Do Functional Behavioral Assessments Improve Intervention Effectiveness for Students Diagnosed with ADHD? A Single-Subject Meta-Analysis

Autor/inn/en	Miller, Faith G.; Lee, David L.
Titel	Do Functional Behavioral Assessments Improve Intervention Effectiveness for Students Diagnosed with ADHD? A Single-Subject Meta-Analysis
Quelle	In: Journal of Behavioral Education, 22 (2013) 3, S.253-282 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-013-9174-4
Schlagwörter	Functional Behavioral Assessment; Attention Deficit Hyperactivity Disorder; Students; Effect Size; Statistical Significance; Clinical Diagnosis; Intervention; Program Effectiveness; Statistical Analysis + Suchen Sie Ihr Suchwort? Student; Schüler; Schülerin; Studentin; Statistische Analyse
Abstract	The primary purpose of this quantitative synthesis of single-subject research was to investigate the relative effectiveness of function-based and non-function-based behavioral interventions for students diagnosed with attention-deficit/hyperactivity disorder. In addition, associations between various participant, assessment, and intervention characteristics were investigated. Eighty-two studies incorporating a total of 168 participants were included. Because no single effect size metric has garnered absolute support to date, three different effect size metrics were calculated: the standard mean difference, percent exceeding the median baseline phase, and improvement rate difference. Overall, function-based interventions were associated with significantly larger effects than non-function-based interventions. Interventions based on the functional analysis manipulations were also associated with larger effects. Limitations, directions for future research, and implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10