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Journal articles on the topic 'What Works Clearinghouse'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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1

Schoenfeld, Alan H. "Reply to Comments From the What Works Clearinghouse on “What Doesn’t Work”." Educational Researcher 35, no. 2 (March 2006): 23. http://dx.doi.org/10.3102/0013189x035002023.

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2

Lykins, Chad. "Why “What Works” Still Doesn't Work: How to Improve Research Syntheses at the What Works Clearinghouse." Peabody Journal of Education 87, no. 4 (September 2012): 500–509. http://dx.doi.org/10.1080/0161956x.2012.705152.

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3

Hitchcock, John H., Robert H. Horner, Thomas R. Kratochwill, Joel R. Levin, Samuel L. Odom, David M. Rindskopf, and William R. Shadish. "The What Works Clearinghouse Single-Case Design Pilot Standards." Remedial and Special Education 35, no. 3 (January 28, 2014): 145–52. http://dx.doi.org/10.1177/0741932513518979.

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4

McArthur, Genevieve. "Does What Works Clearinghouse Work? A Brief Review of Fast ForWord®." Australasian Journal of Special Education 32, no. 1 (April 2008): 101–7. http://dx.doi.org/10.1017/s1030011200025781.

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The What Works Clearinghouse (WWC) provides online reports to the public about the scientific evidence for educational interventions. The quality of these reports is important because they effectively tell the non‐scientific community which programmes do and do not work. The aim of this brief review is to assess WWC’s report on a clinically popular, yet theoretically controversial, intervention called Fast ForWord® (FFW). Some of the methods used by WWC to assess FFW were problematic: the literature review included studies that had not passed peer review; it failed to include a key study that had passed peer review; alphabetic skills were assessed with phonological awareness outcomes; effectiveness ratings were based on statistical significance; terms peculiar to WWC were not clearly defined; and existing quality control procedures failed to detect an error in the WWC report. These problems could be addressed by making minor adjustments to WWC’s existing methods and by subjecting WWC reports to the scientific peer‐review process before they are released to the public.
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McArthur, Genevieve. "Does What Works Clearinghouse Work? A Brief Review of Fast ForWord®." Australasian Journal of Special Education 32, no. 1 (April 1, 2008): 101–7. http://dx.doi.org/10.1080/10300110701845953.

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6

Hitchcock, John H., Thomas R. Kratochwill, and Laura C. Chezan. "What Works Clearinghouse Standards and Generalization of Single-Case Design Evidence." Journal of Behavioral Education 24, no. 4 (March 14, 2015): 459–69. http://dx.doi.org/10.1007/s10864-015-9224-1.

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7

Carter, Mark, and Kevin Wheldall. "Why Can’t a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching." Australasian Journal of Special Education 32, no. 1 (April 2008): 5–21. http://dx.doi.org/10.1017/s1030011200025732.

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In this article, the authors argue the case for scientific evidenced‐based practice in education. They consider what differentiates science from pseudoscience and what sources of information teachers typically regard as reliable. The What Works Clearinghouse is discussed with reference to certain limitations of its current operation. Given the relative paucity of ‘gold standard’ research in education, an alternative model for assessing the efficacy of educational programs is proposed as a temporary solution.
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8

Maggin, Daniel M., Amy M. Briesch, and Sandra M. Chafouleas. "An Application of the What Works Clearinghouse Standards for Evaluating Single-Subject Research." Remedial and Special Education 34, no. 1 (February 28, 2012): 44–58. http://dx.doi.org/10.1177/0741932511435176.

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9

Valentine, Jeffrey C., Sandra Jo Wilson, David Rindskopf, Timothy S. Lau, Emily E. Tanner-Smith, Martha Yeide, Robin LaSota, and Lisa Foster. "Synthesizing Evidence in Public Policy Contexts." Evaluation Review 41, no. 1 (October 25, 2016): 3–26. http://dx.doi.org/10.1177/0193841x16674421.

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For a variety of reasons, researchers and evidence-based clearinghouses synthesizing the results of multiple studies often have very few studies that are eligible for any given research question. This situation is less than optimal for meta-analysis as it is usually practiced, that is, by employing inverse variance weights, which allows more informative studies to contribute relatively more to the analysis. This article outlines the choices available for synthesis when there are few studies to synthesize. As background, we review the synthesis practices used in several projects done at the behest of governmental agencies and private foundations. We then discuss the strengths and limitations of different approaches to meta-analysis in a limited information environment. Using examples from the U.S. Department of Education’s What Works Clearinghouse as case studies, we conclude with a discussion of Bayesian meta-analysis as a potential solution to the challenges encountered when attempting to draw inferences about the effectiveness of interventions from a small number of studies.
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10

Heller, Rafael. "The Editor’s Note: The beginning of a beautiful friendship?" Phi Delta Kappan 102, no. 7 (March 23, 2021): 4. http://dx.doi.org/10.1177/00317217211007317.

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Since the field of education research emerged, complaints have proliferated about its quality and researchers’ failure to share findings with practitioners. Federal initiatives such as the What Works Clearinghouse have sought to increase the availability of research, but many researchers have continued to be disconnected from practicing K-12 educators. Rafael Heller explains that the research-practice partnerships described in the April 2021 Kappan show promise for bridging the divide.
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11

Schoenfeld, Alan H. "What Doesn’t Work: The Challenge and Failure of the What Works Clearinghouse to Conduct Meaningful Reviews of Studies of Mathematics Curricula." Educational Researcher 35, no. 2 (March 2006): 13–21. http://dx.doi.org/10.3102/0013189x035002013.

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12

LeRoy, Adam Scott. "Identifying Evidence-Based Practices for Behavior: Analysis of Studies Reviewed by the What Works Clearinghouse." Clearing House: A Journal of Educational Strategies, Issues and Ideas 90, no. 4 (May 16, 2017): 125–28. http://dx.doi.org/10.1080/00098655.2017.1318026.

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13

Malouf, David B., and Juliana M. Taymans. "Anatomy of an Evidence Base." Educational Researcher 45, no. 8 (November 2016): 454–59. http://dx.doi.org/10.3102/0013189x16678417.

