Pub Date : 2024-11-18DOI: 10.1177/01987429241289912
Kathleen Lynne Lane, Katie Scarlett Lane Pelton, Nathan Allen Lane, Mark Matthew Buckman, Wendy Peia Oakes, Kandace Fleming, Rebecca E. Swinburne Romine, Emily D. Cantwell
We report findings of this replication study, examining the internalizing subscale (SRSS-I4) of the revised version of the Student Risk Screening Scale for Internalizing and Externalizing behavior (SRSS-IE 9) and the internalizing subscale of the Teacher Report Form (TRF). Using the sample from 13 elementary schools across three states with 195 K–5 students, we replicated the initial data analytic plan used to determine initial cutting scores. Results from logistic regression and receiver operator characteristic curves suggested the following preliminary SRSS-I4 risk categories: 0–1 low, 2 moderate, and 3–12 high risk for internalizing behavior patterns relative to the TRF internalizing subscale score. Results yielded adequate levels of sensitivity and specificity for the first cut, and questionable sensitivity for the upper cut. We planned to conduct subsequent analysis to address the nested nature of the data. Yet, most teachers completed the TRF for one student making this not possible. We discuss limitations and directions for future research, calling for replication with larger samples to facilitate nesting given schoolwide screening practices involve teachers screening multiple students. We also encourage consideration of two risk categories: 0–1 for low and 2+ for a risk category, not distinguishing between moderate- and high-risk categories.
{"title":"A Reanalysis: SRSS-IE Internalizing Cut Scores to Support Data-Informed Decision-Making Efforts in Elementary Schools","authors":"Kathleen Lynne Lane, Katie Scarlett Lane Pelton, Nathan Allen Lane, Mark Matthew Buckman, Wendy Peia Oakes, Kandace Fleming, Rebecca E. Swinburne Romine, Emily D. Cantwell","doi":"10.1177/01987429241289912","DOIUrl":"https://doi.org/10.1177/01987429241289912","url":null,"abstract":"We report findings of this replication study, examining the internalizing subscale (SRSS-I4) of the revised version of the Student Risk Screening Scale for Internalizing and Externalizing behavior (SRSS-IE 9) and the internalizing subscale of the Teacher Report Form (TRF). Using the sample from 13 elementary schools across three states with 195 K–5 students, we replicated the initial data analytic plan used to determine initial cutting scores. Results from logistic regression and receiver operator characteristic curves suggested the following preliminary SRSS-I4 risk categories: 0–1 low, 2 moderate, and 3–12 high risk for internalizing behavior patterns relative to the TRF internalizing subscale score. Results yielded adequate levels of sensitivity and specificity for the first cut, and questionable sensitivity for the upper cut. We planned to conduct subsequent analysis to address the nested nature of the data. Yet, most teachers completed the TRF for one student making this not possible. We discuss limitations and directions for future research, calling for replication with larger samples to facilitate nesting given schoolwide screening practices involve teachers screening multiple students. We also encourage consideration of two risk categories: 0–1 for low and 2+ for a risk category, not distinguishing between moderate- and high-risk categories.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"46 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142670858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-16DOI: 10.1177/01987429241290238
Reagan L. Mergen, Anya S. Evmenova, Kelley S. Regan, Boris Gafurov, Amy Hutchison
A study using a multiple-baseline across participants design was conducted in an alternative education setting to examine the functional relation between students’ use of a technology-based graphic organizer (TBGO) with embedded self-regulated learning strategies on the quantity and quality of their persuasive essay writing. Three third- to fifth-grade students with writing difficulties and complex behavioral needs receiving services in an alternative special education program participated in the study. The dependent variables included the number of words, number of transition words, and writing quality scores across (a) baseline (writing on the computer without the TBGO), (b) TBGO-use phase (writing on a computer with the TBGO), and (c) maintenance (writing on the computer without the TBGO). The visual and statistical analyses of data indicated all participants improved the quality of their writing, and two students also increased the quantity of their writing across phases. Students’ self-efficacy for self-regulated learning in writing ratings were also monitored throughout the study. Results indicated an overall increase in their perceived self-efficacy for writing.
