A Systematic Review of Characteristics of Students With Emotional Disturbance in Special Education Research

Chow, Jason C.; Morse, Ashley; Zhao, Hongyang; Kingsbery, Corinne; Murray, Rosemary; Soni, Isha

doi:10.1177/07419325221125890

Cited by 5 publications

(3 citation statements)

References 50 publications

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“…The reasons for this are beyond the scope of this review but could be explained by any number of factors, including a difference in history of supports between groups and the type and intensity of interventions used for children with and without disabilities. Though tangential to the primary purpose of this review, our findings align with other reviews that document lack of reporting of race (60% not reported) and ethnicity (over 80% not reported) in special education research (Chow et al, 2022;Robertson et al, 2017).…”

Section: Discussionsupporting

confidence: 85%

Empirically Derived Single-Case-Design Effect Size Distributions of Engagement and Challenging Behavior in Early Childhood Research

Chow

Ledford

Windsor

et al. 2023

Exceptional Children

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The purpose of this study is to present a set of empirically derived effect size distributions in order to provide field-based benchmarks for assessing the relative effects of interventions aimed at reducing challenging behavior or increasing engagement for young children with and without disabilities. We synthesized 192 single-case designs that represented data from 162 individuals and nine groups of individuals (e.g., classes) in 53 reports. We generated distributions of standardized mean difference and log-response ratio using 197 effect sizes for engagement and 146 effect sizes for challenging behavior. We examined benchmarks as a function of publication, disability, dependent variable (primary/secondary), and functional relation status and reported distributions separately by engagement and challenging behavior. Overall, the effect size distributions suggest considerable variability in the magnitude of change associated with school-based interventions for engagement and challenging behavior assessed in the context of single-case designs. Data suggest that expected magnitude of change for engagement and challenging behavior interventions may be difficult to predict and that study and effect size characteristics influence the variability of the distributions. Our results have direct implications for researchers relative to assessing the efficacy of interventions aimed at reducing challenging behavior or increasing engagement in young children with and without disabilities.

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Section: Discussionsupporting

confidence: 85%

Empirically Derived Single-Case-Design Effect Size Distributions of Engagement and Challenging Behavior in Early Childhood Research

Chow

Ledford

Windsor

et al. 2023

Exceptional Children

Self Cite

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show abstract

“…However, the incongruence of interventions with Black populations has not been adequately addressed (Graves et al, 2021). Specifically, we need to consider whether an intervention has been designed, tested, and developed with the population the intervention will be used for (Chow et al, 2022; Steinbrenner et al, 2022). The generalization of an intervention can be limited if we do not examine whether an intervention is differentially effective.…”

Section: Shifting Our Lens: Social and Emotional Intervention Researc...mentioning

confidence: 99%

“…In addition, failure to examine the relevance of interventions across difference can influence its generalizability (Shogren et al, 2018). Thus, we advocate for better representation among research participants and better reporting of participants by researchers, particularly for racial and ethnic groups (Chow et al, 2022; Steinbrenner et al, 2022). For example, in single case design, reporting more comprehensive information about participants allows for a consistent determination about whom the intervention does and does not work for.…”

Section: Shifting Our Lens: Social and Emotional Intervention Researc...mentioning

confidence: 99%

Social and Emotional Intervention Research as Justice: A Case for Accountability

Wahman

Fettig

Zimmerman

2023

Remedial and Special Education

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The field of Special Education is recognized for conducting research designed to improve the quality of life for the children and families we serve. However, our field has been criticized for empirical approaches that are inconsistent with the values and beliefs we articulate as central to our scientific practice. As such, a shift in our research endeavors is warranted. Given the specific calls within early childhood special education for research programs that consider the marginalized experiences of children and families, we posit five guidelines to reframe social and emotional intervention research in early childhood special education as justice-oriented. These guidelines are (a) understand the historical and immediate context of research participants; (b) incorporate best practices in social and emotional assessment to reduce bias; (c) center children’s and families’ voices in social validity measures; (d) address confounding variables to fidelity of implementation; and (e) examine diversity in research team composition.

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Child gender and challenging behavior influences early childhood teachers' use of behavior specific praise

Granger,

Washington‐Nortey,

Chow

et al. 2024

Psychology in the Schools

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This study used data from 435 teacher‐child dyads in early childhood classrooms to examine the extent to which teachers' use of behavior specific praise (BSP) with children screened for elevated rates of externalizing behaviors was influenced by the intensity of child challenging behavior and gender. Observational assessments indicated that teachers used BSP infrequently. A multiple regression model revealed a significant association between the interaction of child challenging behavior and gender and teachers' delivery of BSP. An examination of the simple slopes revealed a disordinal interaction where the relation between challenging behavior and teachers' delivery of BSP differed as a function of child gender. These findings point to an increased need for training to support teachers' use of BSP and understanding of the influence of child gender and behavior on the use of BSP.

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A Systematic Review of Characteristics of Students With Emotional Disturbance in Special Education Research

Cited by 5 publications

References 50 publications

Empirically Derived Single-Case-Design Effect Size Distributions of Engagement and Challenging Behavior in Early Childhood Research

Empirically Derived Single-Case-Design Effect Size Distributions of Engagement and Challenging Behavior in Early Childhood Research

Social and Emotional Intervention Research as Justice: A Case for Accountability

Child gender and challenging behavior influences early childhood teachers' use of behavior specific praise

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