/jaba.691] [Citation(s) in RCA: 89] [Impact Index Per Article: 22.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2019] [Revised: 01/17/2020] [Accepted: 01/17/2020] [Indexed: 07/20/2023]
Abstract
Single-case experimental designs (SCEDs) have proven invaluable in research and practice because they are optimal for asking many experimental questions relevant to the analysis of behavior. The consecutive controlled case series (CCCS) is a type of study in which a SCED is employed in a series of consecutively encountered cases that undergo a common procedure or share a common characteristic. Additional design elements, data-analytic, and reporting methods enable researchers to ask experimental questions relevant to the study of generality of procedures and processes. The current paper discusses the CCCS methodologies, including the retrospective, prospective, and randomized CCCS. These methodologies can be applied to examine the generality of clinical procedures (including their general efficacy, the limits of their generality, and variables that may mediate generality); study the epidemiology and phenomenology of clinical problems; and compare the efficacy of 2 clinical procedures within a randomized controlled trial combining SCEDs with randomized group designs.
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Affiliation(s)
- Louis P Hagopian
- Kennedy Krieger Institute
- Johns Hopkins University School of Medicine
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14
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VanDerHeyden AM, Codding RS. Practical Effects of Classwide Mathematics Intervention. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-13-0087.1] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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15
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Mercer SH, Idler AM, Bartfai JM. Theory-Driven Evaluation in School Psychology Intervention Research: 2007–2012. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2014.12087439] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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16
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Floyd RG, Phaneuf RL, Wilczynski SM. Measurement Properties of Indirect Assessment Methods for Functional Behavioral Assessment: A Review of Research. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2005.12086275] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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17
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Harrison PL, Cummings JA, Dawson M, Short RJ, Gorin S, Palomares R. Responding to the Needs of Children, Families, and Schools: The 2002 Multisite Conference on the Future of School Psychology. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2004.12086228] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
| | | | | | | | - Susan Gorin
- National Association of School Psychologists
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18
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Elliott SN, Kratochwill TR, Roach AT. Commentary: Implementing Social-Emotional and Academic Innovations: Reflections, Reactions, and Research. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2003.12086201] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Stephen N. Elliott
- Wisconsin Center for Education Research and University of Wisconsin-Madison
| | | | - Andrew T. Roach
- Wisconsin Center for Education Research and University of Wisconsin-Madison
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19
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Kratochwill TR, Shernoff ES. Evidence-Based Practice: Promoting Evidence-Based Interventions in School Psychology. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2004.12086229] [Citation(s) in RCA: 48] [Impact Index Per Article: 9.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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20
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Santos JJDS, Sella AC, Ribeiro DM. DELINEAMENTOS INTRASSUJEITOS NA AVALIAÇÃO DE PRÁTICAS PSICOEDUCACIONAIS BASEADAS EM EVIDÊNCIA. PSICOLOGIA EM ESTUDO 2019. [DOI: 10.4025/psicolestud.v24i0.39062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Em diversos países, a educação baseada em evidências (EBE) ocupa um papel central na tomada de decisões acerca dos processos e procedimentos educacionais. No Brasil, a EBE ainda não é muito difundida na educação, mas dado o aumento gradual de publicações e organizações relacionadas a esta temática e dada a sua importância no cenário educacional internacional, é esperado que esta prática passe a ser mais discutida no país, especialmente pelos profissionais que trabalham na interseção entre a psicologia e a educação. Tendo por base o processo de tomada de decisão da EBE, mais especificamente, a necessidade de avaliação sistemática das intervenções educacionais e, tendo como corpo teórico-conceitual a análise do comportamento, os objetivos deste artigo são (a) apresentar como as formas de avaliação diagnóstica e formativa propostas pela análise do comportamento se relacionam a formas tradicionais de implementar avaliações de práticas psicoeducacionais e (b) demonstrar a importância dos delineamentos intrassujeitos como forma de avaliação e monitoramento de intervenções psicoeducacionais na busca por decisões que levem à EBE a partir da literatura da área. As análises realizadas neste manuscrito permitem a conclusão de que delineamentos intrassujeitos podem ser utilizados como avaliações na prática educacional como produtores de evidência.