{"title":"Improving Persuasive Writing Outcomes With Technology for Students in an Alternative Special Education Program","authors":"Reagan L. Mergen, Anya S. Evmenova, Kelley S. Regan, Boris Gafurov, Amy Hutchison","doi":"10.1177/01987429241290238","DOIUrl":"https://doi.org/10.1177/01987429241290238","url":null,"abstract":"A study using a multiple-baseline across participants design was conducted in an alternative education setting to examine the functional relation between students’ use of a technology-based graphic organizer (TBGO) with embedded self-regulated learning strategies on the quantity and quality of their persuasive essay writing. Three third- to fifth-grade students with writing difficulties and complex behavioral needs receiving services in an alternative special education program participated in the study. The dependent variables included the number of words, number of transition words, and writing quality scores across (a) baseline (writing on the computer without the TBGO), (b) TBGO-use phase (writing on a computer with the TBGO), and (c) maintenance (writing on the computer without the TBGO). The visual and statistical analyses of data indicated all participants improved the quality of their writing, and two students also increased the quantity of their writing across phases. Students’ self-efficacy for self-regulated learning in writing ratings were also monitored throughout the study. Results indicated an overall increase in their perceived self-efficacy for writing.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"7 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-02DOI: 10.1177/01987429241269519
Kathleen Lynne Lane, Nathan Allen Lane, Mark Matthew Buckman, Katie Scarlett Lane Pelton, Kandace Fleming, Rebecca E. Swinburne Romine
We report the results of a convergent validity study examining the externalizing subscale (SRSS-E5, five items) of the adapted Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE 9) with the externalizing subscale of the Teacher Report Form (TRF) with two samples of K–12 students. Results of logistic regression and receiver operating characteristic curves analyzed with a sample of 195 K–5 students from 13 schools across three states suggested the following preliminary cutting scores for the SRSS-E5 for use at the elementary level: 0 to 1 for low risk, 2 to 3 for moderate risk, and 4 to 15 for high risk for externalizing behaviors. Results of the same analyses with a sample of 227 students in Grades 6 to 12 suggested the following preliminary cutting scores for the SRSS-E5 for use in middle and high (secondary) schools: 0 to 4 for low risk, 5 to 6 for moderate risk, and 7 to 15 for high risk for externalizing behaviors. For both samples, sensitivity and specificity levels were acceptable, as was the correct classification rate. We discuss findings and limitations and emphasize the importance of replication before shifting screening practices from the SRSS-IE 12 (12 items) to the newly adapted SRSS-IE 9 (9 items).
{"title":"An Analysis of SRSS-IE Externalizing Cut Scores to Facilitate Data-Informed Decision-Making in K–12 Schools","authors":"Kathleen Lynne Lane, Nathan Allen Lane, Mark Matthew Buckman, Katie Scarlett Lane Pelton, Kandace Fleming, Rebecca E. Swinburne Romine","doi":"10.1177/01987429241269519","DOIUrl":"https://doi.org/10.1177/01987429241269519","url":null,"abstract":"We report the results of a convergent validity study examining the externalizing subscale (SRSS-E5, five items) of the adapted Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE 9) with the externalizing subscale of the Teacher Report Form (TRF) with two samples of K–12 students. Results of logistic regression and receiver operating characteristic curves analyzed with a sample of 195 K–5 students from 13 schools across three states suggested the following preliminary cutting scores for the SRSS-E5 for use at the elementary level: 0 to 1 for low risk, 2 to 3 for moderate risk, and 4 to 15 for high risk for externalizing behaviors. Results of the same analyses with a sample of 227 students in Grades 6 to 12 suggested the following preliminary cutting scores for the SRSS-E5 for use in middle and high (secondary) schools: 0 to 4 for low risk, 5 to 6 for moderate risk, and 7 to 15 for high risk for externalizing behaviors. For both samples, sensitivity and specificity levels were acceptable, as was the correct classification rate. We discuss findings and limitations and emphasize the importance of replication before shifting screening practices from the SRSS-IE 12 (12 items) to the newly adapted SRSS-IE 9 (9 items).","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"142 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142566063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-28DOI: 10.1177/01987429241287158
Danielle R. Harrell, Ambra L. Green, Janine Shuman, Aundraea Brown
Suicidal behaviors are relatively common among children, yet literature concerning the associated risks remains limited. Using a cumulative risk model, this study examined the effects of disability status, suspensions/expulsions, school disconnectedness, and negative peer relationships on suicidal behaviors. Data used were from The Future of Families and Child Wellbeing Study, which yielded an analytic sample ( N = 2,463) that was majority male (52%), Black and Hispanic (81%), and with an average age of 9.3 years. Using multivariate logistic regression with subgroup analysis, negative peer relationships and being male were associated with suicidal ideation in children without a history of suspension/expulsion. On the contrary, children with a history of suspension/expulsion and a disability status had three times higher odds of suicidal ideation in comparison to children with no disability status. These findings have important research and practical implications, which are discussed.
