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Direct linkAllen, Justin P.; Kim, Eui Kyung; Jimerson, Shane R. – School Psychology Review, 2023
Meta-analyses and structured reviews provide a synthesis of the results of multiple studies, thus offering unique contributions to informing practice and advancing science in the field of school psychology. High-quality meta-analyses and structured reviews include a review and summary of the extant studies and highlight clear directions for future…
Descriptors: Meta Analysis, Literature Reviews, School Psychology, Synthesis
Villarreal, Victor; Castro-Villarreal, Felicia; Peterson, Lisa S.; Bear, Madeleine; Cortes, Daniela M.; Escobedo, Tanya – School Psychology Review, 2023
We investigated characteristics of school-based mental health screening using multiple-gating (MG) approaches through a systematic review of the literature and proportional meta-analyses of screening participation and risk identification. The main analyses included 38 studies conducted in the United States. Pooled estimates indicate that…
Descriptors: Mental Health, Screening Tests, Mental Disorders, Educational Environment
Eklund, Katie; Burns, Matthew K.; Oyen, Kari; DeMarchena, Sarah; McCollom, Elizabeth M. – School Psychology Review, 2022
Research has demonstrated that regular school attendance is necessary for acceptable academic performance and the development of desirable social skills and behaviors. One in seven students in the United States struggles with chronic absenteeism, and 36 states use accountability metrics that are designed to assess attendance rates as part of…
Descriptors: Attendance, Evidence Based Practice, Accountability, Kindergarten
Van Camp, Alyssa M.; Wehby, Joseph H.; Martin, Brittany Lee N.; Wright, Jessica R.; Sutherland, Kevin S. – School Psychology Review, 2020
Research indicates that intensification in multitiered systems of support (MTSS) can prevent problem behavior and academic deficits from worsening and ensure that students with the most intensive needs receive the most appropriate supports. In MTSS, it is important to consider evidence-based practices that teachers can intensify to improve student…
Descriptors: Intervention, Meta Analysis, Positive Behavior Supports, Behavior Modification
Alexander, Ryan M.; Reynolds, Matthew R. – School Psychology Review, 2020
Intelligence tests and adaptive behavior scales measure vital aspects of human functioning. Assessment of each is a required component in the diagnosis or identification of intellectual disability. The present study investigated the population correlation between intelligence and adaptive behavior using psychometric meta-analysis. The main…
Descriptors: Meta Analysis, Incidence, Intelligence Tests, Clinical Diagnosis
Schnorrbusch, Chelsea; Fabiano, Gregory A.; Aloe, Ariel M.; Toro Rodriguez, Roberto C. – School Psychology Review, 2020
One potential source contributing to the misdiagnosis and inappropriate treatment of attention deficit hyperactivity disorder (ADHD) could be as simple as a child's age in relation to others in their grade. Studies indicate that children who are youngest in their grade are at greater risk of being diagnosed with, and medicated for, ADHD. The…
Descriptors: Meta Analysis, Attention Deficit Hyperactivity Disorder, Age Differences, Clinical Diagnosis
Roorda, Debora L.; Jak, Suzanne; Zee, Marjolein; Oort, Frans J.; Koomen, Helma M. Y. – School Psychology Review, 2017
The present study took a meta-analytic approach to investigate whether students' engagement acts as a mediator in the association between affective teacher-student relationships and students' achievement. Furthermore, we examined whether results differed for primary and secondary school and whether similar results were found in a longitudinal…
Descriptors: Affective Behavior, Teacher Student Relationship, Longitudinal Studies, Meta Analysis
Chaffee, Ruth K.; Briesch, Amy M.; Johnson, Austin H.; Volpe, Robert J. – School Psychology Review, 2017
Off-task and disruptive classroom behavior impedes the learning of the children emitting these behaviors as well as the delivery of instruction to the entire class, which may lead to decreased academic achievement and more severe behavior problems. A meta-analysis of the single-case literature was conducted to understand the effectiveness of…
Descriptors: Student Behavior, Behavior Problems, Meta Analysis, Intervention
Soares, Denise A.; Harrison, Judith R.; Vannest, Kimberly J.; McClelland, Susan S. – School Psychology Review, 2016
Recent meta-analyses of the effectiveness of token economies (TEs) report insufficient quality in the research or mixed effects in the results. This study examines the contemporary (post-Public Law 94-142) peer-reviewed published single-case research evaluating the effectiveness of TEs. The results are stratified across quality of demonstrated…
Descriptors: Effect Size, Token Economy, Meta Analysis, Nonparametric Statistics
Briesch, Amy M.; Briesch, Jacquelyn M. – School Psychology Review, 2016
The current study meta-analyzed 47 single-subject studies of behavioral self-management interventions that were published between 1971 and 2011. In addition to obtaining an overall measure of effect across all self-management studies (f = 0.93), analyses were conducted to assess whether treatment effectiveness was moderated by factors such as…
Descriptors: Meta Analysis, Self Management, Intervention, Research Design