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Preschool Interventions for Children with Autism Spectrum Disorder: a Review of Effectiveness Studies. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2019. [DOI: 10.1007/s40489-019-00170-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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22
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Ford-Paz RE, Crown L, Lawton K, Goldenthal H, Day G, Coyne CA, Gill T, Harris N, Blakemore S, Cicchetti C. Working on Womanhood (WOW): A participatory formative evaluation of a community-developed intervention. EVALUATION AND PROGRAM PLANNING 2019; 72:237-249. [PMID: 30458364 DOI: 10.1016/j.evalprogplan.2018.10.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/27/2018] [Revised: 09/18/2018] [Accepted: 10/03/2018] [Indexed: 06/09/2023]
Abstract
The well-documented disparities in availability, accessibility, and quality of behavioral health services suggest the need for innovative programs to address the needs of ethnic minority youth. The current study aimed to conduct a participatory, formative evaluation of "Working on Womanhood" (WOW), a community-developed, multifaceted, school-based intervention serving primarily ethnic minority girls living in underserved urban communities. Specifically, the current study aimed to examine the feasibility, acceptability, and initial promise of WOW using community-based participatory research (CBPR) and represented the third phase of a community-academic partnership. Qualitative and quantitative data were collected from 960 WOW participants in 21 urban public schools, as well as WOW counselors, parents, and school staff over the course of one academic year. Results demonstrated evidence of acceptability of WOW and noteworthy improvements for WOW participants in targeted outcomes, including mental health, emotion regulation, and academic engagement. Findings also indicated several challenges to implementation feasibility and acceptability, including screening and enrollment processes and curriculum length. Additionally, we discuss how, consistent with participatory and formative research, findings were used by program implementers to inform program improvements, including modifications to screening processes, timelines, curriculum, and trainings - all in preparation for a rigorous effectiveness evaluation.
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Affiliation(s)
- Rebecca E Ford-Paz
- Ann & Robert H. Lurie Children's Hospital of Chicago, Center for Childhood Resilience & Northwestern University Feinberg School of Medicine, United States.
| | | | - Kathryn Lawton
- University of Illinois at Chicago, Department of Psychiatry, United States
| | - Hayley Goldenthal
- Ann & Robert H. Lurie Children's Hospital of Chicago, Center for Childhood Resilience & Northwestern University Feinberg School of Medicine, United States
| | | | - Claire A Coyne
- Ann & Robert H. Lurie Children's Hospital of Chicago, Center for Childhood Resilience & Northwestern University Feinberg School of Medicine, United States
| | - Tara Gill
- Ann & Robert H. Lurie Children's Hospital of Chicago, Center for Childhood Resilience & Northwestern University Feinberg School of Medicine, United States
| | | | | | - Colleen Cicchetti
- Ann & Robert H. Lurie Children's Hospital of Chicago, Center for Childhood Resilience & Northwestern University Feinberg School of Medicine, United States
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Knotek SE, Fleming P, Wright Thompson L, Fornaris Rouch E, Senior M, Martinez R. An Implementation Coaching Framework to Support a Career and University Readiness Program for Underserved First-Year College Students. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2018. [DOI: 10.1080/10474412.2018.1544903] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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24
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Xiao Y, Bowen NK, Lindsey MA. Racial/ethnic measurement invariance of the School Success Profile (SSP)'s future orientation scale. J Sch Psychol 2018; 71:85-107. [PMID: 30463672 DOI: 10.1016/j.jsp.2018.10.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2017] [Revised: 07/02/2018] [Accepted: 10/09/2018] [Indexed: 10/27/2022]
Abstract