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An analysis was conducted of the What Works Clearinghouse (WWC) research evidence base on the effectiveness of replicable education interventions. Most interventions were found to have little or no support from technically adequate research studies, and intervention effect sizes were of questionable magnitude to meet education policy goals. These findings painted a dim picture of the evidence base on education interventions and indicated a need for new approaches, including a reexamination of federal reliance on experimental impact research as the basis for gauging intervention effectiveness.
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14

Shepley, Collin, Justin D. Lane, and Melinda J. Ault. "Analysis of Differences Across Two Unaffiliated Systematic Reviews Using What Works Clearinghouse Single-Case Design Standards." Research and Practice for Persons with Severe Disabilities 45, no. 3 (April 9, 2020): 143–60. http://dx.doi.org/10.1177/1540796920913867.

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The system of least prompts response prompting procedure has a rich history in special education research and practice. Recently, two independent systematic reviews were conducted to determine if the system of least prompts met criteria to be classified as an evidence-based practice. Both reviews used single-case design standards developed by What Works Clearinghouse to evaluate the rigor and effects of studies; however, findings and implications varied significantly across reviews. We examined the data supporting each review and discuss how two reviews on the same topic area using the same standards for evaluating studies could arrive at different conclusions. Results indicate that varying search parameters, visual analysis protocols, and the flexibility allotted by the design standards may have contributed to differences. We discuss the importance of multiple literature reviews on the same topic area with regard to replication research in special education. In addition, we highlight the necessity of open data in such reviews. Finally, we recommend how practitioners and researchers should collectively interpret the differing findings and conclusions from the reviews examining the system of least prompts.
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15

Confrey, Jere. "Comparing and Contrasting the National Research Council Report On Evaluating Curricular Effectiveness With the What Works Clearinghouse Approach." Educational Evaluation and Policy Analysis 28, no. 3 (January 2006): 195–213. http://dx.doi.org/10.3102/01623737028003195.

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16

Ripoll Salceda, Juan C. "¿Existen métodos de mejora de la comprensión lectora en español y basados en evidencias?" Investigaciones Sobre Lectura, no. 2 (October 10, 2014): 44–52. http://dx.doi.org/10.37132/isl.v0i2.5.

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Se contrasta qué programas de mejora de la comprensión lectora destinados a alumnos hablantes de español cumplen los criterios de What Works Clearinghouse para ser considerados intervenciones basadas en evidencias. Para ello se evaluaron los estudios incluidos en una revisión sistemática. Tras calcular el tamaño de los efectos encontrados en cada investigación y ajustar la significatividad de sus resultados no se pudo constatar que ninguna de las intervenciones alcanzase la calificación de “con efectos positivos”. Cuatro se valoraron como “con efectos potencialmente positivos”, otras dos como “sin efectos” y otra más como con efectos potencialmente negativos. Se detecta, por tanto, una grave carencia en la investigación sobre métodos de mejora de la comprensión lectora para alumnos hablantes de español.
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17

Ripoll Salceda, Juan C. "¿Existen métodos de mejora de la comprensión lectora en español y basados en evidencias?" Investigaciones Sobre Lectura, no. 2 (October 10, 2014): 44–52. http://dx.doi.org/10.24310/revistaisl.vi2.10962.

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Se contrasta qué programas de mejora de la comprensión lectora destinados a alumnos hablantes de español cumplen los criterios de What Works Clearinghouse para ser considerados intervenciones basadas en evidencias. Para ello se evaluaron los estudios incluidos en una revisión sistemática. Tras calcular el tamaño de los efectos encontrados en cada investigación y ajustar la significatividad de sus resultados no se pudo constatar que ninguna de las intervenciones alcanzase la calificación de “con efectos positivos”. Cuatro se valoraron como “con efectos potencialmente positivos”, otras dos como “sin efectos” y otra más como con efectos potencialmente negativos. Se detecta, por tanto, una grave carencia en la investigación sobre métodos de mejora de la comprensión lectora para alumnos hablantes de español.
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18

Collins, Shawnee, and Charles Salzberg. "Scientifically Based Research and Students with Severe Disabilities: Where do Educators Find Evidence-Based Practices?" Rural Special Education Quarterly 24, no. 1 (March 2005): 60–63. http://dx.doi.org/10.1177/875687050502400111.

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No Child Left Behind (NCLB) requires that all teachers use scientifically based research (SBR) in their classrooms. Teachers are referred to the What Works Clearinghouse (WWC), which has developed standards to review and rate research to identify evidence-based practices. This article defines SBR under NCLB, summarizes current evidence standards, provides questions to help educators identify SBR and evidence-based practices, discusses the implications of evidence-based practices for rural schools, and briefly discusses why students with severe disabilities need to be included in SBR. It seems that the methodologies preferred by the WWC to determine if a practice is scientifically based are problematic for educators of students with severe disabilities, and even more so for small schools in rural communities.
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19

Neil, Nicole, Ashley Amicarelli, Brianna M. Anderson, and Kailee Liesemer. "A Meta-Analysis of Single-Case Research on Applied Behavior Analytic Interventions for People With Down Syndrome." American Journal on Intellectual and Developmental Disabilities 126, no. 2 (March 1, 2021): 114–41. http://dx.doi.org/10.1352/1944-7558-126.2.114.

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Abstract This systematic review evaluates single-case research design studies investigating applied behavior analytic (ABA) interventions for people with Down syndrome (DS). One hundred twenty-five studies examining the efficacy of ABA interventions on increasing skills and/or decreasing challenging behaviors met inclusion criteria. The What Works Clearinghouse standards and Risk of Bias in N-of-1 Trials scale were used to analyze methodological characteristics, and Tau-U effect sizes were calculated. Results suggest the use of ABA-based interventions are promising for behavior change in people with DS. Thirty-six high-quality studies were identified and demonstrated a medium overall effect. A range of outcomes was targeted, primarily involving communication and challenging behavior. These outcomes will guide future research on ABA interventions and DS.
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20

Chezan, Laura C., Katie Wolfe, and Erik Drasgow. "A Meta-Analysis of Functional Communication Training Effects on Problem Behavior and Alternative Communicative Responses." Focus on Autism and Other Developmental Disabilities 33, no. 4 (November 13, 2017): 195–205. http://dx.doi.org/10.1177/1088357617741294.

