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Direct linkCarr, Monica E.; Moore, Dennis W.; Anderson, Angelika – Exceptional Children, 2014
Self-management interventions aimed at skill acquisition and/or improving behavior of students diagnosed with autism spectrum disorders were examined. Twenty-three single-subject research design studies met inclusion criteria. Quality assessment of these studies was conducted using the What Works Clearinghouse guidelines, and treatment effect…
Descriptors: Autism, Pervasive Developmental Disorders, Self Control, Intervention
Vu, Jennifer A.; Babikian, Talin; Asarnow, Robert F . – Exceptional Children, 2011
Expanding on Babikian and Asarnow's (2009) meta-analytic study examining neurocognitive domains, this current meta-analysis examined academic and language outcomes at different time points post-traumatic brain injury (TBI) in children and adolescents. Although children with mild TBI exhibited no significant deficits, studies indicate that children…
Descriptors: Head Injuries, Brain, Language Skills, Meta Analysis
Peer reviewedTateyama-Sniezek, Karen M. – Exceptional Children, 1990
The article reviews the research on effects of cooperative learning on the academic achievement of students with handicaps. Findings of the 12 studies meeting the selection criteria were inconsistent. (Author/DB)
Descriptors: Academic Achievement, Cooperation, Cooperative Learning, Disabilities
Peer reviewedStevens, Robert J.; Slavin, Robert E. – Exceptional Children, 1991
This response to an article by Karen Tateyama-Sniezek (EC 230 117), which examined the effectiveness of cooperative learning with mildly disabled students, reconsiders a table by adding more comparison statistics, effect sizes, and standard individual measures of achievement. Noted are the scarcity of studies including individual accountability…
Descriptors: Academic Achievement, Cooperative Learning, Elementary Education, Instructional Effectiveness
Sabornie, Edward J.; Cullinan, Douglas; Osborne, Susan S.; Brock, Lynne B. – Exceptional Children, 2005
A meta-analysis of 58 studies was performed in which IQ, academic achievement, and behavior characteristics were examined across students with learning disabilities (LD), mild intellectual disabilities (MID), and emotional/behavioral disabilities (E/BD). The effect sizes between students with LD and MID were the largest in the domains of IQ and…
Descriptors: Meta Analysis, Intelligence Quotient, Effect Size, Academic Achievement
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas – Exceptional Children, 1986
This meta-analysis investigated the effects of formative evaluation procedures on student achievement. Twenty-one controlled studies generated 96 relevant effect sizes (average weighted effect size .70). Magnitude of effect of formative evaluation was associated with publication type, data-evaluation method, data display, and use of behavior…
Descriptors: Academic Achievement, Behavior Modification, Comparative Analysis, Elementary Secondary Education
Peer reviewedSwanson, James M.; And Others – Exceptional Children, 1993
Using a "review of reviews" methodology, this literature synthesis on stimulant use with children with attention deficit disorder compared three reviews from each of three review types (traditional, meta-analytic, general audience). A consensus was found to exist about the expected benefits and the acknowledged limitations of stimulant medication.…
Descriptors: Academic Achievement, Attention Deficit Disorders, Behavior Change, Drug Therapy