Future orientation (FO) has received increasing attention for its positive effects on adolescent well-being and successful transition to adulthood. Although numerous measures of FO exist, most are not developmentally appropriate for diverse populations of adolescents, do not assess all theoretical components of FO, and/or were not developed for administration in schools. Additionally, the invariance of existing measures across racial/ethnic groups has not been examined using appropriately rigorous procedures. Using data from 2575 students in grades 6-9, this study examined the psychometric quality and measurement invariance of the FO scale on the School Success Profile (SSP) across African American (34.8%), Latino (27.0%), and European American (38.1%) subsamples. A one-factor model fit the data well in all three groups. Analyses identified only a small number of noninvariant parameters, supporting the conclusion that the scale has partial measurement invariance across the three groups. On average, African Americans had significantly higher levels of FO than the other two groups; mean scores for Latinos and European Americans were lower and statistically equivalent to each other. Construct validity of the SSP FO scale was also supported by findings of medium-sized relationships of FO scores to scores on five other constructs: low grades, school engagement, parent educational support, psychological distress, and school behavior. Multiple group tests of the magnitude and direction of the validity relationships indicated statistical equivalence across the three groups. Results support the use of the SSP FO scale by school psychologists to assess FO and to evaluate the effects of interventions targeting FO as a promoter of well-being and school success.
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Affiliation(s)
- Yunyu Xiao
- Silver School of Social Work, New York University, 1 Washington Square North, New York, NY 10003, United States of America; McSilver Institute for Poverty Policy and Research, 41 East 11th Street, Room 704, New York, NY 10003, United States of America.
| | - Natasha K Bowen
- College of Social Work, Ohio State University, 1947 College Rd., Columbus, Ohio, United States of America.
| | - Michael A Lindsey
- Silver School of Social Work, New York University, 1 Washington Square North, New York, NY 10003, United States of America; McSilver Institute for Poverty Policy and Research, 41 East 11th Street, Room 704, New York, NY 10003, United States of America.
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Ganz JB, Ayres KM. Methodological standards in single-case experimental design: Raising the bar. RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 79:3-9. [PMID: 29655508 DOI: 10.1016/j.ridd.2018.03.003] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2017] [Revised: 02/04/2018] [Accepted: 03/06/2018] [Indexed: 06/08/2023]
Abstract
Single-case experimental designs (SCEDs), or small-n experimental research, are frequently implemented to assess approaches to improving outcomes for people with disabilities, particularly those with low-incidence disabilities, such as some developmental disabilities. SCED has become increasingly accepted as a research design. As this literature base is needed to determine what interventions are evidence-based practices, the acceptance of SCED has resulted in increased critiques with regard to methodological quality. Recent trends include recommendations from a number of expert scholars and institutions. The purpose of this article is to summarize the recent history of methodological quality considerations, synthesize the recommendations found in the SCED literature, and provide recommendations to researchers designing SCEDs with regard to essential and aspirational standards for methodological quality. Conclusions include imploring SCED to increase the quality of their experiments, with particular consideration regarding the applied nature of SCED research to be published in Research in Developmental Disabilities and beyond.
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Affiliation(s)
- Jennifer B Ganz
- Texas A&M University, 4225 TAMU, College Station, TX 77843-4225, USA.
| | - Kevin M Ayres
- Center for Autism and Behavioral Education Research, The University of Georgia, 509 Aderhold Hall, Athens, GA 30602, USA.
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Clay CJ, Bloom SE, Lambert JM. Behavioral Interventions for Inappropriate Sexual Behavior in Individuals With Developmental Disabilities and Acquired Brain Injury: A Review. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2018; 123:254-282. [PMID: 29671636 DOI: 10.1352/1944-7558-123.3.254] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Inappropriate sexual behavior (ISB) is a common, but understudied, issue for individuals diagnosed with developmental disabilities (DD), intellectual disability (ID), and/or acquired brain injuries (ABI). We conducted a systematic review to identify, analyze, and synthesize published behavior-analytic approaches to intervention for ISB in DD, ID, or ABI populations. Twenty-three studies employing single-subject research methodology were identified and evaluated using quality indicators described by Horner et al. (2005) . Results of our analysis suggest insufficient evidence exists to consider any specific response-suppression technique an overarching treatment for decreasing ISB using the Horner et al. criteria. However, broadly speaking, behavior analytic approaches have been highly effective. Practitioners should consider function-based intervention and draw from studies identified as having strong supporting evidence.
