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Descriptors:
Reading Achievement; Intervention; Reading Difficulties; Reading Fluency; Effect Size; Reading Instruction; Meta Analysis; Program Effectiveness; Reading Skills

Abstract:
This synthesis extends a report of research on extensive interventions in kindergarten through third grade (Wanzek & Vaughn, 2007) to students in Grades 4 through 12, recognizing that many of the same questions about the effectiveness of reading interventions with younger students are important to address with older students, including (a) how effective are extensive interventions in improving reading outcomes for older students with reading difficulties or disabilities and (b) what features of extensive interventions (e.g., group size, duration, grade level) are associated with improved outcomes. Nineteen studies were synthesized. Ten studies met criteria for a meta-analysis, reporting on 22 distinct treatment/comparison differences. Mean effect sizes ranged from 0.10 to 0.16 for comprehension, word reading, word reading fluency, reading fluency, and spelling outcomes. No significant differences in student outcomes were noted among studies related to instructional group size, relative number of hours of intervention, or grade level of intervention. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Research Methodology; Fidelity; Journal Articles; Regular and Special Education Relationship; Outcomes of Treatment; Educational Practices; Program Descriptions; Performance Factors; Literature Reviews; Meta Analysis; Outcome Measures; Health Education; Program Effectiveness; Program Evaluation; Program Implementation

Abstract:
Treatment fidelity reporting practices are described for journals that published general and special education intervention research with high impact factors from 2005 through 2009. The authors reviewed research articles, reported the proportion of intervention studies that described fidelity measurement, detailed the components of fidelity measurement reported, and determined whether the components of fidelity reported differed based on the research design, the type of intervention, or the number of intervention sessions. Results indicate that even intervention research articles in high-quality general and special education journals inconsistently report fidelity (less than 70% of the articles). Authors of single-case studies most frequently reported the collection of intervention fidelity data (81.3% of articles, compared with 67.4% of treatment-comparison study articles). Of the 67% of articles that provided information about intervention fidelity procedure, only 9.8% provided data about the quality of the treatment intervention. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Developmental Delays; Interaction; Quasiexperimental Design; Fidelity; Participant Characteristics; Outcomes of Treatment; Program Effectiveness; Generalization; Sustainability; Program Implementation; Literature Reviews; Meta Analysis; Behavior Change; Parenting Skills; Parenting Styles; Synthesis; Sample Size; Research Design; Interaction Process Analysis; At Risk Students; Emotional Response; Social Development; Interpersonal Communication; Journal Articles

Abstract:
The purpose of this article is to synthesize the available studies regarding responsive interaction intervention (RII) for children with or at risk for developmental delays with a focus on six dimensions: (a) the characteristics of participants, (b) the features of RII, (c) the measurement of treatment fidelity, (d) the overall effectiveness of RII as reflected by the percentage of studies reporting significant changes in adult or child outcomes, (e) the measurement of maintenance and generalization of RII effects, and (f) the social validity or level of acceptability. Through a search of articles from 1990 to 2010, the authors identified 26 studies (31 articles) employing group experimental or quasiexperimental designs incorporating these dimensions. Overall, the results of the reviewed studies indicated that implementation of RII resulted in significant positive changes in adults' responsive behaviors and children's emotional and social-communicative outcomes. Although the most frequently reported child outcomes were in the social-communication domain, the most consistently significant positive outcomes for parent and child outcomes were in the emotional domain. The authors identify several gaps in this literature and suggest areas where research is needed. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Meta Analysis; Psychological Studies; Clinical Psychology; Intervention; Evidence; Parent Education; Parent Child Relationship; Child Behavior; Behavior Problems; Behavior Modification; Effect Size; Outcomes of Treatment

