A Meta-Analysis of Behavior Interventions for Students With Emotional-Behavioral Disorders in Self-Contained Settings.
Students with emotional-behavioral disorders (EBDs) often learn in alternative classroom settings to provide more intensive instruction that meets their educational needs. Although research has demonstrated promise for several behavior intervention practices in general education settings, the genera...
| Publicado en: | Behavioral Disorders Vol. 48; no. 4; pp. 269 - 284 |
|---|---|
| Autores principales: | , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Aug2023
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=164873279&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 164873279 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Aug2023 vid: 48 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 164873279 162532366 164873279 164873279 10.1177/01987429231160285 164873279 ppf: 269 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: A Meta-Analysis of Behavior Interventions for Students With Emotional-Behavioral Disorders in Self-Contained Settings. aug: au: Gersib, Jenna A. Mason, Sarah affil: The University of Texas-Austin, USA sug: subj: Behavioral and Mental Disorders Psychosocial Factors Learning Environment Information Needs Schools, Special Students with Disabilities Education Human Systematic Review Meta Analysis Psycinfo ERIC Database Descriptive Statistics Thematic Analysis Disruptive Behavior Communication Parent-Child Relations ab: Students with emotional-behavioral disorders (EBDs) often learn in alternative classroom settings to provide more intensive instruction that meets their educational needs. Although research has demonstrated promise for several behavior intervention practices in general education settings, the generalizability of these practices to more restricted environments is unknown. Thus, this meta-analysis aimed to examine the class-wide behavior interventions tested in self-contained learning environments for students with EBDs. Studies investigating behavioral interventions in alternative elementary settings were systematically screened. Fifteen studies with 20 effect sizes met inclusion criteria and results from each study were synthesized. An estimated average effect was calculated (g = 0.93, SE = 0.16), demonstrating that tested interventions are typically effective in self-contained learning environments to improve student behaviors. A thematic analysis and multi-level meta-regression were conducted to determine which elements are most beneficial to students in these unique learning environments. Results indicated that interventions that included relational supports, such as daily parent communication, differentially benefited students (B = 1.26, SE = 0.15). Limitations include the small number of studies meeting inclusion criteria that have investigated behavior interventions in self-contained settings and the need for improved research quality. Implications suggest support for adapting standardized practice elements, such as group contingencies, to improve student behaviors in multiple learning environments. pubtype: Academic Journal doctype: meta analysis research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|