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O’Farrell P, Kinsella W. Research exploring parents’, teachers’ and educational psychologists’ perceptions of consultation in a changing Irish context. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2018. [DOI: 10.1080/02667363.2018.1461612] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- P. O’Farrell
- School of Policy and Practice, Dublin City University , Dublin, Ireland
| | - W. Kinsella
- School of Education, University College Dublin , Ireland
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Klingbeil DA, Van Norman ER, McLendon KE, Ross SG, Begeny JC. Evaluating Tau-U With Oral Reading Fluency Data and the Impact of Measurement Error. Behav Modif 2018. [PMID: 29528695 DOI: 10.1177/0145445518760174] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Recently, researchers have argued that using quantitative effect sizes in single-case design (SCD) research may facilitate the identification evidence-based practices. Indices to quantify nonoverlap are among the most common methods for quantifying treatment effects in SCD research. Tau-U represents a family of effect size indices that were developed to address criticisms of previously developed measures of nonoverlap. However, more research is necessary to determine the extent to which Tau-U successfully addresses proposed limitations of other nonoverlap methods. This study evaluated Tau-U effect sizes, derived from multiple-baseline designs, where researchers used curriculum-based measures of reading (CBM-R) to measure reading fluency. Specifically, we evaluated the distribution of the summary Tau-U statistic when applied to a large set of CBM-R data and assessed how the variability inherent in CBM-R data may influence the obtained Tau-U values. Findings suggest that the summary Tau-U statistic may be susceptible to ceiling effects. Moreover, the results provide initial evidence that error inherent in CBM-R scores may have a small but meaningful influence on the obtained effect sizes. Implications and recommendations for research and practice are discussed.
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Robinson L, Bond C. A cross-national review of evidence-based psychosocial treatments for children and adolescents with autistic spectrum disorders in the United Kingdom, Ireland, and United States. PSYCHOLOGY IN THE SCHOOLS 2017. [DOI: 10.1002/pits.22051] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Lee Robinson
- Manchester Institute of Education; Manchester University
| | - Caroline Bond
- Manchester Institute of Education; Manchester University
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Mulhern T, Lydon S, Healy O, Mollaghan G, Ramey D, Leoni M. A systematic review and evaluation of procedures for the induction of speech among persons with developmental disabilities. Dev Neurorehabil 2017; 20:207-227. [PMID: 27058303 DOI: 10.3109/17518423.2016.1150360] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVE Deficits in vocal speech are common among those with developmental disabilities. This review examines interventions for teaching speech to individuals who presented as nonspeaking, or with low levels of vocalizations at baseline, and assesses evidence-based practice in this area. METHODS Systematic searches identified 78 studies suitable for inclusion. These studies were evaluated in terms of (a) participants, (b) intervention, (c) intervention setting, (d) intervention agent, (e) treatment efficacy, (f) generalization and maintenance of treatment effects, and (g) research rigor. RESULTS A variety of interventions, primarily behavioral, intended to induce vocal speech were delivered to participants with developmental disabilities aged between six months and 57 years. Treatment efficacy was variable (PND M = 52.9%; range 0%-100%); however, results indicated that behavioral interventions constituted evidence-based practice. Non-behavioral strategies were shown to have received insufficient research evaluation to date. CONCLUSION Results indicate that a number of procedures can induce speech among individuals with developmental disabilities.