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We conducted a meta-analysis of single-case research design (SCRD) studies on functional communication training (FCT). First, we used the What Works Clearinghouse (WWC) Standards to evaluate each study. Next, we calculated effect sizes using Tau-U. Then, we aggregated the effect sizes across the studies to produce an omnibus effect size. Results indicate that more than half of the SCRD studies met the WWC Standards and that FCT was effective in decreasing the level of problem behavior and in increasing the level of the alternative communicative response (ACR), but effectiveness varied according to such factors as type of disability and age. Furthermore, the results of visual analysis corresponded with Tau-U effect sizes in more than half of the cases. Implications for researchers and practitioners are discussed.
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21

Kim, Min Kyung, John William McKenna, and Yujeong Park. "The Use of Computer-Assisted Instruction to Improve the Reading Comprehension of Students With Learning Disabilities: An Evaluation of the Evidence Base According to the What Works Clearinghouse Standards." Remedial and Special Education 38, no. 4 (February 1, 2017): 233–45. http://dx.doi.org/10.1177/0741932517693396.

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The purpose of this study was to investigate the evidence base for using computer-assisted instruction (CAI) to improve the reading comprehension of students with learning disabilities (LD). Twelve peer-reviewed studies (seven comparison group studies, five single-case studies) met selection criteria and were evaluated according to the relevant What Works Clearinghouse (WWC) procedures and standards. Results showed that seven studies (five comparison group and two single-case studies) met WWC standards with or without reservations. Key instructional features employed in CAI studies meeting the WWC standards without reservations included practice opportunities, self-correction and immediate corrective feedback, teacher-directed instruction, and contingencies for enhancing student motivation and engagement. Implications for future research and suggestions for using quality indicators to improve the rigor of future CAI investigations are discussed.
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22

Qi, Cathy Huaqing, Erin E. Barton, Margo Collier, and Yi-Ling Lin. "A Systematic Review of Single-Case Research Studies on Using Video Modeling Interventions to Improve Social Communication Skills for Individuals With Autism Spectrum Disorder." Focus on Autism and Other Developmental Disabilities 33, no. 4 (November 21, 2017): 249–57. http://dx.doi.org/10.1177/1088357617741282.

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Video modeling (VM) interventions have increasingly been examined as a means of teaching social communication skills to individuals with autism spectrum disorder (ASD). However, the research, which primarily used single-case research designs (SCRDs), pointed to inconsistent results across participants within studies and across studies. The purpose of this review was to synthesize 24 research studies using SCRD to examine the effects of VM for individuals with ASD on social communication skills. We applied the What Works Clearinghouse (WWC) SCRD design standards, conducted our own independent visual analysis, and calculated four nonoverlap indices to synthesize this research. Findings from the synthesis of the 24 SCRD studies concluded that VM intervention is an evidence-based practice according to the WWC standards for increasing social communication skills of individuals with ASD. Implications for future research and practice are discussed.
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23

Gerow, Stephanie, Tonya Davis, Supriya Radhakrishnan, Emily Gregori, and Gabby Rivera. "Functional Communication Training: The Strength of Evidence Across Disabilities." Exceptional Children 85, no. 1 (September 5, 2018): 86–103. http://dx.doi.org/10.1177/0014402918793399.

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Functional communication training (FCT) is a commonly used, often recommended intervention that involves teaching a functionally equivalent communicative response to replace challenging behavior. The purpose of this literature review was to evaluate the strength of the evidence for the use of FCT. A systematic review of the literature resulted in the identification of 215 single-case-design articles that evaluated the efficacy of FCT to reduce challenging behavior for individuals diagnosed with a disability. FCT resulted in a decrease in challenging behavior for 135 participants. The reviewers rated FCT as an evidence-based practice for individuals with autism, intellectual disability, other health impairments, and multiple disabilities based on What Works Clearinghouse standards. Overall, the extant literature indicates FCT consistently results in the reduction of challenging behavior in children with disabilities. Implications for practice and directions for future research are discussed.
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24

Moore, Tara C., Daniel M. Maggin, Kelly M. Thompson, Jason R. Gordon, Stephanie Daniels, and Lucinda E. Lang. "Evidence Review for Teacher Praise to Improve Students’ Classroom Behavior." Journal of Positive Behavior Interventions 21, no. 1 (March 29, 2018): 3–18. http://dx.doi.org/10.1177/1098300718766657.

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In this study, a systematic review was conducted to examine the evidence base for teacher praise for students without severe disabilities in K–12 classroom settings. Specifically, reviewers followed standards presented by the Council for Exceptional Children and the What Works Clearinghouse to evaluate the methodological quality of 30 studies meeting inclusion criteria. Only 11 studies were rated as being methodologically sound. The review team then classified effects of the 11 methodologically sound studies and provided an overall evidence-based classification for the practice using both sets of standards. Results indicated there is currently insufficient evidence to identify teacher praise as an evidence-based practice for this population of students. A further evaluation of this research base provided no discernable patterns for when and for whom teacher praise is likely to be effective. Implications for practice and future research are provided.
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Barton, Erin E., James E. Pustejovsky, Daniel M. Maggin, and Brian Reichow. "Technology-Aided Instruction and Intervention for Students With ASD: A Meta-Analysis Using Novel Methods of Estimating Effect Sizes for Single-Case Research." Remedial and Special Education 38, no. 6 (October 6, 2017): 371–86. http://dx.doi.org/10.1177/0741932517729508.

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The adoption of methods and strategies validated through rigorous, experimentally oriented research is a core professional value of special education. We conducted a systematic review and meta-analysis examining the experimental literature on Technology-Aided Instruction and Intervention (TAII) using research identified as part of the National Autism Professional Development Project. We applied novel between-case effect size methods to the TAII single-case research base. In addition, we used meta-analytic methodologies to examine the methodological quality of the research, calculate average effect sizes to quantify the level of evidence for TAII, and compare effect sizes across single-case and group-based experimental research. Results identified one category of TAII—computer-assisted instruction—as an evidence-based practice across both single-case and group studies. The remaining two categories of TAII—augmentative and alternative communication and virtual reality—were not identified as evidence-based using What Works Clearinghouse summary ratings.
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Stockard, Jean, and Timothy W. Wood. "The Threshold and Inclusive Approaches to Determining “Best Available Evidence”." American Journal of Evaluation 38, no. 4 (August 19, 2016): 471–92. http://dx.doi.org/10.1177/1098214016662338.

