A Comparison of Single-Case Effect Measures Using Check-In Check-Out Data.

There are numerous effect measures researchers can select when conducting a meta-analysis of single-case experimental design research. These effect measures model different characteristics of the data, so it is possible that a researcher's choice of an effect measure could lead to different conclusions about the same intervention. The current study investigated the impact of effect measure selection on conclusions about the effectiveness of check-in check-out (CICO), a commonly used intervention within School-Wide Positive Behavior Interventions and Supports. Using a multilevel meta-analysis of seven different effect measures across 95 cases in 22 studies, findings suggested that all effect measures indicated statistically significant results of CICO in improving student behavior. However, the magnitude of the effects varied when comparing the results to interpretive guidelines, suggesting that the selection of effect measures may impact conclusions regarding the extent to which an intervention is effective. Implications, limitations, and future directions are discussed.

The Effect of the Fidget Cube on Classroom Behavior among Students with Perceived Attention Difficulties.

Fidget toys, one class of sensory-based interventions, enjoy favorable coverage in popular media outlets supporting their impact on attention, memory, and stress. However, there is minimal data supporting their use in the classroom. The present study used an ABAB withdrawal design to investigate the impact of noncontingent access to a commercially available fidget toy, the Fidget Cube, on academically engaged behavior, off-task behavior, Fidget Cube engagement, math problems attempted, and math problems completed accurately during independent seatwork. Participants were three 3rd-graders referred for having attention difficulties. Results indicated that noncontingent access to the Fidget Cube during independent seatwork did not improve study outcomes. Participants engaged with the Fidget Cube less in the second intervention phase than the first. Results suggest school personnel should consider alternative strategies for students with perceived attention difficulties. Limitations of the study are discussed, along with future directions for research.

What's the Big IDEA? A Preliminary Analysis of Behavior Analysts' Self-Reported Training in and Knowledge of Federal Special Education Law.

Many behavior analysts currently work in school settings or with individuals who may qualify for educational services through federal special education law. However, it remains unclear what training, if any, behavior analysts receive in this law. Behavior analysts have an ethical responsibility to practice within their scope of competency and in compliance with legal regulations. Thus, it is important to determine whether behavior analysts practicing in the United States are adequately prepared and familiar with federal special education law. The current study consisted of a survey wherein respondents answered questions pertaining to the relevance of federal special education law, their familiarity with core terminology, and the alignment between the law and the Professional and Ethical Compliance Code for Behavior Analysts (Behavior Analyst Certification Board, 2016). Respondents' self-report indicates that behavior analysts hold conflicting views on how federal special education law aligns with and influences their role as service providers. As such, practitioners and agencies alike may benefit from explicit clarification of the responsibility Board Certified Behavior Analysts have to seek training in and adhere to federal special education law.

Say something nice: A meta-analytic review of peer reporting interventions.

Peer reporting interventions (i.e., Positive Peer Reporting and tootling) are commonly used peer-mediated interventions in schools. These interventions involve training students to make reports about peers' prosocial behaviors, whether in oral or written form. Although peer reporting interventions have been included in meta-analyses of group contingencies, this study is the first meta-analytic review of single-case research focusing exclusively on peer reporting interventions. The literature search and application of inclusion criteria yielded 21 studies examining the impact of a peer reporting intervention on student behavior compared to baseline conditions. All studies used single-case experimental designs including at least three demonstrations of an effect and at least three data points per phase. Several aspects of studies, participants, and interventions were coded. Log response ratios and Tau were calculated as effect size estimates. Effect size estimates were synthesized in a multi-level meta-analysis with random effects for (a) studies and (b) cases within studies. Overall results indicated peer reporting interventions had a non-zero and positive impact on student outcomes. This was also true when data were subset by outcome (i.e., disruptive behavior, academically engaged behavior, and social behavior). Results were suggestive of more between- than within-study variability. Moderator analyses were conducted to identify aspects of studies, participants, or peer reporting interventions associated with differential effectiveness. Moderator analyses suggested published studies were associated with higher effect sizes than unpublished studies (i.e., theses/dissertations). This meta-analysis suggests peer reporting interventions are effective in improving student behavior compared to baseline conditions. Implications and directions for future investigation are discussed.

The Effect of a Sounding-Out Step for Cover-Copy-Compare on Spelling Word Acquisition.

Cover-copy-compare (CCC) is a self-managed intervention that relies on modeling, opportunities to respond, and corrective feedback to improve spelling. Refinements to CCC have been investigated to maximize its effectiveness and efficiency. One such refinement is the addition of a sounding-out step (CCC+SO). Because research investigating CCC+SO has yielded inconsistent results, the current study sought to further examine CCC+SO while addressing some of the methodological limitations of previous studies. An alternating-treatments design was used to compare CCC and CCC+SO on the cumulative number of spelling words acquired with three 2nd and 3rd graders. Participants practiced spelling words using CCC and CCC+SO and demonstrated considerable growth in spelling performance from baseline to intervention; however, there was little difference in cumulative spelling words acquired across conditions. Implications for practitioners and researchers, limitations, and future directions are discussed.

Measurement invariance of the Student Risk Screening Scale across time and gender.

Universal screening for behavioral/mental health risk is a critical component of multitiered systems of support, allowing for early identification of students in need of prevention and/or intervention services. The Student Risk Screening Scale (SRSS; Drummond, 1994) is one commonly used universal screening tool intended to measure externalizing behavior difficulties. Although the reliability and criterion-related validity of the SRSS has been studied extensively, there are limited data supporting its construct validity. To this end, the current study investigated the internal structure of the SRSS and the degree to which it demonstrated measurement invariance across time (i.e., fall, winter, spring) and gender (i.e., male, female). Fifty-five teachers completed the SRSS for 1,220 students in kindergarten through 5th grade across three elementary schools during fall, winter, and spring benchmarking periods. Results of a confirmatory factor analysis provided support for the SRSS as a single-factor measure of externalizing behavior difficulties. Results of multigroup confirmatory factor analyses supported its measurement invariance across time and gender. These findings further establish the psychometric defensibility of the SRSS as used within multitiered systems of support. Implications, limitations, and future directions are discussed for practitioners and researchers. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Impact of Mentors During Adolescence on Outcomes Among Gay Young Adults.

Using the National Longitudinal Study of Adolescent Health and the Adolescent Health and Academic Achievement study datasets, this study examined whether natural mentoring relationships during adolescence were associated with young adult outcomes among lesbian, gay, and bisexual (LGB) persons. Outcomes in three domains were investigated: education and employment, psychological wellbeing, and substance use and abuse. Results indicated that LGB persons reporting natural mentors during adolescence were about three times as likely to graduate from high school as those without. Discussion surrounds strategies to foster mentoring relationships within the school environment or community.