自杀行为在儿童中比较常见，但有关相关风险的文献仍然有限。本研究采用累积风险模型，考察了残疾状况、停学/开除、与学校脱节以及消极的同伴关系对自杀行为的影响。所使用的数据来自 "家庭未来与儿童福祉研究"（The Future of Families and Child Wellbeing Study），该研究的分析样本（N = 2,463）大多为男性（52%）、黑人和西班牙裔（81%），平均年龄为 9.3 岁。通过多变量逻辑回归和分组分析，在没有停学/开除史的儿童中，消极的同伴关系和男性与自杀意念有关。相反，与无残疾状况的儿童相比，有过停学/开除经历且有残疾状况的儿童出现自杀念头的几率要高出三倍。这些研究结果具有重要的研究和实践意义，现予以讨论。
{"title":"Disability Status and Early Suicide Risk Among Children With and Without a History of Suspensions/Expulsions","authors":"Danielle R. Harrell, Ambra L. Green, Janine Shuman, Aundraea Brown","doi":"10.1177/01987429241287158","DOIUrl":"https://doi.org/10.1177/01987429241287158","url":null,"abstract":"Suicidal behaviors are relatively common among children, yet literature concerning the associated risks remains limited. Using a cumulative risk model, this study examined the effects of disability status, suspensions/expulsions, school disconnectedness, and negative peer relationships on suicidal behaviors. Data used were from The Future of Families and Child Wellbeing Study, which yielded an analytic sample ( N = 2,463) that was majority male (52%), Black and Hispanic (81%), and with an average age of 9.3 years. Using multivariate logistic regression with subgroup analysis, negative peer relationships and being male were associated with suicidal ideation in children without a history of suspension/expulsion. On the contrary, children with a history of suspension/expulsion and a disability status had three times higher odds of suicidal ideation in comparison to children with no disability status. These findings have important research and practical implications, which are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"52 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142536462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-26DOI: 10.1177/01987429241292300
Khaled Alkherainej, Christopher Pinkney
Recent statistics suggest that student externalizing behaviors are increasing in Western and Asian countries; however, there is a paucity of research on teachers’ perspectives of these behaviors in Middle Eastern countries. A mixed-methods research design was used to investigate Kuwaiti public elementary and middle school teachers’ perceptions of their classroom behavior management (CBM) experiences, including their (a) academic preparation; (b) use of CBM practices to support students with externalizing behaviors; (c) observations of student externalizing behaviors; and (d) perceptions on administrative support and family involvement. Participants included 2,140 general and special education teachers randomly recruited from 45 schools. Results indicated that fewer than half of the teachers surveyed had prior instruction in CBM, reported using a wide variety of CBM practices in response to student behavior problems, and perceived higher levels of administrative support than family involvement. Implications of the study’s findings and suggestions for further research were discussed
{"title":"Kuwaiti Teachers’ Classroom Behavior Management Practices, Experiences, and Beliefs","authors":"Khaled Alkherainej, Christopher Pinkney","doi":"10.1177/01987429241292300","DOIUrl":"https://doi.org/10.1177/01987429241292300","url":null,"abstract":"Recent statistics suggest that student externalizing behaviors are increasing in Western and Asian countries; however, there is a paucity of research on teachers’ perspectives of these behaviors in Middle Eastern countries. A mixed-methods research design was used to investigate Kuwaiti public elementary and middle school teachers’ perceptions of their classroom behavior management (CBM) experiences, including their (a) academic preparation; (b) use of CBM practices to support students with externalizing behaviors; (c) observations of student externalizing behaviors; and (d) perceptions on administrative support and family involvement. Participants included 2,140 general and special education teachers randomly recruited from 45 schools. Results indicated that fewer than half of the teachers surveyed had prior instruction in CBM, reported using a wide variety of CBM practices in response to student behavior problems, and perceived higher levels of administrative support than family involvement. Implications of the study’s findings and suggestions for further research were discussed","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"15 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-29DOI: 10.1177/01987429241269464
