A Review of Korean Research Trends and the Quality of Evidence of Single–subject Research in Language Interventions of Students for Autism Spectrum Disorders

Kim, Seol A; Noh, Seung Lim; Park, Bo Ram

doi:10.31863/jse.2019.08.35.2.31

Cited by 1 publication

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“…Fifth, the quality analysis on external validity showed that under 50% of the selected studies properly described the selection process and/or demographic characteristics of participants. External validity indicates the exhaustive description of research processes in order to apply identical programs to other settings, and the selection process as well as characteristics of participants are integral information to confirm it [43]. The external validity is necessarily required to decide the EBP which aims to apply the results of scientific studies into diverse educational settings.…”

Section: Quality Of Experimental Studies On Selmentioning

confidence: 99%

The quality and effectiveness of Social-Emotional Learning (SEL) intervention studies in Korea: A meta-analysis

Kim

Lim

2022

PLoS ONE

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Social-emotional learning (SEL) is an educational model for improving social-emotional competences of all students and a long-term education program connecting school, home, and community. Although there has been active research to establish evidence-based practice (EBP) of SEL programs worldwide, the quality of SEL intervention studies which is an integral part of evaluating EBP was rarely investigated. In addition, prior meta-analytic studies focused only on the effectiveness of SEL programs conducted in Western society. In this sense, in order to contribute to establishing EBP of SEL programs, the current research sought to analyze both quality and effectiveness of SEL intervention studies conducted in Korea where SEL has been investigated and applied in classroom since 2010. To conduct this study, we selected 22 peer-reviewed articles (about 23 SEL programs) and analyzed their quality by Evidence-Based Intervention (EBI) indicators and calculated effect sizes using a meta-analysis. The results of the quality analysis revealed that SEL intervention studies had some limitations with a statistical analysis, use of measurement, a control group design, intervention fidelity, and external validity. The global effect size of SEL programs was 0.27, and the results from the effect size analyses by controlling variables showed that group compositions, the number of sessions, and session length were accountable for the variability of effect sizes. Based on these findings, we discussed the directions for future research and practice on the EBP of SEL programs that can be appreciated by researchers worldwide.

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Section: Quality Of Experimental Studies On Selmentioning

confidence: 99%