A meta‐analysis of school‐wide positive behavior support: An exploratory study using single‐case synthesis

Positive Behavior Support (PBS) for behavioral problems was included in the 1997 Individuals With Disabilities Education Act reauthorization, reflecting the increased implementation and strengthening empirical evidence for PBS in schools. Whereas PBS can be used reactively, its flexibility has led to a popular comprehensive school‐wide model used for prevention. School‐Wide Positive Behavioral Support (SWPBS) has been used across a variety of school environments and various demographics and has been evaluated using a variety of different outcome measures. The authors conducted a meta‐analysis of SWPBS research spanning 16 years and 20 articles. Specifically, single‐case studies were evaluated using a regression‐based procedure. Results show promising early trends in the data across dependent variables with a need for further research in specific areas. © 2011 Wiley Periodicals, Inc.     

Effectiveness of school‐based psychotherapy: A meta‐analysis of dissertation research

A meta‐analysis was conducted with 65 school‐based psychotherapy and counseling dissertations over the last 10 years (1998–2008) to assess if a file‐drawer problem (i.e., studies conducted but not published that, as a whole, have different results than studies in the same area published) exists in the school‐based outcome literature. An overall mean effect size of 0.44 was found for 73 treatment interventions. This effect size is comparable to Prout and DeMartino's 1986 meta‐analysis conducted with published school‐based studies and approximately half a standard deviation smaller than Prout and Prout's 1998 meta‐analysis of school‐based intervention studies. A bias does appear to exist but seems to be smaller than the bias found in the general child and adolescent psychotherapy outcome literature. Most of the dissertation studies evaluated group interventions and used a cognitive–behavioral or skills training intervention. Skills training and interventions with elementary‐school students yielded the largest effect sizes. Comparisons of the current study with previous school‐based intervention meta‐analyses are discussed as are suggestions for future research. © 2010 Wiley Periodicals, Inc.     

The effects of team training on team outcomes: A meta‐analysis

A meta‐analysis was conducted to determine relationships between team training and team effectiveness. Results from the 21 studies provided evidence that training is positively related to team effectiveness and effectiveness in five outcome categories: affective, cognitive, subjective task‐based skill, objective task‐based skill, and teamwork skill.     

The effectiveness of digital game‐based vocabulary learning: A framework‐based view of meta‐analysis

This study presents the results of a meta‐analytic study about the effects of digital game‐based learning (DGBL) on vocabulary. The results of the study showed that the effects of DGBL on vocabulary learning may vary with game design features (Q = 5.857, df = 1, p = .016), but not with learners' age (Q = 0.906, df = 1, p = .341) or linguistic background (Q = 0.0001, df = 1, p = .994). In light of the research findings, Csikszentmihalyi's ( 1990 ) Flow Theory was adopted to theorize the role of game design in DGBL. It is proposed that a hierarchy should exist on the “challenge” axis in the Flow Theory, with adventure‐oriented games above non‐adventure‐based games along the “challenge” axis. The theoretical underpinning is that the dynamic equilibrium between challenge and abilities can function independently of the effects of learners' age and linguistic background.     

The use of touch devices for enhancing academic achievement: A meta‐analysis

Touch devices such as tablets and smartphones are widely adopted in educational settings and have many desirable features. However, research supporting the use of touch devices to improve academic achievement is emergent and has not been evaluated through a meta‐analysis. We conducted a meta‐analysis of 65 group and single case design research studies, published 2010–2018, to evaluate the effects of touch device implementation on academic achievement. The overall mean effect sizes were moderate for group design and single case design studies. Participant, intervention, and study attributes were also evaluated to describe the research and how these attributes may moderate the results. Overall, results suggest that touch devices may be an effective tool for enhancing academic achievement. The need to conduct additional, rigorous research on the use of touch devices as well as implications for researchers and practitioners are discussed.     

