Two previous reviews have indicated that self-regulated strategy instruction (SRSD) is an evidence-based practice that can improve the writing skills of students with emotional and behavioral disorders. The purpose of this meta-analysis is to extend the findings and analytic methods of previous reviews by examining published studies regarding SRSD, analyzing the findings of both single-case and group designs using a common effect size metric (Hedges g), and applying methods to address publication bias. In addition, the present meta-analysis examined the difference in treatment effect due to differences in moderating variables. Sixteen of the 20 studies examined met inclusion criteria based on the Council for Exceptional Children's Standards for Evidence-Based Practices in Special Education. Results indicated that SRSD interventions had large effect sizes across three dependent variables (i.e., essay elements, quality, and word count), and treatment effects were significant for study design and race/ethnicity. Type of instruction, intervention agent, and gender did not significantly predict response to SRSD instruction. Also, the results showed limited risk of bias in the tendency of journals to publish only positive findings. Based on these findings, implications for future research and teaching with SRSD are discussed.

Proficiency with fractions is one of the most significant predictors of later mathematics achievement. However, there are currently no meta-analyses that assess the literature base on fractions for students with or at risk for disabilities using quality indicators. We applied the 2014 Council for Exceptional Children Standards for Evidence-Based Practices in Special Education (CEC EBP) to 21 studies, both single-case and group designs, with instructionally based fraction interventions, published from 1986 to 2017. Ten of the included studies met all of the CEC EBP quality indicators, and effect sizes ranged from g = 0.42 to 11.51 across interventions. Publication bias was mixed but limited across the research base. Included studies examined the effects of anchored instruction, explicit instruction, graduated instruction, strategy instruction, and video modeling; explicit instruction was determined to be an evidence-based practice when applying the CEC EBP standards. We offer limitations and directions for future research in this area.

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.

An understanding of one’s intention to pursue a career related to special education is crucial yet there is limited research in this area. This study examined factors that influence teacher candidates’ intention to pursue a career in special education by surveying 214 preservice teachers. Data were analyzed using path analysis to capture the complex relationships. Results revealed that interest/commitment and outcome expectations of the special education careers were the two most important predictors of preservice teachers’ intention to work in special education–related careers. Special education teaching efficacy only has an indirect effect on their special education career intention via two mediator variables (i.e., special education outcome expectations and career interest/commitment to children with special needs). Preservice teachers’ personal and work experiences with individuals requiring special services directly influence their interest and commitment to serving individuals with special needs, and thus indirectly impact their intention to pursue a special education career.

In the current study we examined the effect of a self-regulated strategy development intervention on the fraction calculations of students with or at risk for disabilities using a multiple-baseline-across-sites, single-case design. Specifically, the intervention package addressed the following skills: adding and subtracting fractions with unlike denominators, simplifying fractions, and converting improper fractions to mixed numbers. The intervention was implemented with high levels of treatment fidelity and social validity across three separate intervention agents. Results of the study showed the intervention to be effective, with 15 of the 16 participants making marked gains on fraction probes. We discuss the results of the study with respect to the research questions, provide limitations to the study, and propose areas for future research.