Peer-Mediated Interventions to Address Social Competence Needs of Young Children With ASD: Systematic Review of Single-Case Research Design Studies

Martinez, Jose R.; Waters, Chelsea L.; Conroy, Maureen A.; Reichow, Brian

doi:10.1177/0271121419839136

Cited by 22 publications

(24 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…were marked by ? 3 Bolded means are the smallest mean decreases under each method. 4 Shaded p values indicate non-significant results.…”

Section: Student-level Assessment Based On Immediacy Of the Effectmentioning

confidence: 99%

“…2 Tau c was computed because of a significant baseline trend (p ≤ 0.03, 2-tailed); the statistical test of the baseline trend can be low-powered if baseline scores are fewer than seven [61]. 3 Tauc was significant at p = 0.0007 after adjusting out-of-range predicted scores using the Tauc R function at https://osf.io/h75fd/?view_only=0c4 0cd0678ed45798501de418cca0f44 [32]. 4 Shaded ps indicate non-significant results.…”

Section: Student-level Assessment Based On Nonoverlapmentioning

confidence: 99%

“…SCD studies in education are characterized by repeated measures of an outcome behavior over time, participants serving as their own controls, and smaller samples as compared to group design studies. For example, a teacher may implement peer-mediated interventions to improve social skills of children with autism [3]. A counselor may examine effects of a motivational interviewingbased program on children's classroom behavior [4].…”

Section: Introductionmentioning

confidence: 99%

“…Had no missing scores during SSR1 and RC1; results were identical under all four methods. 2 Bolded means are the smallest mean decreases under each method 3. Shaded p values indicate non-significant results.…”

mentioning

confidence: 99%

See 3 more Smart Citations

Assessing Intervention Effects in the Presence of Missing Scores

Peng

Chen

2021

Education Sciences

View full text Add to dashboard Cite

Due to repeated observations of an outcome behavior in N-of-1 or single-case design (SCD) intervention studies, the occurrence of missing scores is inevitable in such studies. Approximately 21% of SCD articles published in five reputable journals between 2015 and 2019 exhibited evidence of missing scores. Missing rates varied by designs, with the highest rate (24%) found in multiple baseline/probe designs. Missing scores cause difficulties in data analysis. And inappropriate treatments of missing scores lead to consequences that threaten internal validity and weaken generalizability of intervention effects reported in SCD research. In this paper, we comprehensively review nine methods for treating missing SCD data: the available data method, six single imputations, and two model-based methods. The strengths, weaknesses, assumptions, and examples of these methods are summarized. The available data method and three single imputation methods are further demonstrated in assessing an intervention effect at the class and students’ levels. Assessment results are interpreted in terms of effect sizes, statistical significances, and visual analysis of data. Differences in results among the four methods are noted and discussed. The extensive review of problems caused by missing scores and possible treatments should empower researchers and practitioners to account for missing scores effectively and to support evidence-based interventions vigorously. The paper concludes with a discussion of contingencies for implementing the nine methods and practical strategies for managing missing scores in single-case intervention studies.

show abstract

“…were marked by ? 3 Bolded means are the smallest mean decreases under each method. 4 Shaded p values indicate non-significant results.…”

Section: Student-level Assessment Based On Immediacy Of the Effectmentioning

confidence: 99%

Section: Student-level Assessment Based On Nonoverlapmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Assessing Intervention Effects in the Presence of Missing Scores

Peng

Chen

2021

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Moreover, social competence difficulties may lead to poor developmental outcomes, decreased participation in inclusive educational and community settings, and increased negative interactions with adults and peers. Thus, it is important for practitioners to implement individualized interventions to address children's social competence needs, particularly with children with or at risk of disabilities (Brown et al, 1996;Martinez et al, 2019;Whalon et al, 2015). In addition, all children…”

Section: Social Competence In Early Childhoodmentioning

confidence: 99%

Individualized Peer-Mediated Interventions to Increase Young Children’s Social Competence

Martinez

Prykanowski

Waters

2020

Young Exceptional Children

Self Cite

View full text Add to dashboard Cite

M s. Caroline is the lead teacher of an inclusive preschool classroom in a suburban school district that serves children and families from lowincome backgrounds. Yan Alberto, a 3-year-old boy, is one of 15 children in Ms. Caroline's class. He is monolingual, communicates with two-to three-word utterances in English, and follows two-word requests. In the mornings, many centers are available and up to five children participate in each center. Ms. Caroline observes that Yan Alberto engages in parallel play during these centers. He plays with the toys available in each center, stays close to his peers, and appears interested in what his peers are doing. However, he hardly initiates toward them. Yan Alberto's parents have also observed this behavior with his older sibling and during family gatherings. Ms. Caroline and Yan Alberto's parents feel he would like to interact with peers but that he does not know how to initiate those interactions. In consultation with a behavior specialist from the school district, she learns that peer-mediated interventions (PMIs) may help teach Yan Alberto to initiate and respond to his peers.

show abstract

Self‐management interventions for reducing challenging behaviors among school‐age students: A systematic review

Thompson¹,

Ruhr²,

Maynard³

et al. 2022

Campbell Systematic Reviews

View full text Add to dashboard Cite

Background: Challenging classroom behaviors can interfere with student social and academic functioning and may be harmful to everyone in schools. Self-management interventions within schools can address these concerns by helping students develop necessary social, emotional, and behavioral skills. Thus, the current systematic review synthesized and analyzed school-based self-management interventions used to address challenging classroom behaviors. Objectives: The current study aimed to inform practice and policy by (a) evaluating the effectiveness of self-management interventions at improving classroom behaviors and academic outcomes and (b) examining the state of research for selfmanagement interventions based on existing literature. Search Methods: Comprehensive search procedures included electronically searching online databases (e.g., EBSCO Academic Search Premier, MEDLINE, ERIC, PsycINFO), hand-searching 19 relevant journals (e.g., School Mental Health, Journal of School Psychology), reference-list searching 21 relevant reviews, and searching gray literature (e.g., contacting authors, searching online dissertation/theses databases and national government clearinghouses/websites). Searches were completed through December of 2020. Selection Criteria: Included studies employed either a multiple group-design (i.e., experimental or quasi-experimental) or single-case experimental research design and met the following criteria: (a) utilized a self-management intervention, (b) conducted in a school setting, (c) included school-aged students, and (d) assessed classroom behaviors.Data Collection and Analysis: Standard data collection procedures expected by the Campbell Collaboration were used in the current study. Analyses for single-case design studies incorporated three-level hierarchical models to synthesize main effects, and meta-regression for moderation. Further, robust variance estimation was applied to both single-case design and group-design studies to account for dependency issues.

show abstract

Peer-Mediated Interventions to Address Social Competence Needs of Young Children With ASD: Systematic Review of Single-Case Research Design Studies

Cited by 22 publications

References 45 publications

Assessing Intervention Effects in the Presence of Missing Scores

Assessing Intervention Effects in the Presence of Missing Scores

Individualized Peer-Mediated Interventions to Increase Young Children’s Social Competence

Self‐management interventions for reducing challenging behaviors among school‐age students: A systematic review

Contact Info

Product

Resources

About