A Meta-Analysis of Single-Case Research on Applied Behavior Analytic Interventions for People with Down Syndrome

Autor/inn/en	Neil, Nicole; Amicarelli, Ashley; Anderson, Brianna M.; Liesemer, Kailee
Titel	A Meta-Analysis of Single-Case Research on Applied Behavior Analytic Interventions for People with Down Syndrome
Quelle	In: American Journal on Intellectual and Developmental Disabilities, 126 (2021) 2, S.114-141 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-7515
Schlagwörter	Applied Behavior Analysis; Intervention; Down Syndrome; Behavior Modification; Behavior Problems; Program Effectiveness; Skill Development; Communication Skills + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Behaviour modification; Verhaltensänderung; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil
Abstract	This systematic review evaluates single-case research design studies investigating applied behavior analytic (ABA) interventions for people with Down syndrome (DS). One hundred twenty-five studies examining the efficacy of ABA interventions on increasing skills and/or decreasing challenging behaviors met inclusion criteria. The What Works Clearinghouse standards and Risk of Bias in N-of-1 Trials scale were used to analyze methodological characteristics, and Tau-U effect sizes were calculated. Results suggest the use of ABA-based interventions are promising for behavior change in people with DS. Thirty-six high-quality studies were identified and demonstrated a medium overall effect. A range of outcomes was targeted, primarily involving communication and challenging behavior. These outcomes will guide future research on ABA interventions and DS. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: https://meridian.allenpress.com/aaidd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01