Matthew C. Lambert, Antonis Katsiyannis, John W. Maag, W. Alex Mason, Michael H. Epstein
Although the construct of social maladjustment has been used for the last six decades, relatively little research has addressed secular trends in socially maladjusted behaviors over time, and even fewer studies have addressed trends for students identified with emotional disturbance (ED). The purpose of this study was to use two nationally representative cross-sectional cohorts, one sampled in 1998 ( n = 1,509) and one sampled in 2020 ( n = 1,513), to examine long-term trends in the socially maladjusted behaviors of students with ED and their peers without disabilities. Results indicated that (a) socially maladjusted behaviors were significantly lower for the 2020 cohort compared with 1998 cohort, (b) the decrease from 1998 to 2020 was significantly more pronounced for students with ED compared with peers without disabilities, and (c) only adolescent students demonstrated significant decreases in socially maladjusted behaviors. Potential explanations, limitations of the study, and implications for schools are discussed.
{"title":"Long-Term Trends in Socially Maladjusted Behavior of Students With and Without Emotional and Behavioral Disorders: A 22-Year Repeated Cross-Sectional Study","authors":"Matthew C. Lambert, Antonis Katsiyannis, John W. Maag, W. Alex Mason, Michael H. Epstein","doi":"10.1177/01987429241269464","DOIUrl":"https://doi.org/10.1177/01987429241269464","url":null,"abstract":"Although the construct of social maladjustment has been used for the last six decades, relatively little research has addressed secular trends in socially maladjusted behaviors over time, and even fewer studies have addressed trends for students identified with emotional disturbance (ED). The purpose of this study was to use two nationally representative cross-sectional cohorts, one sampled in 1998 ( n = 1,509) and one sampled in 2020 ( n = 1,513), to examine long-term trends in the socially maladjusted behaviors of students with ED and their peers without disabilities. Results indicated that (a) socially maladjusted behaviors were significantly lower for the 2020 cohort compared with 1998 cohort, (b) the decrease from 1998 to 2020 was significantly more pronounced for students with ED compared with peers without disabilities, and (c) only adolescent students demonstrated significant decreases in socially maladjusted behaviors. Potential explanations, limitations of the study, and implications for schools are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142101914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-31DOI: 10.1177/01987429241261382
Denise A. Soares, Judith R. Harrison, Corey Peltier, Kathryn Press
More students with emotional and behavioral disorders (EBD) than ever before spend most of their time in general education. To increase their academic and behavioral success, students with EBD need access to empirically supported interventions and services. The purpose of this systematic review and meta-analysis was to evaluate strategy effectiveness for students with EBD in K–12 inclusive settings. Identified studies were assessed with two approaches for evaluating methodological quality and multiple methods for assessing intervention effects. Results indicated that there is a dearth of empirical support for strategies implemented in general education classrooms for students with EBD though most of the studied reviewed were of high quality with moderate-to-large effects. In addition to the practical findings, the research team compared review methods with findings indicating agreement between expert visual analysis and more structured approaches for visual analysis. For the quantitative metrics, results indicated variable agreement across methods. Implications for research and practice are discussed.
