Meta-analysis of the effects of academic interventions and modifications on student behavior outcomes.

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association Pub Date : 2017-09-01 Epub Date: 2017-05-25 DOI:10.1037/spq0000207

Kristy Warmbold-Brann, Matthew K Burns, June L Preast, Crystal N Taylor, Lisa N Aguilar

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引用次数: 14

Abstract

The current study examined the effect of academic interventions and modifications on behavioral outcomes in a meta-analysis of 32 single-case design studies. Academic interventions included modifying task difficulty, providing instruction in reading, mathematics, or writing, and contingent reinforcement for academic performance. There was an overall small to moderate effect (ϕ = .56) on behavioral outcomes, with a stronger effect on increasing time on task (ϕ = .64) than on decreasing disruptive behavior (ϕ = .42). There was a small effect for using a performance-based contingent reinforcer (ϕ = .48). Interventions completed in an individual setting resulted in a moderate to large effects on behavior outcomes. Results of the current meta-analysis suggest that academic interventions can offer both positive academic and behavioral outcomes. Practical implications and suggestions for future research are included. (PsycINFO Database Record

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学业干预和改变对学生行为结果影响的meta分析。

目前的研究通过对32项单例设计研究的荟萃分析，检验了学术干预和改变对行为结果的影响。学业干预包括修改任务难度，提供阅读、数学或写作方面的指导，以及对学业表现的偶然强化。总体而言，对行为结果有小到中等的影响(ϕ = 0.56)，对增加任务时间(ϕ = 0.64)的影响比减少破坏性行为(ϕ = 0.42)的影响更强。使用基于表现的偶然强化因子(ϕ = 0.48)会产生较小的影响。在个体环境中完成的干预对行为结果产生了中等到较大的影响。当前荟萃分析的结果表明，学术干预可以提供积极的学术和行为结果。最后对未来的研究提出了建议。(PsycINFO数据库记录

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School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association

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