TY - JOUR
T1 - Examining the effects and quality of Interventions based on the assessment of contextual variables
T2 - A meta-analysis
AU - Losinski, Mickey
AU - Maag, John W.
AU - Katsiyannis, Antonis
AU - Ennis, Robin Parks
PY - 2014/7
Y1 - 2014/7
N2 - Interventions based on the results of functional behavioral assessment (FBA) have been the topic of extensive research and, in certain cases, mandated for students with disabilities under the Individuals With Disabilities Education Act. There exist a wide variety of methods for conducting such assessments, with little consensus in the field. The purpose of this study was to conduct a review and meta-analysis of single-case design studies focusing on interventions based on the assessment of contextual variables (i.e., circumstances that form the setting for the behaviors). Results indicated that although most studies demonstrated positive effects that were corroborated by a variety of effect size measures, few met the majority of evidence-based quality indicators. Implications for future research are provided.
AB - Interventions based on the results of functional behavioral assessment (FBA) have been the topic of extensive research and, in certain cases, mandated for students with disabilities under the Individuals With Disabilities Education Act. There exist a wide variety of methods for conducting such assessments, with little consensus in the field. The purpose of this study was to conduct a review and meta-analysis of single-case design studies focusing on interventions based on the assessment of contextual variables (i.e., circumstances that form the setting for the behaviors). Results indicated that although most studies demonstrated positive effects that were corroborated by a variety of effect size measures, few met the majority of evidence-based quality indicators. Implications for future research are provided.
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U2 - 10.1177/0014402914527243
DO - 10.1177/0014402914527243
M3 - Review article
AN - SCOPUS:84903465630
SN - 0014-4029
VL - 80
SP - 407
EP - 422
JO - Exceptional Children
JF - Exceptional Children
IS - 4
ER -