Journal Article

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

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

2020

Overview

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

• Publisher: Springer Nature B.V
• Subject: Augmentative and Alternative Communication / Autism Spectrum Disorders / Behavior / Behavior disorders / Behavior problems / Communication Skills / Communication Strategies / Core Curriculum / Curricula / Departments / Developmental disabilities / Educational Psychology / Effect Size / Evidence Based Practice / Exceptional Child Research / General education / Inclusive education / Interpersonal Competence / Intervention / Mainstreaming / Meta Analysis / Participant Characteristics / People with disabilities / Self Destructive Behavior / Self Management / Special Education / Student Behavior / Students / Students with disabilities / Systematic review / Teacher Selection / Topography