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Most evaluators have embraced the goal of evidence-based practice (EBP). Yet, many have criticized EBP review systems that prioritize randomized control trials and use various criteria to limit the studies examined. They suggest this could produce policy recommendations based on small, unrepresentative segments of the literature and recommend a more traditional, inclusive approach. This article reports two empirical studies assessing this criticism, focusing on the What Works Clearinghouse (WWC). An examination of outcomes of 252 WWC reports on literacy interventions found that 6% or fewer of the available studies were selected for review. Half of all intervention reports were based on only one study of a program. Data from 131 studies of a reading curriculum were used to compare conclusions using WWC procedures and more inclusive procedures. Effect estimates from the inclusive approach were more precise and closer to those of other reviews. Implications are discussed.
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27

Gage, Nicholas A., Denise K. Whitford, and Antonis Katsiyannis. "A Review of Schoolwide Positive Behavior Interventions and Supports as a Framework for Reducing Disciplinary Exclusions." Journal of Special Education 52, no. 3 (May 7, 2018): 142–51. http://dx.doi.org/10.1177/0022466918767847.

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Schoolwide positive behavior interventions and supports (SWPBIS) is currently implemented in more than 23,000 schools nationally and internationally. Several reviews have examined the SWPBIS evidence base, including a meta-analysis of single-case design research. However, to date, there has not been a review of group-based experimental research (e.g., randomized controlled trials [RCTs]) on the school-level effects of SWPBIS implementation to reduce disciplinary exclusion, including office discipline referrals and suspensions. Therefore, we conducted a systematic review and meta-analysis following What Works Clearinghouse procedures to investigate that relationship. We identified four group experimental studies that included disciplinary exclusion as an outcome variable; two RCTs and two quasi-experimental designs. Overall, 90 schools, including both elementary and high schools, were evaluated. A statistically significant large treatment effect ( g = −.86) was found for school suspension, but no treatment effect was found for office discipline referrals. Implications for future research are discussed.
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28

Maggin, Daniel M., and Allison Bruhn. "Evidence-Based Assessment and Single-Case Research: A Commentary for the Special Issue on Direct Behavior Ratings." Assessment for Effective Intervention 43, no. 2 (November 1, 2017): 71–78. http://dx.doi.org/10.1177/1534508417738722.

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The purpose of this commentary is to provide observation on the contributions to the special issue and remark on the broader implications of the research. As noted throughout the special issue, the intent was to demonstrate the use of progress monitoring within a problem-solving framework to evaluate student social and behavioral development using direct behavior ratings (DBR). Leveraging single-case research methods through adherence to the What Works Clearinghouse (WWC) standards, the articles included in the special issue provide examples for using DBR to assess student response-to-intervention while also illustrating a number of psychometric considerations that can strengthen the evidence base for progress-monitoring tools more broadly. In this commentary, we argue that the research included in the special issue provides a framework for conceptualizing evidence-based assessment for progress-monitoring instruments using single-case methods. Toward this end, the commentary provides an overview of the concept of evidence-based assessment and uses examples from the included studies to describe various facets.
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29

Gage, Nicholas A., Todd Haydon, Ashley S. MacSuga-Gage, Emily Flowers, and Lyndsie Erdy. "An Evidence-Based Review and Meta-Analysis of Active Supervision." Behavioral Disorders 45, no. 2 (June 21, 2019): 117–28. http://dx.doi.org/10.1177/0198742919851021.

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Active supervision—defined as circulating, scanning, interacting with students, and reinforcing demonstrations of expected academic and social behaviors by a teacher or other staff member—is often considered a component of safe and secure schools. Yet, the evidence base supporting the effectiveness of active supervision has not been synthesized or evaluated for its quality. Therefore, we conducted an evidence-based review and meta-analysis of empirical research evaluating the effects of active supervision in schools. We identified 12 research studies evaluating active supervision, assessed the quality of each study, and calculated effect sizes for student behaviors, including disruptive behavior. Results from the four studies meeting data requirements for estimating standardized mean difference effect sizes suggest that, on average, active supervision reduced problem behavior by almost 2.0 standard deviation units. Only four studies met the What Works Clearinghouse (WWC) design standards and the results of those were mixed, thus not meeting the WWC evidence-based criteria. Limitations and recommendations for future research are discussed.
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30

Schaefer, John M., and Jennifer R. Ottley. "Evaluating Immediate Feedback via Bug-in-Ear as an Evidence-Based Practice for Professional Development." Journal of Special Education Technology 33, no. 4 (April 8, 2018): 247–58. http://dx.doi.org/10.1177/0162643418766870.

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Observation and performance feedback to support traditional training methods are central tools for preservice practitioner preparation and in-service practitioner professional development. Research highlights how some specific characteristics of feedback (e.g., the latency between behavior and feedback) can impact the effectiveness. One method of enhancing the effects of feedback may be immediate feedback delivered through bug-in-ear technology. This review identified 17 intervention studies that examined the use of immediate feedback via bug-in-ear with preservice and in-service practitioners. We evaluated these studies using What Works Clearinghouse quality standards and determined that immediate feedback with bug-in-ear technology has a strong evidence base for increasing frequency and accuracy of teaching behaviors of practitioners in a variety of classroom settings. This review discusses findings on that evidence base as well as findings on feasibility and acceptability of this intervention. We also discuss limitations of current research and potential directions for future research on this method.
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31

Qi, Cathy H., Erin E. Barton, Margo Collier, Yi-Ling Lin, and Charisse Montoya. "A Systematic Review of Effects of Social Stories Interventions for Individuals With Autism Spectrum Disorder." Focus on Autism and Other Developmental Disabilities 33, no. 1 (November 4, 2015): 25–34. http://dx.doi.org/10.1177/1088357615613516.