Abstract:
Evidence-based interventions are often unavailable in everyday clinical settings. This may partly reflect practitioners' assumptions that research evidence does not reflect "real-world" conditions. To examine this further, we systematically assessed the clinical effectiveness of parent management training (PMT) for the treatment of child disruptive behavior across different real-world practice contexts. We identified 28 relevant randomized controlled trials from a systematic search of electronic bibliographic databases and conducted a meta-analysis of child outcomes across trials. Planned subgroup analyses involved comparisons between studies grouped according to individual real-world practice criteria and total real-world practice criteria scores, reflecting the extent to which PMT was delivered by non-specialist therapists, to a clinic-referred population, in a routine setting, and as part of a routine service. Meta-analysis revealed a significant overall advantage for PMT compared with waitlist control conditions. Subgroup analyses did not demonstrate significant differences in effect size estimates according to the total number of real-world practice criteria met by studies. Moreover, no consistent relationships were found between specific practice criteria and effect size estimates. In conclusion, PMT appears to be an effective treatment for children with disruptive behavior problems. There was no clear evidence that conducting PMT in real-world practice contexts is a deterrent to achieving effective child behavior outcomes, although relative advantage to "usual care" was not directly examined and the power of the analysis was limited as a result of significant heterogeneity. More research is needed to investigate whether this finding is generalizable to other psychological interventions. Suggestions are also made for developing more differentiated criteria to assist with evaluating the specific applicability of research evidence to different care providers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Difficulties; Intervention; Effect Size; Reading Skills; Reading Instruction; Meta Analysis; Literature Reviews; Synthesis; Middle School Students; Elementary School Students; Norm Referenced Tests; Educational Research; Reading Research; Outcome Measures

Abstract:
This article synthesizes the experimental literature on reading interventions for upper elementary and middle school students identified with reading disabilities on norm-referenced reading measures. Ten studies (12 independent samples) yielded 70 effect sizes on norm-referenced reading measures with an aggregated mean of 0.41 (SE = 0.04) in favor of the experimental condition. Moderate effect sizes emerged on norm-referenced measures of word identification (M = 0.41), decoding (M = 0.43), and comprehension (M = 0.73) and low effect sizes for fluency (M = -0.29). Intervention outcomes did not significantly vary as a function of the reading skills measured, type of reading instruction, and/or variations in sample characteristics. Studies yielding low and relatively moderate effect sizes shared a number of instructional components. Overall, the magnitude of the results for experimental reading intervention studies for students with reading disabilities in the middle school age range was small to moderate. Implications of the study were discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Well Being; Depression (Psychology); Internet; Control Groups; Psychology; Meta Analysis; Intervention; Counseling Techniques; Counseling Effectiveness; Outcomes of Treatment; Regression (Statistics); Therapy; Research Needs

Abstract:
Web-based psychological interventions aim to make psychological treatments more accessible and minimize clinician input, but their effectiveness requires further examination. The purposes of the present study are to evaluate the outcomes of web-based interventions for treating depressed adults using meta-analytic techniques, and to examine moderating effects on these interventions. A random-effects analysis yielded a medium effect of web-based interventions compared to controls, with a significant reduction in depression and improvement in well-being. Regression analysis revealed moderating effects of human support and inclusion of reminders in treatments for depression. Also, mean attrition rates were similar to face-to-face treatment, moderated by inclusion of human support. Future research on client suitability and clinical significance are needed. Trials on web-based interventions are encouraged to address quality constraints apparent in existing studies, namely the need for explicit acknowledgment of multiple publications, ensuring quality of control groups, and careful reporting of methods and results. It was concluded that web-based interventions are effective ways of treating depression and enhancing well-being, particularly if supplemented with personal engagement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Weapons; Violence; Crime; Gun Control; Law Enforcement; Meta Analysis; Program Effectiveness; Intervention; Program Evaluation; Best Practices; Evaluation Methods; Evaluation Problems; Public Policy; Journal Articles; Literature Reviews; Effect Size; Predictor Variables; Safety; Crime Prevention

