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Chaffee, Ruth K.; Briesch, Amy M.; Johnson, Austin H.; Volpe, Robert J. – School Psychology Review, 2017
Off-task and disruptive classroom behavior impedes the learning of the children emitting these behaviors as well as the delivery of instruction to the entire class, which may lead to decreased academic achievement and more severe behavior problems. A meta-analysis of the single-case literature was conducted to understand the effectiveness of…
Descriptors: Student Behavior, Behavior Problems, Meta Analysis, Intervention
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McDougall, Dennis; Ornelles, Cecily; Mersberg, Kawika; Amona, Kekama – Journal of the American Academy of Special Education Professionals, 2015
In this meta-analytic review, we critically evaluate procedures and outcomes from nine intervention studies in which students used tactile-cued self-monitoring in educational settings. Findings suggest that most tactile-cued self-monitoring interventions have moderate to strong effects, have emerged only recently, and have not yet achieved the…
Descriptors: Meta Analysis, Cues, Self Management, Tactual Perception
Flower, Andrea; McKenna, John W.; Bunuan, Rommel L.; Muething, Colin S.; Vega, Ramon, Jr. – Review of Educational Research, 2014
Challenging behavior at school remains a concern for teachers and administrators. Thus classroom management practices to prevent challenging behavior are sorely needed. The Good Behavior Game (GBG) has been found to be useful to positively change student behavior. However, previous reviews of the GBG have not quantified effects, have not focused…
Descriptors: Behavior Problems, Classroom Techniques, Behavior Modification, Student Behavior
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Bowman-Perrott, Lisa; Burke, Mack D.; Zaini, Samar; Zhang, Nan; Vannest, Kimberly – Journal of Positive Behavior Interventions, 2016
The Good Behavior Game (GBG) is a classroom management strategy that uses an interdependent group-oriented contingency to promote prosocial behavior and decrease problem behavior. This meta-analysis synthesized single-case research (SCR) on the GBG across 21 studies, representing 1,580 students in pre-kindergarten through Grade 12. The TauU effect…
Descriptors: Educational Games, Classroom Techniques, Prosocial Behavior, Behavior Problems
Fuchs, Lynn S.; Fuchs, Douglas – 1985
While the aptitude treatment interaction (ATI) approach to educational measurement emphasizes establishing salient learner characteristics, systematic formative evaluation provides ongoing evaluation for instructional program modification. Systematic formative evaluation appears more tenable than ATI for developing individualized instructional…
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Behavior Modification, Effect Size
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Hwang, Myunghee Song; Yeagley, Kathleen Lux; Petosa, Rick – Health Education & Behavior, 2004
Psychosocial smoking prevention studies have shown inconsistent results and theory-driven programs have been related to program success. This meta-analysis was used as a judgment tool for resolving these issues by estimating average program effects and investigating the relative efficacy of program types. The present study examined 65 adolescent…
Descriptors: Smoking, Prevention, Effect Size, Social Influences
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Forness, Steven R. – Exceptionality, 2001
This article reviews 24 meta-analyses concerned with special education interventions and draws tentative conclusions about the relative power of interventions as determined by magnitude of mean effect size for each. Highest effect sizes were obtained for use of mnemonic strategies, reading comprehension strategies, behavior modification, and…
Descriptors: Behavior Modification, Disabilities, Effect Size, Elementary Secondary Education