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The purpose of this systematic review was to synthesize 22 single-case research design (SCRD) studies on social stories intervention for individuals with autism spectrum disorder (ASD). We used the What Works Clearinghouse (WWC) SCRD standards to analyze study rigor and evidence of a causal relation. We calculated four nonoverlap indices to evaluate intervention, maintenance, and generalization effects. Results suggested that all studies met the WWC design standards with or without reservations. Seven studies (32%) provided strong or moderate evidence of a causal relation. Nonoverlap indices calculations indicated social stories intervention was effective. Using the WWC 5-3-20 guidelines to determine evidence of social stories, social stories intervention would not be considered an evidence-based practice (EBP) for individuals with ASD based on visual analysis, but would be deemed an EBP based on nonoverlap indices. It is worth noting that WWC used visual analysis, not nonoveralap indices, to determine whether an intervention meets the 5-3-20 replication rule. Findings of the systematic review showed there were discrepancies. Implications for future research and practice are discussed.
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32

McKenna, John William, Min Kyung Kim, Mikyung Shin, and Kathleen Pfannenstiel. "An Evaluation of Single-Case Reading Intervention Study Quality for Students With and At Risk for Emotional and Behavioral Disorders." Behavior Modification 41, no. 6 (April 22, 2017): 868–906. http://dx.doi.org/10.1177/0145445517701896.

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Researchers have noted the lack of research to guide reading practice for students with and at risk for emotional and behavioral disorders (EBD). Although comprehensive syntheses have identified promising practices and areas for future research, none have evaluated the rigor of studies according to quality indicators. The current study evaluated the extant single-case reading intervention research for this student population according to the What Works Clearinghouse (WWC) standards. Thirty studies met article selection criteria, 20 (66.6%) of which had at least one dependent variable that did not meet design standards. Study findings suggest a need for researchers to employ stronger designs and place a greater emphasis on investigating the effects of reading instructional practices in inclusive settings. Overall, two reading interventions were identified as potentially promising: cognitive mapping and a listening while reading accommodation. Furthermore, findings suggest that it may be advantageous to embed behavioral strategies within reading interventions. Study limitations include the exclusive use of single-case design studies and a reliance on visual analysis to determine intervention effectiveness.
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33

Sallese, Mary Rose, and Kimberly J. Vannest. "The Effects of a Multicomponent Self-Monitoring Intervention on the Rates of Pre-Service Teacher Behavior-Specific Praise in a Masked Single-Case Experimental Design." Journal of Positive Behavior Interventions 22, no. 4 (February 21, 2020): 207–19. http://dx.doi.org/10.1177/1098300720908005.

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The effects of self-monitoring (SM) on teacher behavior are well documented, but previous research does not attempt to control for reactivity as a threat to internal validity. This study examined the effects of a multicomponent SM intervention on the use of a classroom management practice with participant masking to address this absence in the literature. Participating teachers selected between two practices (behavior-specific praise and opportunities to respond). A multiple baseline design across four pre-service teacher interns occurred in general education classroom settings. Participant masking to the purpose of the study precluded exposure to SM, performance feedback, and goal setting. Analyses included an independent visual analysis by three masked raters, an independent quality review for What Works Clearinghouse standards, a nonparametric statistical analysis based on data characteristics, and correspondence reporting between visual and statistical analyses. Overall results indicated an increase in the rate of classroom management practice use by the participants and good social validity across the three constructs. Student outcome data for on-task behavior were inconclusive. Limitations and implications for research and practice are discussed.
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Taylor, Joseph A., Elisabeth Davis, and Laura E. Michaelson. "Considerations for Evidence Frameworks in Education Research." Review of Research in Education 45, no. 1 (March 2021): 101–28. http://dx.doi.org/10.3102/0091732x20985077.

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In this chapter, we describe and compare the standards for evidence used by three entities that review studies of education interventions: Blueprints for Healthy Youth Development, Social Programs that Work, and the What Works Clearinghouse. Based on direct comparisons of the evidence frameworks, we identify key differences in the level at which effectiveness ratings are granted (i.e., intervention vs. outcome domain), as well as in how each entity prioritizes intervention documentation, researcher independence, and sustained versus immediate effects. Because such differences in priorities may result in contradictory intervention ratings between entities, we offer a number of recommendations for a common set of standards that would harmonize effectiveness ratings across the three entities while preserving differences that allow for variation in user priorities. These include disentangling study rigor from intervention effectiveness, ceasing vote counting procedures, adding replication criteria, adding fidelity criteria, assessing baseline equivalence for randomized studies, making quasi-experiments eligible for review, adding criteria for researcher independence, and providing effectiveness ratings at the level of the outcome domain rather than the intervention.
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Sweeney, Dean, Leo Quinlan, Patrick Browne, Margaret Richardson, Pauline Meskell, and Gearóid ÓLaighin. "A Technological Review of Wearable Cueing Devices Addressing Freezing of Gait in Parkinson’s Disease." Sensors 19, no. 6 (March 13, 2019): 1277. http://dx.doi.org/10.3390/s19061277.

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Freezing of gait is one of the most debilitating symptoms of Parkinson’s disease and is an important contributor to falls, leading to it being a major cause of hospitalization and nursing home admissions. When the management of freezing episodes cannot be achieved through medication or surgery, non-pharmacological methods such as cueing have received attention in recent years. Novel cueing systems were developed over the last decade and have been evaluated predominantly in laboratory settings. However, to provide benefit to people with Parkinson’s and improve their quality of life, these systems must have the potential to be used at home as a self-administer intervention. This paper aims to provide a technological review of the literature related to wearable cueing systems and it focuses on current auditory, visual and somatosensory cueing systems, which may provide a suitable intervention for use in home-based environments. The paper describes the technical operation and effectiveness of the different cueing systems in overcoming freezing of gait. The “What Works Clearinghouse (WWC)” tool was used to assess the quality of each study described. The paper findings should prove instructive for further researchers looking to enhance the effectiveness of future cueing systems.
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King, Seth, Hayley E. Johnson, Taneal Burch, and Argnue Chitiyo. "Addressing Feeding Disorders Using High-Probability Sequencing for Children and Adolescents with Developmental Disabilities." Research and Practice for Persons with Severe Disabilities 44, no. 3 (July 13, 2019): 169–85. http://dx.doi.org/10.1177/1540796919860287.