{"title":"Academic and Behavioral Strategies in Inclusive Settings for Students With EBD: A Meta Analysis","authors":"Denise A. Soares, Judith R. Harrison, Corey Peltier, Kathryn Press","doi":"10.1177/01987429241261382","DOIUrl":"https://doi.org/10.1177/01987429241261382","url":null,"abstract":"More students with emotional and behavioral disorders (EBD) than ever before spend most of their time in general education. To increase their academic and behavioral success, students with EBD need access to empirically supported interventions and services. The purpose of this systematic review and meta-analysis was to evaluate strategy effectiveness for students with EBD in K–12 inclusive settings. Identified studies were assessed with two approaches for evaluating methodological quality and multiple methods for assessing intervention effects. Results indicated that there is a dearth of empirical support for strategies implemented in general education classrooms for students with EBD though most of the studied reviewed were of high quality with moderate-to-large effects. In addition to the practical findings, the research team compared review methods with findings indicating agreement between expert visual analysis and more structured approaches for visual analysis. For the quantitative metrics, results indicated variable agreement across methods. Implications for research and practice are discussed.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"18 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-24DOI: 10.1177/01987429241261969
S. Blair Payne, Na Young Yoon
Many students who experience behavioral difficulties (BD) also experience learning difficulties (LD) in school; however, little research exists on how to support the academic achievement of students with co-occurring BD/LD. Even less research exists for students who experience these co-occurring difficulties at the high school or secondary level. The goal of this synthesis was to explore the effects of academic interventions on the academic outcomes (i.e., reading, mathematics, and writing) of high school students with co-occurring BD/LD. A total of nine, single-case design studies met criteria for this synthesis, including two dissertations. Four studies examined mathematics outcomes, four studies assessed reading outcomes, and two studies targeted spelling outcomes, with one study examining both mathematics and spelling. The calculated Tau-U effect sizes ranged from 0.54 to 1.0 across studies. Implications for research and practice are discussed with the goal of contributing to the small body of research on secondary-aged students with co-occurring BD/LD.
{"title":"A Synthesis of Academic Interventions for High School Students With Behavioral and Learning Difficulties","authors":"S. Blair Payne, Na Young Yoon","doi":"10.1177/01987429241261969","DOIUrl":"https://doi.org/10.1177/01987429241261969","url":null,"abstract":"Many students who experience behavioral difficulties (BD) also experience learning difficulties (LD) in school; however, little research exists on how to support the academic achievement of students with co-occurring BD/LD. Even less research exists for students who experience these co-occurring difficulties at the high school or secondary level. The goal of this synthesis was to explore the effects of academic interventions on the academic outcomes (i.e., reading, mathematics, and writing) of high school students with co-occurring BD/LD. A total of nine, single-case design studies met criteria for this synthesis, including two dissertations. Four studies examined mathematics outcomes, four studies assessed reading outcomes, and two studies targeted spelling outcomes, with one study examining both mathematics and spelling. The calculated Tau-U effect sizes ranged from 0.54 to 1.0 across studies. Implications for research and practice are discussed with the goal of contributing to the small body of research on secondary-aged students with co-occurring BD/LD.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"18 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141755274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Single-case designs substantiate the effectiveness of interventions for people with disabilities and other populations through the repeated measurement of behavior over time. Consequently, employing accurate and reliable systems of measurement is critical to the validity of single-case designs. Much of the data in single-case research are collected through systematic direct observation. Direct observation often involves the use of time sampling, wherein an observer indicates whether a behavior occurred during a specific period. Although scholars have highlighted the potential for time sampling to distort the results of single-case design, targeted reviews indicate time sampling continues to be used in literature involving people with disabilities. The current study reviews literature from the field of special education, in which single-case designs are frequently used to evaluate the efficacy of practices. Using a large, representative sample of 1,425 randomly selected single-case design articles from 33 special education journals, we coded articles to determine the type and features of measurement systems employed by researchers. Findings indicate one-fifth of articles feature some form of time sampling. In addition, time sampling is more prevalent in journals pertaining to individuals with emotional/behavioral disorders. A discussion of implications for research quality follows an overview of results.
