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) |
Describes a meta-analysis* of 99 studies that used interventions to decrease disruptive classroom behavior* in public education settings. Overall, results indicate interventions yield comparable results to other studies investigating effectiveness of psychotherapy. Findings show that efficacious treatments used in public school settings decrease disruptive classroom behaviors. |
Meta-analysis of 143 effect sizes in 43 studies of adventure programming for adolescents found an overall effect size of 0.31. Summary effect sizes of outcome categories differed significantly among categories, however. Effect size was related to program length and participant age but not to delinquent status. The lack of pertinent information in study descriptions is discussed. (SV) |
Analyzes the findings from 35 studies investigating the effects of social skills interventions for students with emotional or behavioral disorders (EBD). Many programs designed for children and youth with emotional or behavioral disorders (EBD) include a social skill training component. Using quantitative methods of meta-analysis, the findings from 35 studies investigating the effects of social skill interventions for students with EBD were synthesized. The pooled mean effect size (ES) was 0.199, from which the average student with EBD would be expected to gain a modest eight percentile ranks on outcome measures after participating in a social skill training program. Studies were further grouped and analyzed according to different variables (e.g., similarities of the intervention, participants, and assessment procedures). Slightly greater ESs were found for interventions that focused on teaching and measuring specific social skills (e.g., cooperating, or social problem solving) compared to more global interventions. Several pertinent issues for reviewing the results of this research synthesis are addressed. |
This meta-analysis examined the effectiveness of video modeling and video self-modeling (VSM) interventions for children and adolescents with autism spectrum disorders (ASD). Twenty-three single-subject design studies were included in the meta-analysis. Intervention, maintenance, and generalization effects were measured by computing the percentage of nonoverlapping data points (PND). Results suggest that video modeling and VSM are effective intervention strategies for addressing social-communication skills, functional skills, and behavioral functioning in children and adolescents with ASD. Results also indicate that these procedures promote skill acquisition and that skills acquired via video modeling and VSM are maintained over time and transferred across persons and settings. The results suggest that video modeling and VSM intervention
strategies meet criteria for designation as an evidence-based practice. |
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. |
Meta-analyses of the literature were performed to examine reported relations between children’s interpersonal cognitive problem-solving (ICPS) skills and adjustment and to specify the effects of ICPS training. In general, the relation between ICPS and adjustment appears robust, and interventions yield clear increases in ICPS skills. Intervention effects on behavioral adjustment are found to be somewhat more equivocal; meta-analytic results differ depending on whether behavioral ratings or observations are the dependent variables. Age of subject, source of publication, and expertise of investigator are boundary conditions for the meta-analysis regarding ICPS and adjustment; teacher/child dialogues on ICPS principles in real-life situations, expertise of investigator, source and quality of publication, and length of interventions mediate magnitude of certain intervention effects. Further research is needed where data were sparse, as in follow-up data effects of intervention for various special populations. |
Reviewed 36 outcomes studies that used cognitive and/pr behavioral treatment to reduce impulsivity in children. Treatments included self-statement modification, reinforcement contingencies, modeling, strategy training, problem-solving training, and numerous treatment combinations. Subjects were all described as impulsive, but varied in clinical diagnosis, including attention-deficit disorder hyperactivity disorder, conduct disorder, behavior disorder, and learning disability. Other subjects were labeled as non-self-controlled, or behavior problem. Meta-analytic techniques showed that intervention for impulsivity were associated with improvements of approximately one third to three quarters of a standard deviation relative to untreated control subjects. Treated subjects fell close to normative group means both before and after treatment. |
Reviewed 36 outcomes studies that used cognitive and/or behavioral treatment to reduce impulsivity in children. Treatments included self-statement modification, reinforcement contingencies, modeling, strategy training, problem-solving training, and numerous treatment combinations. Subjects were all described as impulsive but varied in clinical diagnosis, including attention-deficit disorder, hyperactivity disorder, conduct disorder, behavior disorder, and learning disability. Other subjects were labeled as non-self-controlled or as having behavior problems. Meta-analytic techniques showed that interventions for impulsivity were associated with improvements of approximately 1/3 to 3/4 of a standard deviation relative to untreated control subjects. Treated subjects fell close to normative group means both before and after treatment. |
Cognitive behavior modification (CBM) has been used for the past 25 years to mitigate maladaptive behaviors through the use of covert self-statements. Yet few reviewers have examined the use of CBM in school settings to reduce hyperactive-impulsive and aggressive behaviors in children and youth. This meta-analysis examined the outcomes of 23 studies. The mean effect size across all the studies was 0.74, and 89% of the studies had treatment participants who experienced greater gains than their control counterparts on posttest and maintenance measures when exposed to a treatment with a cognitive component. These results are discussed in terms of study characteristics and design, and recommendations for future research are made. |
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