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Feeding disorders exhibited by children with developmental disabilities, which include limiting food intake or refusing to consume solid foods, often result in poor health consequences. Interventions for feeding disorders vary in terms of their acceptability to children with disabilities and their families. One specific procedure, the high-probability sequence, is a nonrestrictive approach where requests with which a child has a history of compliance are presented prior to requests associated with noncompliance. This article reviewed research concerning the application of high-probability sequencing for feeding disorders among children and adolescents with developmental disabilities. Experimental studies published between 1970 and 2018 in English as either peer-reviewed articles or dissertations were eligible for descriptive review. Identified articles ( N = 15) evaluated high-probability sequencing using various single-case experimental designs. Participants ( N = 21) were generally preschool-aged children (mean age = 5.7 years) diagnosed with autism spectrum disorder (ASD; n = 9) or other developmental disabilities ( n = 12). Subsequent analysis of articles that met quality indicators of the What Works Clearinghouse ( n = 12) suggests that research does not support the effectiveness of the procedure for increasing food acceptance. Implications for practice and future studies involving high-probability sequencing follow a discussion of findings.
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Samudre, Mark D., Kera B. Ackerman, and R. Allan Allday. "A Systematic Review of General Educator Training With Functional Behavior Assessments." Journal of Disability Policy Studies 31, no. 1 (August 19, 2019): 3–14. http://dx.doi.org/10.1177/1044207319869938.

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Functional behavior assessment is a process that should have precedence in addressing behaviors that impact a student’s learning or the learning of others. A rigorous, comprehensive, and beneficial functional behavior assessment requires involvement from multiple school personnel who may have frequent contact with the student, such as general educators. However, general educators are often not trained to participate in the process. This review of the literature was conducted to identify training practices that have been used with general educators to conduct elements of a functional behavior assessment or implement interventions linked to findings from the assessment. The methodological rigor and evidence of effectiveness of studies that met inclusion criteria were evaluated using What Works Clearinghouse guidelines. Commonalities between training practices are provided. The number of studies that met criteria to be included in this review is limited and presents variable findings, but should draw attention to the need for empirically supported training packages aimed at preparing general educators to participate in the process. Doing so can help promote a school’s legal and humanistic obligation to meeting the unique needs of students who engage in problematic behavior.
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Manolov, Rumen. "Linear Trend in Single-Case Visual and Quantitative Analyses." Behavior Modification 42, no. 5 (August 17, 2017): 684–706. http://dx.doi.org/10.1177/0145445517726301.

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The frequently used visual analysis of single-case data focuses on data aspects such as level, trend, variability, overlap, immediacy of effect, and consistency of data patterns; most of these aspects are also commonly quantified besides inspecting them visually. The present text focuses on trend, because even linear trend can be operatively defined in several different ways, while there are also different approaches for controlling for baseline trend. We recommend using a quantitative criterion for choosing a trend line fitting technique and comparing baseline and intervention slopes, instead of detrending. We implement our proposal in a free web-based application created specifically for following the What Works Clearinghouse Standards recommendations for visual analysis. This application is especially destined to applied researchers and provides graphical representation of the data, visual aids, and quantifications of the difference between phases in terms of level, trend, and overlap, as well as two quantifications of the immediate effect. An evaluation of the consistency of effects across replications of the AB sequence is also provided. For methodologists and statisticians, we include formulas and examples of the different straight line fitting and detrending techniques to improve the reproducibility of results and simulations.
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Garwood, Justin D., John W. McKenna, Garrett J. Roberts, Stephen Ciullo, and Mikyung Shin. "Social Studies Content Knowledge Interventions for Students With Emotional and Behavioral Disorders: A Meta-Analysis." Behavior Modification 45, no. 1 (March 10, 2019): 147–76. http://dx.doi.org/10.1177/0145445519834622.

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The importance of social studies and civics education is increasing, as evidenced by the growing number of states requiring coursework in this area for graduation and its growing presence in school accountability frameworks. Social studies instruction is critical for all students so that they may understand their roles, rights, and responsibilities as citizens and how their actions can influence their communities. Students who exhibit antisocial behaviors, such as those with emotional and behavioral disorders (EBD), may especially benefit from social studies and civics education as it promotes college and career readiness and provides opportunities to engage in social problem solving and perspective taking. The purpose of this study was to systematically review the social studies and civics intervention research for students with EBD. We sought to describe and evaluate the extant literature, identify promising practices, and suggest areas for future research. A total of 17 intervention studies were identified. Overall, 10 out of the 17 studies met What Works Clearinghouse Design Standards with or without reservations. Eight of the 10 studies were eligible for effect size calculation, resulting in an overall large effect ( g = 0.83). Study limitations, implications for school practice, and directions for research are discussed.
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Wolfe, Katie, Sara Pound, Meka N. McCammon, Laura C. Chezan, and Erik Drasgow. "A Systematic Review of Interventions to Promote Varied Social-Communication Behavior in Individuals With Autism Spectrum Disorder." Behavior Modification 43, no. 6 (July 26, 2019): 790–818. http://dx.doi.org/10.1177/0145445519859803.

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Individuals with autism spectrum disorder (ASD) may engage in repetitive social-communication behaviors that can limit their skill acquisition, access to reinforcement, and access to less restrictive settings. Basic and applied research indicates that variability, or the extent to which responses are topographically different from one another, is influenced by antecedent and consequence interventions. Our purpose in this study is to systematically review the literature on interventions to increase variable social-communication behaviors in individuals with ASD. We identified 32 studies through a database search and screened them using the What Works Clearinghouse (WWC) Single-Case Design Standards. Eighteen studies containing 55 cases met WWC Design Standards. We coded the descriptive characteristics and strength of evidence based on visual analysis from each of these 18 studies and calculated effect sizes using Tau-U. Our results indicate that most cases (65%) provide strong evidence of a functional relation between the interventions and varied social-communication behaviors, and the median Tau-U was .82. We discuss the implications of our results for practice and for future research on interventions designed to increase variability with this population.
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Stevens, Elizabeth A., Christy Austin, Clint Moore, Nancy Scammacca, Alexis N. Boucher, and Sharon Vaughn. "Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities." Exceptional Children 87, no. 4 (February 22, 2021): 397–417. http://dx.doi.org/10.1177/0014402921993406.

