Systematic Review of High Probability Requests in K-12 Settings: Examining the Evidence Base

Autor/inn/en	Common, Eric Alan; Bross, Leslie Ann; Oakes, Wendy Peia; Cantwell, Emily Dawn; Lane, Kathleen Lynne; Germer, Kathryn Ann
Titel	Systematic Review of High Probability Requests in K-12 Settings: Examining the Evidence Base
Quelle	In: Behavioral Disorders, 45 (2019) 1, S.3-21 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/0198742918800029
Schlagwörter	Elementary Secondary Education; Student Behavior; Evidence Based Practice; Special Education; Regular and Special Education Relationship; Intervention; Behavior Modification; Educational Research + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Behaviour modification; Verhaltensänderung; Bildungsforschung; Pädagogische Forschung
Abstract	We conducted this systematic review to classify the evidence-base status for high-probability request sequence (HPRS) as a strategy to improve students' behavioral outcomes in general and special education settings across the K-12 continuum. Specifically, the purpose of this review was to determine whether HPRS could be classified as an evidence-based practice according to Council for Exceptional Children's "Standards for Evidence-Based Practices in Special Education" employing a modified, weighted coding scheme specifying methodologically sound studies as meeting 80% or more of components across quality indicators (QIs). Two of the 22 included studies met all QIs, and 16 studies met or exceeded our 80% weighted criterion. Based on this body of evidence, we classified HPRS in K-12 school settings as potentially evidence based. We offer a discussion of educational implications, limitations, and future directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01