Evaluating Article Search and Selection Procedures in Special Education Literature Reviews

King, Seth A.; Davidson, Kimberly A.; Chitiyo, Argnue; Apple, Derrick

doi:10.1177/0741932518813142

Cited by 21 publications

(31 citation statements)

References 55 publications

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“…We selected the WWC (2017) quality indicators because of their emphasis on observable study features linked to internal validity. Using different quality standards may have produced different conclusions regarding the merit of the research (King et al, 2020a, 2020b). WWC indicators require each condition of a study to include a minimum of three data points per condition and a minimum of three replications of effect.…”

Section: Discussionmentioning

confidence: 99%

“…We also did not conduct a hand search of potential publication outlets. In employing three distinct search methods, our search included more identification methods than the majority of systematic reviews published in special education or behavior analysis (King et al, 2020a, 2020b).…”

Section: Discussionmentioning

confidence: 99%

“…Given the role of visual analysis in analyzing outcomes of single‐case design research, we excluded single‐case designs in which authors did not graphically display results (Manolov, Losada, Chacon‐Moscoso, & Sanduvete‐Chaves, 2016). Dissertations were included due to concerns regarding publication bias related to the exclusion of unpublished studies and the ability to control for study rigor through the application of quality indicators (Chitiyo, King, Krizon, Ablakwa, & Markelz, 2020; King, Davidson, Chitiyo, & Apple, 2020a). We excluded master's theses and other unindexed gray literature given the potential of partially included source material to bias results (Ferguson & Brannick, 2012).…”

Section: Methodsmentioning

confidence: 99%

“…Studies of insufficient methodological rigor invite alternative conclusions regarding the effect of an intervention (King et al, 2020a, 2020b). We evaluated identified articles using contemporary single‐case and group design standards of the WWC (2017).…”

Section: Methodsmentioning

confidence: 99%

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Blending as a treatment for feeding disorders: A review of the literature

King

Burch

2020

Behavioral Interventions

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Research indicates feeding disorders are relatively common in children. Described as combining two or more food items in a way that prevents separation, blending is recommended when the child avoids novel textures or flavors. As a nonrestrictive approach to feeding disorders, blending may appeal to consumers. The present study reviewed experimental research published from 1998 to 2018 involving the use blending to address feeding disorders. In addition to study quality, methods, and effects, this review targeted procedures used to progressively introduce novel textures. Identified studies (n ¼ 10) evaluated blending using single-case designs. Studies included children (n ¼ 14) generally under the age of four with diagnoses of disabilities or severe feeding disorders. Although the studies provided insight into practical considerations, the research did not exhibit sufficient rigor to support the use of blending. Special considerations may nonetheless justify the use of blending in treatment. Implications for practice follow a description of findings.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Blending as a treatment for feeding disorders: A review of the literature

King

Burch

2020

Behavioral Interventions

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“…Analyzing studies featuring nonconcurrent designs would likewise have influenced findings. We therefore encourage future inquiry into the influence of quality assessment on the results of syntheses, as the use of different selection criteria may result in different conclusions (King, Davidson, Chitiyo, & Apple, 2018). Regardless, we find a skeptical view of high-probability sequencing for food acceptance is warranted given (a) the few studies supporting its effectiveness in the absence of other procedures and (b) the cases that suggest high-probability sequencing is ineffective.…”

Section: Discussionmentioning

confidence: 99%

Addressing Feeding Disorders Using High-Probability Sequencing for Children and Adolescents with Developmental Disabilities

King

Johnson

Burch

et al. 2019

Research and Practice for Persons with Severe Disabilities

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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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