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Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to reading for students with or at risk for word-level reading disabilities (WLRD). Evidence from a prior synthesis and What Works Clearinghouse reports yielded findings lacking support for the effectiveness of Orton-Gillingham interventions. We conducted a meta-analysis to examine the effects of Orton-Gillingham reading interventions on the reading outcomes of students with or at risk for WLRD. Findings suggested Orton-Gillingham reading interventions do not statistically significantly improve foundational skill outcomes (i.e., phonological awareness, phonics, fluency, spelling; effect size [ES] = 0.22; p = .40), although the mean ES was positive in favor of Orton-Gillingham-based approaches. Similarly, there were not significant differences for vocabulary and comprehension outcomes (ES = 0.14; p = .59) for students with or at risk for WLRD. More high-quality, rigorous research with larger samples of students with WLRD is needed to fully understand the effects of Orton-Gillingham interventions on the reading outcomes for this population.
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Wendel, E., S. W. Cawthon, J. J. Ge, and S. N. Beretvas. "Alignment of Single-Case Design (SCD) Research With Individuals Who Are Deaf or Hard of Hearing With the What Works Clearinghouse Standards for SCD Research." Journal of Deaf Studies and Deaf Education 20, no. 2 (February 10, 2015): 103–14. http://dx.doi.org/10.1093/deafed/enu049.

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Deke, John, and Hanley Chiang. "The WWC Attrition Standard." Evaluation Review 41, no. 2 (September 26, 2016): 130–54. http://dx.doi.org/10.1177/0193841x16670047.

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Background: To limit the influence of attrition bias in assessments of intervention effectiveness, several federal evidence reviews have established a standard for acceptable levels of sample attrition in randomized controlled trials. These evidence reviews include the What Works Clearinghouse (WWC), the Home Visiting Evidence of Effectiveness Review, and the Teen Pregnancy Prevention Evidence Review. We believe the WWC attrition standard may constitute the first use of model-based, empirically supported bounds on attrition bias in the context of a federally sponsored systematic evidence review. Meeting the WWC attrition standard (or one of the attrition standards based on the WWC standard) is now an important consideration for researchers conducting studies that could potentially be reviewed by the WWC (or other evidence reviews). Objectives: The purpose of this article is to explain the WWC attrition model, how that model is used to establish attrition bounds, and to assess the sensitivity of attrition bounds to key parameter values. Research Design: Results are based on equations derived in the article and values generated by applying those equations to a range of parameter values. Results: The authors find that the attrition boundaries are more sensitive to the maximum level of bias that an evidence review is willing to tolerate than to other parameters in the attrition model. Conclusions: The authors conclude that the most productive refinements to existing attrition standards may be with respect to the definition of “maximum tolerable bias.”
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Mitchell, Barbara S., Heather Hatton, and Timothy J. Lewis. "An Examination of the Evidence-Base of School-Wide Positive Behavior Interventions and Supports Through Two Quality Appraisal Processes." Journal of Positive Behavior Interventions 20, no. 4 (June 1, 2018): 239–50. http://dx.doi.org/10.1177/1098300718768217.

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Thousands of schools across the United States, and worldwide, implement School-Wide Positive Behavioral Interventions and Supports (SWPBIS). SWPBIS provides a framework whereby teams of educators engage in data-based decision making to select, implement, and monitor a continuum of behavioral supports and build sustainable systems to promote implementation fidelity among school staff. To date, a large body of research supports both the essential practices included in a SWPBIS framework as well as the larger systemic approach. Recently public policy and professional organization guidelines have outlined clear appraisal processes to review the extant literature in an effort to designate interventions as “evidence-based.” This review applied both the What Works Clearinghouse (WWC) and the Council for Exceptional Children (CEC) standards to evaluate existing group experimental design studies of SWPBIS. Results identified five unique, group design studies conducted by four separate research teams. Four of the studies met the WWC design standards “without reservations” and findings from three of those studies were characterized as positive. Outcomes from the reviewed studies indicated that when provided with training in components of SWPBIS, school teams met minimal implementation standards. In addition, schools that met implementation criteria also saw positive changes in school climate, staff perceptions, and/or student behaviors. However, application of the CEC standards resulted with a rating of “insufficient evidence” because none of the five studies met all CEC quality indicators. These studies lacked report of implementation fidelity for the SWPBIS training provided, which was the independent variable. Implications for practice and future research are discussed.
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Pogrow, Stanley. "The failure of the U.S. education research establishment to identify effective practices: Beware effective practices policies." education policy analysis archives 25 (January 23, 2017): 5. http://dx.doi.org/10.14507/epaa.25.2517.

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One of the major successes of advanced quantitative methods has been its seeming ability to provide unbiased determinations of which education practices are effective for education in general and for improving the educational achievement and opportunity of the neediest students. The power of this methodology as applied in the top education research journals has led to periodic implementation of federal and state effective practices policies. In such policies the government or its proxy determines which programs are effective and then requires or encourages schools to spend its funds exclusively on those proven programs. For example, the federal Investing in Innovation (i3) initiative requires those applying for its largest dissemination grants to have had their intervention validated as effective by the What Works Clearinghouse (WWC). Some are now even advocating that all expenditures of federal funds by school districts be restricted to purchasing research validated programs. While this seems like rational policy, between 1998 and 2002 I produced a series of articles that showed that the most research validated program to develop the reading skills of students born into poverty was not actually effective in practice. Was this dichotomy between published research proving something to be effective and what was happening in the real world an anomaly or a more widespread problem? This article (a) analyzes in the validity of the gold standard scientific methodology used by the top research journals and WWC to determine whether practices are effective, and (b) examines the history of effective practices policies and their actual effectiveness. I conclude that the increasingly sophisticated methods used to assess the effectiveness of practices (a) are flawed and exaggerate actual effectiveness, and (b) do not provide the type of information practitioners need. As a result, research on effective practices tends to mislead rather than inform practice and are a major reason why efforts to reform high-poverty schools have had limited success. I therefore conclude that effective practices policies should not be implemented. I then suggest ideas for reforming the scientific process used to assess the effectiveness of education interventions.
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Horne, Christopher S. "Assessing and Strengthening Evidence-Based Program Registries’ Usefulness for Social Service Program Replication and Adaptation." Evaluation Review 41, no. 5 (January 8, 2016): 407–35. http://dx.doi.org/10.1177/0193841x15625014.