Cross‐survey analysis of school violence and disorder

School psychologists and administrators are often asked to respond to student violence and disorder based on incomplete or inaccurate information about the nature and scope of these problems in their schools. Records of disciplinary actions and incidents may reflect only the tip of the proverbial iceberg. In national surveys, school administrators report rates of violence and disorder that are only a small fraction of the rates reported by students in national self‐report surveys. Student self‐report surveys on school violence and disorder may offer school officials a means of more accurately appraising the prevention needs of their students. This article compares the methods and findings of three national surveys of students in an effort to understand what methodological characteristics have the most salient impact on their findings. The article examines measures of school‐related weapon carrying and fear from all three national surveys contrasting their modes of administration and question phrasing. Estimates from even the most expertly designed and administered survey will include some error. However, the stability and comparability of the national surveys across time and across surveys suggest that student self‐report surveys are valuable tools for school‐level needs assessment. © 2001 John Wiley & Sons, Inc.     

The self‐concepts and perceived competencies of gifted and non‐gifted students: a meta‐analysis

The current meta‐analysis compares the self‐concepts and perceived competencies of gifted and non‐gifted students. Using meta‐analytic methods to synthesise the results of 40 studies, we found that gifted students scored significantly higher than non‐gifted students on measures of academic and behavioural perceived competence, as well as global self‐concept. Gifted students scored significantly lower than non‐gifted students on measures of appearance and athletic perceived competence. Significant heterogeneity was found in the extent to which gifted and non‐gifted students' scores differed in the academic and global domains. Moderator variables such as participant grade level, method of gifted designation and publication year accounted for systematic differences in these domains. Gifted students' appearance and athletic perceived competencies may benefit from specific intervention, but their beliefs in other areas remain positive.     

A meta‐analysis of Tier 2 interventions implemented within School‐Wide Positive Behavioral Interventions and Supports

This meta‐analysis synthesized 26 published single‐case design (SCD) studies on Tier 2 behavior interventions implemented within the educational framework of school‐wide positive behavioral interventions and supports. We used Tau‐U indices to determine the overall magnitudes of effect of the Tier 2 behavior interventions and the potential variables that moderate improved student behavioral outcomes. The 26 studies that were analyzed included a total of 243 student participants. The studies were evaluated to determine whether and to what extent they met What Works Clearinghouse (WWC) SCD standards. Of these, 10 studies were confirmed as meeting WWC SCD standards with or without reservations. Notable findings were that outcomes for students in kindergarten and secondary grade levels were limited, and insufficient screening methods were used to identify and select students needing Tier 2 interventions. The results indicate that the literature reports Tier 2 interventions with effect sizes ranging from 0.26 to 0.98. Average effect size for social skills instruction was found to be large, whereas Check‐in/Check‐out, group contingency, and intervention packages had medium effect sizes. Moderator analyses indicated different effect sizes across intervention types, outcomes, and implementers. The results are discussed in relation to implications for practice, limitations, and future research.     

Relationship between pre‐intervention data and post‐intervention reading fluency and growth: A meta‐analysis of assessment data for individual students

Curriculum‐based measurement is commonly used within a response‐to‐intervention framework to assess the effectiveness of intervention and to triage students into intervention tiers (e.g., the lowest 10% receive a Tier 3 intervention, and those in the 11th to 25th percentiles receive a Tier 2 intervention). We conducted a meta‐analysis of 18 studies to examine the relationship between pre‐intervention assessments and post‐intervention level and growth in reading fluency. The results indicated that several pre‐intervention measures were moderately related to post‐intervention fluency, but only a percentage of comprehension questions answered during baseline assessments, reading fluency age or grade‐based standard scores (SS), and word attack SS resulted in even a small to moderate relationship with reading growth. Moreover, there was no significant difference between the correlation of any two pre‐intervention measures with reading growth, which suggested that all of the measures were equally poorly related to reading growth. Implications for research and practice are discussed. © 2012 Wiley Periodicals, Inc.     

A meta‐analysis of the relationship between student attitudes towards reading and achievement in reading

A meta‐analysis of the relationship between attitudes in reading and achievement in reading was conducted to provide a statistical summary to the observed variability in the magnitude of previously reported effect sizes. A total of 32 studies, with a total sample size of 224,615 were used, and included a total of 118 effect sizes. A multi‐level approach was used in meta‐analysis to determine if variance in the magnitude of effect sizes could be partitioned to study (level 1) and moderator (level 2) levels by using a mixed model approach. Results from the meta‐analysis indicated that the mean strength of the relationship between reading attitudes and achievement is moderate (Z_r=.32), while stronger for students in elementary school (Z_r=.44) when compared with middle school students (Z_r=.24). Findings related to selected moderator variables are discussed, with suggestions for future research.     