{"title":"A Review of Measurement Characteristics Within Single-Case Designs in Special Education","authors":"Olivia Enders, Seth A. King, Brendon Nylen, Lanqi Wang, Oluwatosin Opeoluwa","doi":"10.1177/01987429241249141","DOIUrl":"https://doi.org/10.1177/01987429241249141","url":null,"abstract":"Single-case designs substantiate the effectiveness of interventions for people with disabilities and other populations through the repeated measurement of behavior over time. Consequently, employing accurate and reliable systems of measurement is critical to the validity of single-case designs. Much of the data in single-case research are collected through systematic direct observation. Direct observation often involves the use of time sampling, wherein an observer indicates whether a behavior occurred during a specific period. Although scholars have highlighted the potential for time sampling to distort the results of single-case design, targeted reviews indicate time sampling continues to be used in literature involving people with disabilities. The current study reviews literature from the field of special education, in which single-case designs are frequently used to evaluate the efficacy of practices. Using a large, representative sample of 1,425 randomly selected single-case design articles from 33 special education journals, we coded articles to determine the type and features of measurement systems employed by researchers. Findings indicate one-fifth of articles feature some form of time sampling. In addition, time sampling is more prevalent in journals pertaining to individuals with emotional/behavioral disorders. A discussion of implications for research quality follows an overview of results.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"3 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141177463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-28DOI: 10.1177/01987429241237712
Catharine Lory, Emily Gregori
Systematic reviews of single-case experimental research (SCER) in special education often use the What Works Clearinghouse (WWC) Standards to assess the methodological rigor of studies within a given literature base. While significant changes were made between the two most recent versions of the WWC standards, no research to date has evaluated the extent to which these standards would result in different evaluation outcomes. To examine potential differences, we applied version 4.1 and 5.0 of the standards to a sample database of SCER addressing the challenging behavior of students with autism in general education settings. Systematic search, screening, and review procedures resulted in a total of 20 articles included for this review. Findings indicated a 27% change in overall ratings across the studies, with version 5.0 leading to lower ratings than version 4.1, due to factors such as a lack of assessment of procedural fidelity, therapeutic baseline trends, and insufficient data points in the first baseline phase. We discuss implications for research based on our findings and recommend future directions for SCER in the field of special education.
{"title":"Comparison of the What Works Clearinghouse Standards for Single-Case Research: Applications for Systematic Reviews","authors":"Catharine Lory, Emily Gregori","doi":"10.1177/01987429241237712","DOIUrl":"https://doi.org/10.1177/01987429241237712","url":null,"abstract":"Systematic reviews of single-case experimental research (SCER) in special education often use the What Works Clearinghouse (WWC) Standards to assess the methodological rigor of studies within a given literature base. While significant changes were made between the two most recent versions of the WWC standards, no research to date has evaluated the extent to which these standards would result in different evaluation outcomes. To examine potential differences, we applied version 4.1 and 5.0 of the standards to a sample database of SCER addressing the challenging behavior of students with autism in general education settings. Systematic search, screening, and review procedures resulted in a total of 20 articles included for this review. Findings indicated a 27% change in overall ratings across the studies, with version 5.0 leading to lower ratings than version 4.1, due to factors such as a lack of assessment of procedural fidelity, therapeutic baseline trends, and insufficient data points in the first baseline phase. We discuss implications for research based on our findings and recommend future directions for SCER in the field of special education.","PeriodicalId":47249,"journal":{"name":"Behavioral Disorders","volume":"3 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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