Early Intervention for Developmental Functioning: A Quantitative Synthesis of Single-Subject Research

1988 ◽  
Vol 12 (4) ◽  
pp. 359-367 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri ◽  
Irene McEwen
Keyword(s):  
Early Intervention ◽  
Single Subject ◽  
Single Subject Research ◽  
Quantitative Synthesis ◽  
Developmental Functioning

Social Skills Interventions with Students with Emotional and Behavioral Problems: A Quantitative Synthesis of Single-Subject Research

1998 ◽  
Vol 23 (3) ◽  
pp. 193-201 ◽  
Author(s):  
Samp R. Mathur ◽  
Kenneth A. Kavale ◽  
Mary Magee Quinn ◽  
Steven R. Forness ◽  
Robert B. Rutherford
Keyword(s):  
Social Skills ◽  
Behavioral Problems ◽  
Empirical Support ◽  
Emotional And Behavioral Problems ◽  
Single Subject ◽  
Social Skills Interventions ◽  
Single Subject Research ◽  
Analysis Methodology ◽  
Quantitative Synthesis ◽  
Overall Effectiveness

Sixty-four single-subject studies examining the effectiveness of social skills interventions with students with emotional or behavioral problems were included in this synthesis. The results of quantitative synthesis procedures using percentage of nonoverlapping data suggest that social skills interventions have limited empirical support for their overall effectiveness. Implications for future social skills research and quantitative analysis methodology are discussed.

The Quantitative Synthesis of Single-Subject Research

1987 ◽  
Vol 8 (2) ◽  
pp. 24-33 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri ◽  
Glendon Casto
Keyword(s):  
Single Subject ◽  
Single Subject Research ◽  
Quantitative Synthesis

Early Intervention for Children with Conduct Disorders: A Quantitative Synthesis of Single-Subject Research

1986 ◽  
Vol 11 (4) ◽  
pp. 260-271 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri ◽  
Stephen B. Cook ◽  
Colette Escobar
Keyword(s):  
Conduct Disorders ◽  
Outcome Variable ◽  
Single Subject ◽  
Positive Outcomes ◽  
Single Subject Research ◽  
Treatment Data ◽  
Quantitative Synthesis ◽  
Study Characteristics ◽  
Data Points ◽  
Differential Attention

To evaluate treatment of preschool children with conduct disorders, 16 studies were reviewed in which single-subject methodology was employed. Studies were coded for a number of variables including (a) description of target subjects, (b) type of intervention, (c) length and intensity of intervention, (d) primary intervenor, and (e) setting as well as a quantitative outcome variable, percent of treatment data points nonoverlapping with previous baseline phases. Variables were analyzed for covanation between outcomes and study characteristics. Results indicated that (a) reinforcement produced most positive outcomes, followed by punishment timeout and differential attention, respectively: and (b) subject characteristics such as sex, handicapping condition, and target behavior generally bore little relation to treatment outcome. Finally, stronger outcomes were found for homebased interventions and younger subjects, but these findings were inconsistent and were thought to reflect the effects of other variables. Implications for further research are given.

Interventions for Students With Special Needs in Taiwan: A Quantitative Synthesis of Single-Subject Researches

2010 ◽  
Author(s):  
Hsinyi Chen ◽  
Li-Yu Hung ◽  
Yu-Huei Huang ◽  
Hsiu-Fen Chen ◽  
Su-Jan Wong ◽  
...  
Keyword(s):  
Special Needs ◽  
Single Subject ◽  
Students With Special Needs ◽  
Quantitative Synthesis
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