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Affiliation(s)
- Teresa Mulhern
- a School of Psychology , National University of Ireland , Galway , Ireland
| | - Sinéad Lydon
- a School of Psychology , National University of Ireland , Galway , Ireland.,b School of Psychology , Trinity College Dublin , Dublin 2 , Ireland
| | - Olive Healy
- b School of Psychology , Trinity College Dublin , Dublin 2 , Ireland
| | - Gerard Mollaghan
- a School of Psychology , National University of Ireland , Galway , Ireland
| | - Devon Ramey
- b School of Psychology , Trinity College Dublin , Dublin 2 , Ireland
| | - Mauro Leoni
- c Disability Department , Fondazione Sospiro Onlus , CR , Italy
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Establishing Theoretical Stability and Treatment Integrity for Motivational Interviewing. Behav Cogn Psychother 2017; 45:337-350. [PMID: 28401826 DOI: 10.1017/s1352465817000145] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
BACKGROUND There is increasing evidence claiming the effectiveness of motivational interviewing (MI) in promoting behavioural change. However, ongoing changes to MI theory and practice have implications for its transferability, accessibility and for the validity of previous findings. Lack of practice consistency may make its effectiveness difficult to evaluate. AIMS This paper explores the complexity of MI and issues in the development of evidence-based practice in delivery, before describing issues related to practitioner application. METHOD Theoretical and practice developments over the last 30 years are reviewed under the headings theory, practice and efficacy. Specifically, developments across the three editions of the core MI texts are examined. RESULTS Findings from the literature suggest a lack of theoretical stability and practice integrity, with recent fundamental changes to the underpinning structure of MI. Issues relating to the transferability and acquisition of MI skills, consistency of delivery and mechanisms underlying change are discussed. CONCLUSIONS The authors call for greater theoretical stability, more transparency over how developments are based on theoretical principles and empirical outcomes, and clearer guidance about how this informs practice development and delivery of MI.
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Reddy LA, Forman SG, Stoiber KC, Gonzalez JE. A NATIONAL INVESTIGATION OF SCHOOL PSYCHOLOGY TRAINERS’ ATTITUDES AND BELIEFS ABOUT EVIDENCE-BASED PRACTICES. PSYCHOLOGY IN THE SCHOOLS 2017. [DOI: 10.1002/pits.21999] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
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Pendergast LL, von der Embse N, Kilgus SP, Eklund KR. Measurement equivalence: A non-technical primer on categorical multi-group confirmatory factor analysis in school psychology. J Sch Psychol 2017; 60:65-82. [PMID: 28164800 DOI: 10.1016/j.jsp.2016.11.002] [Citation(s) in RCA: 81] [Impact Index Per Article: 11.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2015] [Revised: 06/05/2016] [Accepted: 11/22/2016] [Indexed: 10/20/2022]
Abstract
Evidence-based interventions (EBIs) have become a central component of school psychology research and practice, but EBIs are dependent upon the availability and use of evidence-based assessments (EBAs) with diverse student populations. Multi-group confirmatory factor analysis (MG-CFA) is an analytical tool that can be used to examine the validity and measurement equivalence/invariance of scores across diverse groups. The objective of this article is to provide a conceptual and procedural overview of categorical MG-CFA, as well as an illustrated example based on data from the Social and Academic Behavior Risk Screener (SABRS) - a tool designed for use in school-based interventions. This article serves as a non-technical primer on the topic of MG-CFA with ordinal (rating scale) data and does so through the framework of examining equivalence of measures used for EBIs within multi-tiered models - an understudied topic. To go along with the illustrated example, we have provided supplementary files that include sample data, Mplus input code, and an annotated guide for understanding the input code (http://dx.doi.org/10.1016/j.jsp.2016.11.002). Data needed to reproduce analyses in this article are available as supplemental materials (online only) in the Appendix of this article.
