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Journal of Autism and Developmental Disorders

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06-01-2020 | Original Paper

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

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

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 4/2020

Abstract

Challenging behavior is a significant barrier in accessing the general education curriculum for students with developmental disabilities. This necessitates the identification of evidence-based practices for addressing challenging behavior in inclusive settings. The purpose of our meta-analysis is to (a) quantify the magnitude of effect of interventions targeting the reduction of challenging behavior in students with developmental disabilities in inclusive educational settings and (b) determine if participant and intervention characteristics moderate intervention effects. A systematic search of academic databases was conducted to identify studies, which were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect of .94 (95% CI [.87, 1]) and moderating variables associated with behavior topography, interventionist, and intervention components were identified.

vorige artikel The Network Structure of Irritability and Aggression in Individuals with Autism Spectrum Disorder

volgende artikel Development of the Childhood Nonverbal Communication Scale

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Titel: A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings
Auteurs: Catharine Lory
Rose A. Mason
John L. Davis
Danni Wang
So Yeon Kim
Emily Gregori
Marie David
Publicatiedatum: 06-01-2020
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 4/2020
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-019-04329-x

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