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Background: Government and private funders increasingly require social service providers to adopt program models deemed “evidence based,” particularly as defined by evidence-based program registries, such as What Works Clearinghouse and National Registry of Evidence-Based Programs and Practices. These registries summarize the evidence about programs’ effectiveness, giving near-exclusive priority to evidence from experimental-design evaluations. The registries’ goal is to aid decision making about program replication, but critics suspect the emphasis on evidence from experimental-design evaluations, while ensuring strong internal validity, may inadvertently undermine that goal, which requires strong external validity as well. Objective: The objective of this study is to determine the extent to which the registries’ reports provide information about context-specific program implementation factors that affect program outcomes and would thus support decision making about program replication and adaptation. Method: A research-derived rubric was used to rate the extent of context-specific reporting in the population of seven major registries’ evidence summaries ( N = 55) for youth development programs. Findings: Nearly all (91%) of the reports provide context-specific information about program participants, but far fewer provide context-specific information about implementation fidelity and other variations in program implementation (55%), the program’s environment (37%), costs (27%), quality assurance measures (22%), implementing agencies (19%), or staff (15%). Conclusion: Evidence-based program registries provide insufficient information to guide context-sensitive decision making about program replication and adaptation. Registries should supplement their evidence base with nonexperimental evaluations and revise their methodological screens and synthesis-writing protocols to prioritize reporting—by both evaluators and the registries themselves—of context-specific implementation factors that affect program outcomes.
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Harrison, Judith R., Denise A. Soares, Stephen Rudzinski, and Rachel Johnson. "Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research." Review of Educational Research 89, no. 4 (June 14, 2019): 569–611. http://dx.doi.org/10.3102/0034654319857038.

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Students with attention deficit hyperactivity disorder (ADHD) experience symptoms of inattention, impulsivity, and hyperactivity that often manifest as academic impairment. As such, teachers must select interventions to increase the probability of success for students with ADHD in their classes. Prior meta-analyses have evaluated school-based intervention effects; however, no systematic review meta-analysis has evaluated the effectiveness of interventions implemented in classrooms with students with ADHD. Additionally, classroom-based studies are frequently conducted through single-case design methodology, and recent advances in meta-analytic techniques provide the opportunity to explore intervention effectiveness as evaluated through quality research. Therefore, to inform selection of evidence-based interventions to be implemented in classroom settings, the current systematic review with meta-analysis of single-case design studies was conducted to evaluate intervention effectiveness, evidence-based status, and moderators of effects for four intervention types (behavioral, instructional, self-management, and environmental) when implemented with students with ADHD in classroom settings. The analysis included 27 articles published from 1971 to 2018. Overall and specific to each intervention type, the results indicate that classroom-based interventions for students with ADHD were moderately effective. Instructional and self-management interventions were deemed evidence based by What Works Clearinghouse standards and potentially evidence based by Council for Exceptional Children standards. Behavioral interventions were found to be potentially evidence based by Council for Exceptional Children criteria and were most effective when selected through functional behavior analysis and implemented by researchers in secondary settings. Instructional interventions were more effective when implemented in special education settings targeting academic outcomes. Implications for research and practice are discussed.
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Graves, Scott L., Shanye Phillips, Mark Jones, and Kyanna Johnson. "A systematic review of the What Works Clearinghouse's behavioral intervention evidence: Does it relate to Black children." Psychology in the Schools 58, no. 6 (January 28, 2021): 1026–40. http://dx.doi.org/10.1002/pits.22485.

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Silva, Rui JF, and Nuno Teles Pinto. "Proton pumps inhibitors in gastroesophageal reflux disease: what is the best regimen? A based evidence review." Revista Portuguesa de Clínica Geral 37, no. 3 (June 1, 2021): 223–29. http://dx.doi.org/10.32385/rpmgf.v37i3.12820.

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Objectives: Gastroesophageal reflux disease is one of the most common gastrointestinal diagnoses. This disorder causes many symptoms and may induce the development of Barret’s esophagus and esophageal adenocarcinoma. Proton pump inhibitors are the most used treatment and, usually, are prescribed for once-daily dosing before breakfast. However, many patients describe night-time symptoms, a period when an increase of basal gastric acid secretion occurs. Therefore, this evidence-based review was performed in order to understand which is the best regimen for proton pump inhibitor intake. Methods: The MeSH words ‘proton pump inhibitors’, ‘gastro-oesophageal reflux’, GERD, and pH were chosen to search for synopses, guidelines, meta-analysis, systematic reviews, and original papers, published after 2008 in the databases MEDLINE, National Guideline Clearinghouse, NHS Evidence, Canadian Medical Association, TRIP Database, The Cochrane Library, DARE and Bandolier in English, French, Spanish and Portuguese. A search in the Índex de Revistas Médicas Portuguesas with the words “inibidores das bombas de protões”, “refluxo gastroesofágico”, DRGE, and pH was also performed. The search retrieves 2,546 articles, from those, three were used in this review. Results: Three prospective studies that evaluate the effects of dosage and/or timing of proton pump inhibitors intake in gastric pH were obtained. These studies indicate that, in patients with predominant night-time symptoms, intake before dinner achieves better results than before breakfast. Additionally, doubling the dose reduces symptoms and the time of pH lower than four. Conclusion: Symptom timing and patient compliance are crucial when choosing the therapeutic regimen. The timing of proton pumps inhibitors intake should be associated with the symptom’s timing; C-level of recommendation.
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Shepley, Collin, Kathleen N. Zimmerman, and Kevin M. Ayres. "Estimating the Impact of Design Standards on the Rigor of a Subset of Single-Case Research." Journal of Disability Policy Studies, June 26, 2020, 104420732093404. http://dx.doi.org/10.1177/1044207320934048.

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The implementation of research-based practices by teachers in public school classrooms is required under federal law as expressed in the Individuals With Disabilities Education Improvement Act of 2004. To aid teachers in identifying such practices, researchers conduct systematic reviews of the educational literature. Although recent attention has been given to changes in the quality of these reviews, there has been minimal discussion about changes in the quality of the studies that comprise them. Specifically, to what extent have educational policies leading to the creation of experimental design standards resulted in a change in the rigor of educational research? Using a subset of the single-case literature commonly published in special education journals, we estimate the impact of What Works Clearinghouse single-case design standards on the trend in the rigor of single-case studies using a comparative interrupted time series framework. Within this subset of single-case studies, our estimation strategy did not detect a change in the trend of the rigor of single-case research following the establishment of What Works Clearinghouse single-case design standards. Implications are discussed for practitioners and researchers. Study data, syntax, and supplemental materials are available for public use at https://osf.io/xp7wv/.
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