A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings

Lory, Catharine; Mason, Rose A.; Davis, John L.; Wang, Danni; Kim, So Yeon; Gregori, Emily; David, Marie

doi:10.1007/s10803-019-04329-x

Cited by 22 publications

(36 citation statements)

References 79 publications

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“…As was the case with Murawski and Swanson's (2001) meta-analysis, co-teaching was compared with combinations of solo-taught general education and resource rooms. Losinski et al (2019) identified a non-significant negative effect (d = −0.012) of co-teaching on the achievement of SWD. They also recommended that future researchers include in their meta-analyses gray literature (i.e., unpublished studies and publicly available dissertations, conference proceedings, government documents, white papers, working papers, reports, and evaluations), which has been largely overlooked, and compare the quality of unpublished studies with that of articles published in peer-reviewed journals.…”

Section: Existing Meta-analyses Of Co-teachingmentioning

confidence: 95%

“…In a more recent meta-analysis, Losinski et al (2019) examined the impact of co-teaching for secondary SWD's learning comparing co-taught with resource and solo-taught classes. Their search, which stopped in July 2017, yielded 578 studies, of which nine were el-igible for further analysis.…”

Section: Existing Meta-analyses Of Co-teachingmentioning

confidence: 99%

“…However, to date, all three meta-analyses that focused on co-teaching for SWD (Khoury, 2014;Losinski et al, 2019;Murawski & Swanson, 2001) have not provided clear comparable data on SWD's academic achievement because they aggregated data between SWD and SWOD. In addition, none of the previous meta-analyses compared SWD's achievement per setting, but data from special education resource rooms or solo-taught general education classrooms were aggregated.…”

Section: Existing Meta-analyses Of Co-teachingmentioning

confidence: 99%

“…Previous meta-analyses about academic achievement limit comparisons to SWD taught in secondary special education settings (Losinski et al, 2019), are dated (Murawski & Swanson, 2001), and focus on one type of special education setting (Khoury, 2014;Losinski et al, 2019). Moreover, they limit their search of gray literature sources solely to dissertations (Khoury, 2014;Losinski et al, 2019).…”

Section: Purposementioning

confidence: 99%

See 3 more Smart Citations

Does co-teaching improve academic achievement for students with disabilities? A meta-analysis

King‐Sears

Stefanidis

Berkeley

et al. 2021

Educational Research Review

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Co-teaching consists of general and special education teachers who team to instruct students with and without disabilities in the same classroom. Additionally, some students with disabilities (SWD) receive instruction in special education settings. The purpose of this meta-analysis was to compare academic achievement of SWD in co-taught classes to achievement of SWD in special education settings. A comprehensive search of published and gray literature yielded 26 eligible studies with a total of 3,714 SWD. Results indicate a moderate effect size (g = 0.47) for students in co-taught settings compared to students in special education settings. Although the findings support SWD's academic achievement in co-taught classes, more information is needed to identify what distinguishes characteristics of the SWD in co-taught versus special education settings, as well as instruction in each setting. Factors related to results are described, including the lack of information about instructional practices and equivalency of students assigned to cotaught or special education settings. Implications for future researchers are provided, along with cautions about widespread placement of SWD in either setting without monitoring that effective instructional practices are in place, and that students receive specially designed instruction as stipulated on their Individualized Education Programs.

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Section: Existing Meta-analyses Of Co-teachingmentioning

confidence: 95%

Section: Existing Meta-analyses Of Co-teachingmentioning

confidence: 99%

Section: Existing Meta-analyses Of Co-teachingmentioning

confidence: 99%

Section: Purposementioning

confidence: 99%

See 2 more Smart Citations

Does co-teaching improve academic achievement for students with disabilities? A meta-analysis

King‐Sears

Stefanidis

Berkeley

et al. 2021

Educational Research Review

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“…For instance, Lecavalier (2006) found that teachers' ratings of young people with ASD revealed a high proportion of behavioural difficulties while around 29-32 per cent of young children with ASD also exhibited clinically significant levels of hyperactivity/attention difficulties (Hö glund et al, 2013;Rao and Landa, 2014). A recent meta-analysis study indicated that interventions that incorporate visual prompts and participant preferences helped to significantly reduce the occurrence and frequency of challenging behaviour (Lory et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Pre-school teachers’ perceptions of challenging behaviours of students with autism spectrum disorder within inclusive settings

Nah

2020

AIA

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Purpose Students with autism spectrum disorder (ASD) often have challenging behaviours that can create significant teaching challenges in group settings such as in mainstream pre-school inclusive settings. This study aims to identify and understand, from the perspectives of mainstream pre-school teachers in Singapore, the type of common challenging behaviours observed in pre-schoolers (mean age = 4.5 years, SD = 1.1, range = 3-6) with ASD. Design/methodology/approach Participants consisted of 62 teachers (mean age = 35.8 years; SD = 10.8) teaching in mainstream pre-school centres located in Singapore completed an open-ended survey. Twelve codes were generated and served as guidelines for coding the qualitative data. Codes with similar themes were then grouped to form four construct categories: social communication, restricted and repetitive behaviours, attention and learning and others. Findings Results indicated that difficulty with change/transition and social/peer interaction were the most concerning issues across all settings, whereas “lesson time” and “circle time” were the two most common activities/settings in which the concerns were reported by teachers. Originality/value Findings from this paper may add to the limited research looking at the challenging behaviours exhibited by children with ASD in mainstream pre-school settings in Singapore. Understanding the type of challenging behaviours presented in pre-schoolers with ASD and the activities/settings in which these behaviours occur may help the teachers to link the difficulties to specific interventions to further support their inclusion in a mainstream pre-school setting.

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Precursor Behaviors to Severe Challenging Behaviors

Ramey

Craig

Gunning

et al. 2023

Autism and Child Psychopathology Series

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A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings

Cited by 22 publications

References 79 publications

Does co-teaching improve academic achievement for students with disabilities? A meta-analysis

Does co-teaching improve academic achievement for students with disabilities? A meta-analysis

Pre-school teachers’ perceptions of challenging behaviours of students with autism spectrum disorder within inclusive settings

Precursor Behaviors to Severe Challenging Behaviors

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