Empirically Derived Single-Case-Design Effect Size Distributions of Engagement and Challenging Behavior in Early Childhood Research

Autor/inn/en	Chow, Jason C.; Ledford, Jennifer R.; Windsor, Sienna; Bennett, Paige
Titel	Empirically Derived Single-Case-Design Effect Size Distributions of Engagement and Challenging Behavior in Early Childhood Research
Quelle	In: Exceptional Children, 90 (2023) 1, S.76-92 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chow, Jason C.) ORCID (Ledford, Jennifer R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029231165505
Schlagwörter	Behavior Problems; Intervention; Prediction; Learner Engagement; Effect Size; Benchmarking; Preschool Children; Educational Research; Disabilities; Research Design; Case Studies + Suchen Sie Ihr Suchwort? Vorhersage; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bildungsforschung; Pädagogische Forschung; Handicap; Behinderung; Forschungsdesign; Case study; Fallstudie; Case Study
Abstract	The purpose of this study is to present a set of empirically derived effect size distributions in order to provide field-based benchmarks for assessing the relative effects of interventions aimed at reducing challenging behavior or increasing engagement for young children with and without disabilities. We synthesized 192 single-case designs that represented data from 162 individuals and nine groups of individuals (e.g., classes) in 53 reports. We generated distributions of standardized mean difference and log-response ratio using 197 effect sizes for engagement and 146 effect sizes for challenging behavior. We examined benchmarks as a function of publication, disability, dependent variable (primary/secondary), and functional relation status and reported distributions separately by engagement and challenging behavior. Overall, the effect size distributions suggest considerable variability in the magnitude of change associated with school-based interventions for engagement and challenging behavior assessed in the context of single-case designs. Data suggest that expected magnitude of change for engagement and challenging behavior interventions may be difficult to predict and that study and effect size characteristics influence the variability of the distributions. Our results have direct implications for researchers relative to assessing the efficacy of interventions aimed at reducing challenging behavior or increasing engagement in young children with and without disabilities. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01