Single case experimental design (SCED) is an indispensable methodology when evaluating intervention efficacy. Despite long-standing success with using visual analyses to evaluate SCED data, this method has limited utility for conducting meta-analyses. This is critical because meta-analyses should drive practice and policy in behavioral disorders…

Multilevel meta-analysis is an innovative synthesis technique used for the quantitative integration of effect size estimates across participants and across studies. The quantitative summary allows for objective, evidence-based, and informed decisions in research, practice, and policy. Based on previous methodological work, the technique results in…

Students with emotional and behavioral disorders (EBD) exhibit problem behaviors that potentially result in lower performance in reading and related content areas. Researchers and policy makers have increasingly emphasized the need for evidence-based practices (EBPs) in reading. However, conclusions made regarding the effectiveness of the…

Of the myriad practices currently utilized for students with disabilities, particularly students with or at risk for emotional and/or behavioral disorder (EBD), functional behavior assessment (FBA) is a practice with an emerging solid research base. However, the FBA research base relies on single-subject design (SSD) and synthesis has relied on…

Two previous reviews have indicated that self-regulated strategy instruction (SRSD) is an evidence-based practice that can improve the writing skills of students with emotional and behavioral disorders. The purpose of this meta-analysis is to extend the findings and analytic methods of previous reviews by examining published studies regarding…

Self-regulated strategy development (SRSD) is an evidence-based intervention for use with students with emotional and behavioral disorders (EBD). To date, there are nine studies investigating SRSD in alternative education settings, including self-contained day and residential schools, with 113 students with EBD in grades 3 through 12. A brief…

The findings of a meta-analysis of the effect of reading instruction on the reading skills of students with or at risk of behavioral disorders (BD) are reported. The goal of the synthesis was to extend the work of Coleman and Vaughn by (a) detailing independent variables and outcome measures for each study, (b)including studies sampling from…

One current area of dispute in the psychological literature is the inclusion of and proper meta-analytic data analysis procedures for single-subject designs. The current single-subject meta-analysis (N = 25) investigated the effect of time-out for the reduction of disruptive classroom behaviors in nondevelopmentally delayed children. Two separate…

Meta-analysis of 70 studies examining the efficacy of drug treatment for severe behavior disorders indicate a modest positive effect for drug intervention. Subsets of data aggregating behavioral, cognitive, and physiological outcomes are examined as well as variation for drug effects in terms of subject characteristics and design variables.…

Results of three forms of meta-analysis on 41 studies involving behavior disorders revealed powerful effects of treatment: both interventions targeting classroom behavior and those attributable to a behavioral orientation were somewhat more powerful and robust. Methodological flaws, however, are cited. Recommendations for solidifying the research…

Teaching social skills to students with emotional and behavioral disorders (EBD) has become an accepted practice. Literally hundreds of social skills training (SST) efficacy studies for students with EBD appear in the literature. As a result, many authors have published both narrative and meta-analytic reviews of the literature. Reviews have…

Reviews past and present conceptualizations and summarized narrative and meta-analytic reviews of social skills training (SST) outcome studies. Overall, modest effect sizes are reported in the meta-analytic literature, suggesting that SST is a relatively weak intervention strategy. Recommendations for rebuilding SST are provided. (Author/CR)

Social skills training has been recommended as an intervention for students having difficulty establishing meaningful social relationships with peers and teachers in school settings. Several meta-analyses of the relevant literature have shown weak to moderate effects, whereas other syntheses have shown somewhat larger effects. The meta-analyses…

Cognitive-behavior therapy (CBT) is based on the notion that thoughts, emotions, and actions are reciprocally linked and that changes in one of these necessarily will produce changes in the others. In CBT, thoughts, emotions, perceptions, and information processing styles all play a key role in the development and remediation of behavior and…

This article provides an analysis of the current knowledge base of social skills training (SST) with students with, or at risk for, Emotional and Behavioral Disorders (EBD). This knowledge base is evaluated with respect to issues regarding construct, internal, external, and social validity of the SST literature. Research syntheses investigating…