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| Applications of Meta-Analysis in Single Case Research |
| Tuesday, May 26, 2015 |
| 10:00 AM–10:50 AM |
| 210AB (CC) |
| Area: EDC; Domain: Applied Research |
| Chair: Mandy J. Rispoli (Texas A & M University ) |
| Discussant: Mack D. Burke (Texas A&M University) |
| CE Instructor: Mack D. Burke, Ph.D. |
| Abstract: The purpose of this symposium is to highlight meta-analysis applications in single case research. Single case research has historically focused on visual analysis and systematic replication in order to establish the evidence-based regarding a particular practice. In this symposium, two meta-analysis of single case research are provided that illustrate how meta-analytic techniques can be used to examine the evidence-base on behavior analytic practices. Meta-analytic approaches in single case research utilize effect sizes to aggregate multiple studies together to determine the overall effect of a particular intervention. Empirically summarizing interventions across studies allows for statements to be made regarding the external validity and generalizability of an intervention that are unable to be made when examining a single study. Moreover, recent advances in effect size development have occurred that have focused specifically on non-overlap indices as a method of determining magnitude of effect in single case research. Both meta-analysis studies provided in this symposium highlight these non-overlap techniques in the context of meta-analytic procedures. Discussion will focus on the application of the What Works Clearinghouse (WWC) criteria for determining an evidence-based practice and how meta-analytic procedures applied to single case data can contribute to determining whether a practice is evidence-based. |
| Keyword(s): meta-analysis, single subject |
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| Quantitative Synthesis Examining the Effects of Teacher Training on Classwide Teacher Praise and Student Behavior |
| HEATHER HATTON (Texas A & M), Mack D. Burke (Texas A&M University) |
| Abstract: Teachers, who struggle to implement classwide need ongoing, differentiated support to implement with fidelity. Praise is a critical skill for teachers to develop because it is consistently identified as an effective universal behavior strategy that encourages the development of and engagement in appropriate behaviors. Quantitative analysis and synthesis of studies using single-case designs provides a rich and unique avenue for determining evidence-based practices for individuals who do not respond to traditional professional development models. The purpose of this study is to synthesize the single-subject evidence-base regarding the effects of teacher training on classwide teacher praise and student behavior. The 10 studies identified for inclusion in this synthesis were evaluated using the What Works Clearinghouse standards for design quality and evidence of effects. One hundred sixty-eight Tau-U effect sizes were calculated for the contrasts in the studies. Ongoing, differentiated training had a moderate effect (0.75) on teacher praise and a minimal effect (0.55) on student behavior. Implications for practice and research are discussed. |
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| Self-Regulation Interventions for Students with ADHD: A Meta-Analysis of Single-Case Research |
| SAMAR ZAINI (Texas A & M University), Mack D. Burke (Texas A&M University) |
| Abstract: Self-regulation strategies (SRS) show promise of helping to remediate academic and behavioral challenges of students with attention deficit/hyperactivity disorder (ADHD). The current meta-analysis of single-case research examined the effectiveness of self-regulation strategies for students with ADHD conducted in school settings. Twenty-seven studies were identified that met inclusion criteria. Four potential moderators were also examined: (a) use of rewards, (b) use of cueing to prompt the student to record his or her behavior, (c) target behavior (appropriate behavior versus problem behavior), and (d) type of outcomes (academic versus behavioral). An overall effect size of .86 with a confidence interval of CI95 = [0.82 to 0.92] was obtained. A total of 85 students, and 223 phase contrasts, indicating that moderate to large benefits can be attributed to SRS interventions. Implications and recommendations for future research are included. |
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