TY - JOUR
T1 - Do Functional Behavioral Assessments Improve Intervention Effectiveness for Students Diagnosed with ADHD? A Single-Subject Meta-Analysis
AU - Miller, Faith G.
AU - Lee, David L.
PY - 2013/9
Y1 - 2013/9
N2 - The primary purpose of this quantitative synthesis of single-subject research was to investigate the relative effectiveness of function-based and non-function-based behavioral interventions for students diagnosed with attention-deficit/hyperactivity disorder. In addition, associations between various participant, assessment, and intervention characteristics were investigated. Eighty-two studies incorporating a total of 168 participants were included. Because no single effect size metric has garnered absolute support to date, three different effect size metrics were calculated: the standard mean difference, percent exceeding the median baseline phase, and improvement rate difference. Overall, function-based interventions were associated with significantly larger effects than non-function-based interventions. Interventions based on the functional analysis manipulations were also associated with larger effects. Limitations, directions for future research, and implications for practice are discussed.
AB - The primary purpose of this quantitative synthesis of single-subject research was to investigate the relative effectiveness of function-based and non-function-based behavioral interventions for students diagnosed with attention-deficit/hyperactivity disorder. In addition, associations between various participant, assessment, and intervention characteristics were investigated. Eighty-two studies incorporating a total of 168 participants were included. Because no single effect size metric has garnered absolute support to date, three different effect size metrics were calculated: the standard mean difference, percent exceeding the median baseline phase, and improvement rate difference. Overall, function-based interventions were associated with significantly larger effects than non-function-based interventions. Interventions based on the functional analysis manipulations were also associated with larger effects. Limitations, directions for future research, and implications for practice are discussed.
KW - ADHD
KW - Behavioral interventions
KW - Functional assessment
UR - http://www.scopus.com/inward/record.url?scp=84881081327&partnerID=8YFLogxK
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U2 - 10.1007/s10864-013-9174-4
DO - 10.1007/s10864-013-9174-4
M3 - Article
AN - SCOPUS:84881081327
SN - 1053-0819
VL - 22
SP - 253
EP - 282
JO - Journal of Behavioral Education
JF - Journal of Behavioral Education
IS - 3
ER -