A meta‐analytic review of the cover‐copy‐compare and variations of this self‐management procedure

Studies that examined copy‐cover‐compare (CCC) and variations of this procedure were reviewed and analyzed. This review revealed a substantial number of studies that validated the use of CCC across spelling and math skills and across students with and without disabilities. A meta‐analysis of findings indicated that CCC and variations of this procedure were effective for helping students acquire and become fluent in academic skills. The strongest effects were evident when CCC and variations of this procedure were combined with other evidence‐based instructional components. Limitations, future directions for research, and recommendations for practice are offered. © 2011 Wiley Periodicals, Inc.     

A meta‐analysis of parent and teacher reports of depression among students with learning disabilities: Evidence for the importance of multi‐informant assessment

We conducted a meta‐analysis to examine depressive symptomatology among students with learning disabilities (LD), as reported by their parents and teachers. A 2006 meta‐analysis by Maag & Reid of the self‐reports of students with LD indicated that this group's higher report of depressive symptoms compared to non‐LD students was small in magnitude (d = .35). In our meta‐analysis, 31 studies in which depressive symptomatology among school‐age (K–12) students with LD was examined were included. The overall effect size was statistically significant and medium in magnitude (d = .75) and indicated that parents and teachers reported students with LD to experience significantly more depressive symptoms than non‐LD students experience. When integrated with Maag and Reid's findings, these results suggest that parents and teachers appear to report greater depressive symptomatology for students with LD than these students report for themselves. Due to the observed discrepancy, multi‐informant assessment practices and the need for clinical judgment are discussed. © 2011 Wiley Periodicals, Inc.     

Reexamining data from the national reading panel's meta‐analysis: Implications for school psychology

The National Reading Panel (NRP) recently conducted a meta‐analysis about reading interventions and made several recommendations from the data. However, given that reading is the academic area for which most children are referred to school psychologists, further exploration of the implications of the NRP data may be warranted. Effect size data for reading outcome measures were qualitatively interpreted, with none of the posttest effect sizes, and only one‐third of all of the effect size coefficients exhibiting a large effect. Furthermore, reading outcome measures were divided into three categories: pseudowords, words in isolation, and contextual reading. The resulting recomputed mean effect sizes of .84, .92., and .37, respectively, questions the grouping of these three variables into one outcome. Other concerns about methodology were also included. This supports the need for targeted reading interventions based on assessment of reading skills. Implications for the three roles that school psychologists play in the educational research area are also discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 605–612, 2003.     

Meta‐analysis and mega‐analysis: A simple introduction

Statistical methods are increasingly being used to integrate findings from the ever‐expanding universe of empirical research. Meta‐analysis encompasses various techniques for synthesizing summary statistics, and mega‐analysis pools raw data across studies. This paper offers an introduction to meta‐analysis and mega‐analysis that complements the study of analysis of variance (ANOVA). After a brief conceptual discussion, we provide simple numerical examples.     

Effects of antibullying programs on teachers’ interventions in bullying situations. A meta‐analysis

Even though teachers are key figures of a program's effectiveness, most intervention studies have not focused explicitly on the effects of antibullying programs at teacher level. We conducted a meta‐analysis into the effects of school‐based antibullying programs on determinants of teacher intervention, including teachers’ attitudes towards bullying, their self‐efficacy and knowledge regarding intervention strategies, and the effects on teachers’ bullying intervention itself. Following the PRISMA guidelines, 13 peer‐reviewed papers were retrieved that reported outcomes on teachers, staff, and students (N = 948, 2,471, and 138,311, respectively). Antibullying programs had a significant moderate effect on determinants of teacher intervention (g = 0.531) and a significant small to moderate effect on teacher intervention in bullying situations (g = 0.390). Results of the meta‐analysis indicate that the effectiveness of antibullying programs may increase when components are included to reinforce teachers’ attitudes, subjective norms, self‐efficacy, knowledge, and skills towards reducing bullying in the school.