Used meta-analysis to evaluate standards of practice (SOP) and validity of treatment outcomes in studies designed to remediate behavior problems. The review included 318 articles, which covered 403 studies on problem behavior in persons with developmental disabilities that were published between January 1976 and December 1987 in 18 journals. Two measures of intervention (ITV) effectiveness (percentage of nonoverlapping data and percentage of zero data) were used to evaluate relations between standards of practice (SOP), ITV, and participant characteristics and the treatment validity of different levels of ITV for a range of behaviors. Only 44 studies were highly effective on both measures. The reviewed research revealed a lack of evidence that the ITVs selected had been based on a systematic determination of individual clinical needs. (PsycINFO Database Record (c) 2004 APA, all rights reserved)
The ERIC Abstract is as follows:
This meta-analysis of the developmental disabilities literature on remediation of problem behaviors evaluated relations between standards of practice, intervention and participant characteristics, and treatment validity. Results largely failed to support widespread assumptions of clinical practice such as the superiority of more intrusive interventions. Standards for treatment evaluation research are offered. (Author/DB) |
This article reports on a comprehensive literature review and meta-analysis of 68 experiments on teaching mathematics to individuals with significant cognitive disabilities. Most of the studies in the review addressed numbers and computation or measurement. Within the computation studies identified, most focused on counting, calculation, or number matching. For the measurement studies, nearly all focused on money skills. Of the 54 single subject design studies, 19 were classified as having all quality indicators for research design (13 representing the National Council of Teachers of Mathematics Measurement standard and 6 representing the Numbers and Operations standard). These studies offer strong evidence for using systematic instruction to teach mathematics skills and for using in vivo settings. [ABSTRACT FROM AUTHOR] |
IDEA requires that students with disabilities take part in state or districtwide assessments. The IEP team must decide if the student needs accommodations in testing or another type of assessment entirely. In this component of the IEP, the team documents how the student will participate. |
Building the Legacy / Construyendo el Legado gives you 19 training modules in English and 8 in Spanish covering the major topics within IDEA 2004. Materials for each module include: a slideshow presentation, handouts for participants, and detailed background text, plus supplemental resources for trainers. You can use these materials to inform yourself or to train others. |
Test accommodations for special education (SP) and limited English proficient (LEP) students have attracted much attention recently, because proper accommodations promote inclusion and allow students to perform optimally. A meta-analysis of 30 research studies found empirical evidence supporting the position that, with appropriate accommodations, SP and LEP students can increase their scores on standardized achievement tests. Compared to conditions of no accommodation, students increased their scores by an average of 0.16 standard deviation. Relative to general education students, accommodated SP and LEP students demonstrated an average accommodation advantage of 0.10 standard deviation. Interpretations of these average effects require careful analyses because of the variety of accommodations, the specific status of the students, and the varying implementations of the accommodations. Providing additional time or unlimited time is the most frequently investigated accommodation. Other accommodations investigated were assistive devices, presentation formats, response formats, test settings, radical accommodations, and combinations of accommodations. Age did not seem to be a factor; elementary and postsecondary students benefited from accommodations. Narrative descriptions are given of the situations in which positive and negative effects of accommodation appear to emerge. An appendix lists and summarizes the studies analyzed. (Contains 63 references.) (ERIC: Author/SLD) |
The relationship between technology-based interventions and academic performance for secondary aged youth with disabilities was explored in this systematic review. A total of 39 studies intervening with 1,491 youth with behavioral disorders, emotional disorders, learning disabilities, and moderate and severe disabilities were included. These studies matched the intervention, outcome, and sampling s3l3ction criteria for the review, and met minimally acceptable standards of internal and external validity for research design and methodology. The findings of this review strongly support the efficacy of technology-based interventions across treatment types, educational settings, and disability categories in the improvement of academic achievement. Detailed implications for special education practice in secondary school environments are presented, rival explanations for the findings are examined, and future research topics are suggested. |
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