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) |
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. |
Presents the selective synthesis of instructional research with children and adolescents with learning disabilities, analyzing studies across instructional domains, sample characteristics, intervention parameters, and sampling procedures. Synthesis indicates that reading is the most researched domain, and intervention studies that produce the highest effect sizes were related to derivations of cognitive and/or direct instruction.
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From NASP:
A Selective Synthesis of Intervention Research for Students with Learning Disabilities" by H. L. Swanson, Cristi Carson, and Carole M. Sachse-Lee
EDUCATIONAL INTERVENTIONS FOR CHILDREN WITH LEARNING DISABILITIES: H. L. Swanson, Cristi Carson, and Carole Sachse-Lee of the University of California, Riverside, reviewed the results of 78 studies that tested educational interventions for children with learning disabilities. They reported several findings: First, reading is the most widely researched academic area, whereas mathematics interventions are not well researched. Second, interventions that yielded the highest academic gains taught cognitive strategies, followed by those using direct instruction and remedial instruction. Third, the higher the number of intervention sessions per week, the higher the gains in academic functioning. Fourth, cognitive strategy instruction is most effective when taught within an academic domain, rather than as isolated skills. Fifth, the effectiveness of specific strategies may vary as a function the academic domain. That is, Swanson and his colleagues reported that cognitive a strategy instruction and direct instruction are the most effective interventions for teaching reading comprehension: whereas phonetic (decoding) strategy training and remedial instruction are most effective for improving word recognition and spelling skills. Cognitive strategy instruction also is effective for improving communication and language skills. School psychologists are well advised to consider such research findings when making recommendations for students with learning disabilities. |
A synthesis of research on interventions designed to build reading fluency in students with learning disabilities identified 24 studies on various interventions. Results suggested that effective interventions include explicit models of reading fluency, multiple opportunities to read familiar text repeatedly, independently, and with corrective feedback, and use of established performance criteria for increasing text difficulty. |
Review of research of between-class and within-class ability grouping on the achievement of elementary students. The review technique--best-evidence synthesis--combines features of meta-analytic and narrative reviews. Overall, the evidence does not support assignment of students to self-contained classes according to ability (median ES = 0.00), but grouping plans involving cross grade assignment for selected subjects can increase student achievement. Research particularly supports the Joplin Plan, cross-grade ability grouping for reading only (median ES = 0.45). Within class ability grouping in mathematics is also found to be instructionally effective (median ES = 0.34). Ability grouping is maximally effective when done for only one or two subjects, with students remaining in heterogeneous classes most of the day; when it greatly reduces student heterogeneity in a specific skill; when group assignments are frequently reassessed; and when teachers vary the level and pace of instruction to students’ needs. Ability grouping appears most effective for specific subjects with students remaining in heterogeneous classes most of the day. Cross-grade assignment for selected subjects can increase achievement. |
A "best evidence" review synthesis, which incorporates features of meta-analytic and traditional literature reviews, is used in this review of studies on the effects of ability grouping on secondary school students’ achievement. The focus was on 29 studies that compared between-class ability grouping to heterogeneous placements. Effect sizes were used to characterize study results. Findings indicate that comprehensive between-class ability grouping plans, different forms of ability grouping, and ability grouping by subject (except in social studies) had no effect on student achievement. The finding of zero effects of grouping for all ability levels contradicts earlier conclusions that demonstrated benefits of ability grouping for high-level students and detriments for low-level students. Explanations for this discrepancy are discussed. An implication is that policy decisions about ability grouping must be based on criteria other than effect on academic achievement. A recommendation is made for reduction of between class ability grouping practices and consideration of cooperative learning methods. An extensive bibliography and statistical tables are included. (LMI) |
Examined the intensity hypothesis, which states that more intensive early interventions have better outcomes for children with disabilities. Three sources of evidence are analyzed: (1) previous reviews of early intervention research; (2) a meta-analysis that included data from 155 children, providing information on intensity and outcomes; and (3) previously reported experimental studies that compared the effects of different levels of program intensity. Based on these combined sources, there was little evidence indicating that more intensive programs lead to better outcomes for children with disabilities. Some limited support exists indicating that more intensive programs may be beneficial for disadvantaged children. (PsycINFO Database Record (c) 2004 APA, all rights reserved) |
What accommodations are appropriate for which students? How do accommodations affect students’ learning and their performance on tests? This Evidence for Education addresses these and other questions and explores the research base in this area. Commentary from education professionals and examples from the field are included to highlight practical tools and resources designed to help educators and families determine appropriate accommodations for students with disabilities. |
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. |
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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