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VanDerHeyden AM, Witt JC, Barnett DW. The Emergence and Possible Futures of Response To Intervention. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2016. [DOI: 10.1177/073428290502300404] [Citation(s) in RCA: 42] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Response to intervention (RTI) has emerged as a promising, but possibly vulnerable, alter native to the current model of identification and eligibility assessment in special education. Nested within a simple and compelling struc ture for RTI are many questions and chal lenges that make its future as "policy" at-risk unless these issues can be satisfactorily resolved. As it stands, RTI is likely to improve many decisions about educational interven tions, especially when combined with universal screening procedures. In a full RTI implemen tation, potential benefits may include (a) increased achievement schoolwide, because struggling children are identified proactively and immediate help is provided to determine whether or not more intensive help is needed, as well as (b) a coherent and flexible system of services. Whereas many of the components of RTI are well established, RTI needs further operationalization, development, standardiza tion, and field-testing. All first- and second- grade children ( N = 182 children; 364 poten tial reading or math cases) at an elementary school were screened using four measures (curriculum-based measurement, Brigance subtests, state reading test, and teacher identi fication). Decision rules were applied to the screening data to select those children who were at-risk academically. Each of these chil dren ( n = 101 reading and math cases) partici pated in an individual curriculum-based assess ment (CBA) in reading or math. Of these cases, 32 met criteria to participate in individ ual intervention (16 math and 16 reading interventions). Standard protocol intervention was implemented for 5 to 9 intervention ses sions or until children met intervention suc cess criteria. All second-grade children were administered the Iowa Test of Basic Skills. Data were generated to examine various criteria for judging intervention responsiveness and to raise empirical questions about the reliability and accuracy with which decisions could be made under an RTI model.
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Abstract
Studying the social validity of consultation research could lead to research results being more widely used among practitioners, improving the validity of consultation research, and furthering social justice. The following qualitative study investigates school psychologists' and teachers' perceptions of school-based consultation in four elementary schools. The findings are organized into two interrelated themes: the impact of the research on the participants and the impact of the participants and their surrounds on the data collection. Soliciting participants' reactions to studies could advance our knowledge considerably, thereby leading to more sophisticated future studies that could make research results more useful to practitioners and, ultimately, improve outcomes for students.
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36
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Hier BO, Eckert TL. Programming generality into a performance feedback writing intervention: A randomized controlled trial. J Sch Psychol 2016; 56:111-31. [PMID: 27268572 DOI: 10.1016/j.jsp.2016.03.003] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2014] [Revised: 11/18/2015] [Accepted: 03/23/2016] [Indexed: 10/21/2022]
Abstract
Substantial numbers of students in the United States are performing below grade-level expectations in core academic areas, and these deficits are most pronounced in the area of writing. Although performance feedback procedures have been shown to produce promising short-term improvements in elementary-aged students' writing skills, evidence of maintenance and generalization of these intervention effects is limited. The purpose of this study was to examine the immediate, generalized, and sustained effects of incorporating multiple exemplar training into the performance feedback procedures of a writing intervention using a randomized controlled trial (RCT). Results indicated that although the addition of multiple exemplar training did not improve students' writing performance on measures of stimulus and response generalization, it did result in greater maintenance of intervention effects in comparison to students who received performance feedback without generality programming and students who engaged in weekly writing practice alone.
