Do Functional Behavioral Assessments Improve Intervention Effectiveness for Students Diagnosed with ADHD? A Single-Subject Meta-Analysis
The primary purpose of this quantitative synthesis of single-subject research was to investigate the relative effectiveness of function-based and nonfunction-based behavioral interventions for students diagnosed with attention-deficit/hyperactivity disorder. In addition, associations between various...
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Veröffentlicht in: | Journal of behavioral education 2013-09, Vol.22 (3), p.253-282 |
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Hauptverfasser: | , |
Format: | Artikel |
Sprache: | eng |
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Online-Zugang: | Volltext |
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Zusammenfassung: | The primary purpose of this quantitative synthesis of single-subject research was to investigate the relative effectiveness of function-based and nonfunction-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. |
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ISSN: | 1053-0819 1573-3513 |
DOI: | 10.1007/s10864-013-9174-4 |