Abstract:
In response to rising rates of firearms violence that peaked in the mid-1990s, a wide range of policy interventions have been developed in an attempt to reduce violent crimes committed with firearms. Although some of these approaches appear to be effective at reducing gun violence, methodological variations make comparing effects across program evaluations difficult. Accordingly, in this article, the authors use meta-analytic techniques to determine what works in reducing gun violence. The results indicate that comprehensive community-based law enforcement initiatives have performed the best at reducing gun violence. (Contains 3 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Evidence; Guidelines; Journal Articles; Response to Intervention; Reading Fluency; Psychometrics; Program Evaluation; Curriculum Based Assessment; Data Collection; Benchmarking; Guides; Publications; Databases; Reading Research; Oral Reading; Decision Making; Reading Skills

Abstract:
Research and policy have established that data are necessary to guide decisions within education. Many of these decisions are made within problem solving and response to intervention frameworks for service delivery. Curriculum-Based Measurement in Reading (CBM-R) is a widely used data collection procedure within those models of service delivery. Although the evidence for CBM-R as a screening and benchmarking procedure has been summarized multiple times in the literature, there is no comprehensive review of the evidence for its application to monitor and evaluate individual student progress. The purpose of this study was to identify and summarize the psychometric and empirical evidence for CBM-R as it is used to monitor and evaluate student progress. There was an emphasis on the recommended number of data points collected during progress monitoring and interpretive guidelines. The review identified 171 journal articles, chapters, and instructional manuals using online search engines and research databases. Recommendations and evidence from 102 documents that met the study criteria were evaluated and summarized. Results indicate that most decision-making practices are based on expert opinion and that there is very limited psychometric or empirical support for such practices. There is a lack of published evidence to support program evaluation and progress monitoring with CBM-R. More research is required to inform data collection procedures and interpretive guidelines. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Validity; Evaluation; Evidence; Reading Research; Reading Instruction; Reading Fluency; Literature Reviews; Comparative Analysis; Meta Analysis; Evaluation Criteria; Clearinghouses

Abstract:
Education and related services are relying increasingly on empirically supported treatments (ESTs), which have been shown to improve student outcomes through rigorous research. Many organizations have developed review systems with guidelines for judging the quality of studies and identifying ESTs. However, little explicit attention has been paid to issues of validity of these review systems. In this study, we used the criteria developed by Horner and colleagues (2005), Gersten and colleagues (2005), and the What Works Clearinghouse (WWC, 2008; Kratochwill et al., 2010) to evaluate the research base on repeated reading. The corpus of literature reviewed was derived from previous narrative literature reviews and meta analyses that concluded that repeated reading was an effective intervention for improving reading fluency. However, the review systems employed in this study resulted in the conclusion that repeated reading did not have enough high quality research support to be considered an EST. The current reviews relied on strict criteria for the quality of each individual study, whereas the previous reviews and meta-analyses included studies with a wider range of quality. These results demonstrate that systematic reviews that strictly appraise the quality of studies and reject those not meeting standards can be substantially more conservative than other scientific review methods. The finding that these different review methods (narrative, meta-analysis, and systematic) can produce diverging recommendations raises issues of validity for practice recommendations. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Autism; Young Children; Adjustment (to Environment); Effect Size; Pervasive Developmental Disorders; Meta Analysis; Behavior Modification; Behavior Problems; Research Methodology; Intelligence Quotient; Program Effectiveness; Outcomes of Treatment

Abstract:
This paper presents an overview of 5 meta-analyses of early intensive behavioral intervention (EIBI) for young children with autism spectrum disorders (ASDs) published in 2009 and 2010. There were many differences between meta-analyses, leading to different estimates of effect and overall conclusions. The weighted mean effect sizes across meta-analyses for IQ and adaptive behavior ranged from g = 0.38-1.19 and g = 0.30-1.09, respectively. Four of five meta-analyses concluded EIBI was an effective intervention strategy for many children with ASDs. A discussion highlighting potential confounds and limitations of the meta-analyses leading to these discrepancies and conclusions about the efficacy of EIBI as an intervention for young children with ASDs are provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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