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Affiliation(s)
- Bridget O Hier
- Syracuse University, United States; University at Buffalo, United States
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Huber HB, Carter EW. Data-Driven Individualization in Peer-Mediated Interventions for Students with ASD: a Literature Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2016. [DOI: 10.1007/s40489-016-0079-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Shadish WR, Zelinsky NAM, Vevea JL, Kratochwill TR. A survey of publication practices of single-case design researchers when treatments have small or large effects. J Appl Behav Anal 2016; 49:656-73. [DOI: 10.1002/jaba.308] [Citation(s) in RCA: 78] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2015] [Accepted: 12/03/2015] [Indexed: 11/12/2022]
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Combes BH, Chang M, Austin JE, Hayes D. THE USE OF EVIDENCED-BASED PRACTICES IN THE PROVISION OF SOCIAL SKILLS TRAINING FOR STUDENTS WITH AUTISM SPECTRUM DISORDER AMONG SCHOOL PSYCHOLOGISTS. PSYCHOLOGY IN THE SCHOOLS 2016. [DOI: 10.1002/pits.21923] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Self-Monitoring Interventions for Students with ASD: a Meta-analysis of School-Based Research. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2016. [DOI: 10.1007/s40489-016-0076-y] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Bond C, Symes W, Hebron J, Humphrey N, Morewood G, Woods K. Educational interventions for children with ASD: A systematic literature review 2008–2013. SCHOOL PSYCHOLOGY INTERNATIONAL 2016. [DOI: 10.1177/0143034316639638] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Systematic literature reviews can play a key role in underpinning evidence-based practice. To date, large-scale reviews of interventions for individuals with Autism Spectrum Disorder (ASD) have focused primarily on research quality. To assist practitioners, the current review adopted a broader framework which allowed for greater consideration of educational utility. Between July and August 2013, 20 databases were searched, alongside web searches and hand searches, to identify ASD intervention studies published between 2008 and 2013. This search yielded 6,232 articles and the subsequent screening and evaluation process identified 85 best evidence studies. Studies were grouped into categories and individual interventions were assessed and classified as providing most; moderate; some; or a small amount of evidence. Interventions with most evidence tended to focus on younger children and core difficulties associated with ASD. Emerging trends, such as increasing evidence for technology-based interventions and peer-mediated interventions, were identified. An encouraging finding for practitioners is that in 59% of the studies, interventions were undertaken with or by school staff. Implications for school psychology practice as well as factors to consider when selecting educational interventions are discussed.
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Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: a randomized controlled trial. J Sch Psychol 2014; 52:531-48. [PMID: 25432270 DOI: 10.1016/j.jsp.2014.09.001] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2013] [Revised: 09/03/2014] [Accepted: 09/04/2014] [Indexed: 11/22/2022]
Abstract
The purpose of this randomized controlled trial was to evaluate elementary-aged students' writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student's initial level of writing fluency. Third-grade students (n=133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n=46), a practice-only condition (i.e., weekly writing practice; n=39), or an instructional control condition (n=48) for 8weeks. Findings included support for use of performance feedback as an instructional component in general education classrooms (Hedges' g=0.66), whereas simple practice with curriculum-based measurement in written expression did not produce growth significantly greater than standard instructional practices. The hypothesis that girls write significantly more than boys was supported. However, girls and boys did not differ in their rate of growth. Finally, students' initial risk status in writing fluency did not differentially predict growth in writing fluency over the course of the study. Implications for incorporating feedback as a basic component of intervention in writing are discussed.
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Ganz JB, Mason RA, Goodwyn FD, Boles MB, Heath AK, Davis JL. Interaction of participant characteristics and type of AAC with individuals with ASD: a meta-analysis. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2014; 119:516-535. [PMID: 25354122 DOI: 10.1352/1944-7558-119.6.516] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Individuals with autism spectrum disorders (ASD) and complex communication needs often rely on augmentative and alternative communication (AAC) as a means of functional communication. This meta-analysis investigated how individual characteristics moderate effectiveness of three types of aided AAC: the Picture Exchange Communication System (PECS), speech-generating devices (SGDs), and other picture-based AAC. Effectiveness was measured via the Improvement Rate Difference. Results indicated that AAC has small to moderate effects on speech outcomes, and that SGDs appear to be most effective when considering any outcome measure with individuals with ASD without comorbid intellectual/developmental disorders (IDD). PECS appears to be most effective when considering any outcome measure with individuals with ASD and IDD. SGDs and PECS were the most effective type of AAC for preschoolers, when aggregating across outcome measures. No difference was found between systems for elementary-aged and older individuals.
