Daily Report Card Intervention and Attention Deficit Hyperactivity Disorder: A Meta-Analysis of Single-Case Studies

Autor/inn/en	Pyle, Kellina; Fabiano, Gregory A.
Titel	Daily Report Card Intervention and Attention Deficit Hyperactivity Disorder: A Meta-Analysis of Single-Case Studies
Quelle	In: Exceptional Children, 83 (2017) 4, S.378-395 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402917706370
Schlagwörter	Attention Deficit Hyperactivity Disorder; Case Studies; Goal Orientation; Student Behavior; Feedback (Response); Accountability; Reports; Contingency Management; Coding; Program Effectiveness; Behavior Modification; Student Characteristics; Effect Size; Periodicals; Bias; Journal Articles; Hierarchical Linear Modeling; Meta Analysis + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Zielorientierung; Zielvorstellung; Student behaviour; Schülerverhalten; Verantwortung; Abschlussbericht; Berichten; Krisenbewältigung; Codierung; Programmierung; Behaviour modification; Verhaltensänderung; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Journal article; Zeitschriftenaufsatz; Meta-analysis; Metaanalyse
Abstract	The daily report card (DRC) is a commonly employed behavioral intervention for treating attention deficit hyperactivity disorder (ADHD) in schools. Much of the support for the DRC comes from single-case studies, which have traditionally received less attention than group studies. This lack of attention to single-case studies results in an incomplete review of the literature for this intervention. The present study utilized meta-analytic techniques to examine the DRC as used in single-case studies, with moderating variables explored through hierarchical linear modeling. Fourteen articles, including data on 40 single-subject cases, were included in the analyses. Effect sizes generally illustrated improvement with use of the DRC, with some differences across methods of effect size estimation. Study quality and class type moderated outcomes. Overall, the present study supports the use of the DRC with students who have ADHD, and it provides guidance for using single-case studies in meta-analyses of intervention effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01