Meta-Analysis of Academic Interventions Derived from Neuropsychological Data

Autor/inn/en	Burns, Matthew K.; Petersen-Brown, Shawna; Haegele, Katherine; Rodriguez, Megan; Schmitt, Braden; Cooper, Maureen; Clayton, Kate; Hutcheson, Shannon; Conner, Cynthia; Hosp, John; VanDerHeyden, Amanda M.
Titel	Meta-Analysis of Academic Interventions Derived from Neuropsychological Data
Quelle	In: School Psychology Quarterly, 31 (2016) 1, S.28-42 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000117
Schlagwörter	Meta Analysis; Intervention; Neuropsychology; Information Utilization; Reading Improvement; Mathematics Education; Journal Articles; Electronic Publishing; Coding; Effect Size; Screening Tests; Group Activities; Individual Activities; Program Design; Educational Practices; Evidence Based Practice; Data; Literature Reviews + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Neuropsychologie; Informationsnutzung; Mathematische Bildung; Journal article; Zeitschriftenaufsatz; Elektronisches Publizieren; Codierung; Programmierung; Screening-Verfahren; Gruppenaktivität; Individual work; Einzelarbeit; Programme design; Programmaufbau; Programmplanung; Bildungspraxis; Daten
Abstract	Several scholars have recommended using data from neuropsychological tests to develop interventions for reading and mathematics. The current study examined the effects of using neuropsychological data within the intervention process with meta-analytic procedures. A total of 1,126 articles were found from an electronic search and compared to inclusion criteria, which resulted in 37 articles that were included in the current study. Each article was coded based on how the data were used (screening--86% or designing interventions--14%), size of the group for which interventions were delivered (small group--45%, individual students--45%, or entire classroom--10%), and type of data collected (cognitive functions--24%, reading fluency--33%, phonemic/phonological awareness--35%, or mixed--8%). A corrected Hedges' g was computed for every study and reported for variables of interest. A Fail-safe N was also computed to determine how many studies with a zero effect would have to be found to change the conclusions. The data resulted in a small effect (g = 0.17) for measures of cognitive functioning, but moderate effects of g = 0.43 and g = 0.48 for measures of reading fluency and phonemic/phonological awareness. There were few studies that examined measures of cognitive functioning within the intervention process. Taken together with previous research, the data do not support the use of cognitive measures to develop interventions but instead favor more direct measures of academic skills (e.g., reading fluency) in a skill-by-treatment interaction. Implications for practice and future research are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01