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Moeller JD, Dattilo J, Rusch F. Applying Quality Indicators to Single-Case Research Designs Used in Special Education: A Systematic Review. PSYCHOLOGY IN THE SCHOOLS 2014. [DOI: 10.1002/pits.21801] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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45
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Ganz JB, Rispoli MJ, Mason RA, Hong ER. Moderation of effects of AAC based on setting and types of aided AAC on outcome variables: an aggregate study of single-case research with individuals with ASD. Dev Neurorehabil 2014; 17:184-92. [PMID: 24102440 DOI: 10.3109/17518423.2012.748097] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVE The purpose of this meta-analysis was to evaluate the potential moderating effects of intervention setting and type of aided augmentative and alternative communication (AAC) on outcome variables for students with autism spectrum disorders. METHODS Improvement rate difference, an effect size measure, was used to calculate aggregate effects across 35 single-case research studies. RESULTS Results indicated that the largest effects for aided AAC were observed in general education settings. With respect to communication outcomes, both speech generating devices (SGDs) and the Picture Exchange Communication System (PECS) were associated with larger effects than other picture-based systems. With respect to challenging behaviour outcomes, SGDs produced larger effects than PECS. CONCLUSION This aggregate study highlights the importance of considering intervention setting, choice of AAC system and target outcomes when designing and planning an aided AAC intervention.
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Affiliation(s)
- Jennifer B Ganz
- Department of Educational Psychology, Texas A&M University , College Station, TX 77843 , USA
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46
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Abstract
Single-case-design researchers rarely used statistics in the past, but that is changing. In this article, I review the rapidly developing state of statistical analyses for single-case designs, including effect sizes, multilevel models, and Bayesian analyses. No analysis meets all the desiderata for an optimal single-case-design analysis, but this may be remedied in the near future. Single-case-design researchers will have incentives to use these analyses as they become more user-friendly and beneficial.
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Grunewald S, Shriberg D, Wheeler AS, Miranda AH, O'bryon EC, Rogers MR. EXAMINING DIVERSITY RESEARCH LITERATURE IN SCHOOL PSYCHOLOGY FROM 2004 TO 2010. PSYCHOLOGY IN THE SCHOOLS 2014. [DOI: 10.1002/pits.21764] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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48
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Sheridan SM, Ryoo JH, Garbacz SA, Kunz GM, Chumney FL. The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial. J Sch Psychol 2013; 51:717-33. [DOI: 10.1016/j.jsp.2013.09.003] [Citation(s) in RCA: 93] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2012] [Revised: 09/25/2013] [Accepted: 09/25/2013] [Indexed: 11/28/2022]
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49
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Plavnick JB, Ferreri SJ. Single-Case Experimental Designs in Educational Research: A Methodology for Causal Analyses in Teaching and Learning. EDUCATIONAL PSYCHOLOGY REVIEW 2013. [DOI: 10.1007/s10648-013-9230-6] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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50
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Abstract
Although applied behavior analysts often say they engage in evidence-based practice, they express differing views on what constitutes "evidence" and "practice." This article describes a practice as a service offered by a provider to help solve a problem presented by a consumer. Solving most problems (e.g., increasing or decreasing a behavior and maintaining this change) requires multiple intervention procedures (i.e., a package). Single-subject studies are invaluable in investigating individual procedures, but researchers still need to integrate the procedures into a package. The package must be standardized enough for independent providers to replicate yet flexible enough to allow individualization; intervention manuals are the primary technology for achieving this balance. To test whether the package is effective in solving consumers' problems, researchers must evaluate outcomes of the package as a whole, usually in group studies such as randomized controlled trials. From this perspective, establishing an evidence-based practice involves more than analyzing the effects of discrete intervention procedures on behavior; it requires synthesizing information so as to offer thorough solutions to problems. Recognizing the need for synthesis offers behavior analysts many promising opportunities to build on their existing research to increase the quality and quantity of evidence-based practices.
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