A Meta-Analysis of Tier 2 Interventions Implemented within School-Wide Positive Behavioral Interventions and Supports

Autor/inn/en	Cho Blair, Kwang-Sun; Park, Eun-Young; Kim, Won-Ho
Titel	A Meta-Analysis of Tier 2 Interventions Implemented within School-Wide Positive Behavioral Interventions and Supports
Quelle	In: Psychology in the Schools, 58 (2021) 1, S.141-161 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cho Blair, Kwang-Sun) ORCID (Park, Eun-Young) ORCID (Kim, Won-Ho)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22443
Schlagwörter	Meta Analysis; Positive Behavior Supports; Response to Intervention; Standards; Kindergarten; Young Children; Secondary School Students; Effect Size + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Standard; Frühe Kindheit; Sekundarschüler
Abstract	This meta-analysis synthesized 26 published single-case design (SCD) studies on Tier 2 behavior interventions implemented within the educational framework of school-wide positive behavioral interventions and supports. We used Tau-U indices to determine the overall magnitudes of effect of the Tier 2 behavior interventions and the potential variables that moderate improved student behavioral outcomes. The 26 studies that were analyzed included a total of 243 student participants. The studies were evaluated to determine whether and to what extent they met What Works Clearinghouse (WWC) SCD standards. Of these, 10 studies were confirmed as meeting WWC SCD standards with or without reservations. Notable findings were that outcomes for students in kindergarten and secondary grade levels were limited, and insufficient screening methods were used to identify and select students needing Tier 2 interventions. The results indicate that the literature reports Tier 2 interventions with effect sizes ranging from 0.26 to 0.98. Average effect size for social skills instruction was found to be large, whereas Check-in/Check-out, group contingency, and intervention packages had medium effect sizes. Moderator analyses indicated different effect sizes across intervention types, outcomes, and implementers. The results are discussed in relation to implications for practice, limitations, and future research. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01