Quality Indicators for Reviews of Research in Special Education

Talbott, Elizabeth; Maggin, Daniel M.; Acker, Eryn Y. Van; Kumm, Skip

doi:10.1080/09362835.2017.1283625

Cited by 46 publications

(74 citation statements)

References 40 publications

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“…Methodologically, sound studies enable reviewers and other researchers to determine whether there is sufficient evidence to establish a functional relation (Kennedy, 2005) or whether an instructional strategy can be considered an evidence-based practice (What Works Clearinghouse, 2017). It is important to be aware of these issues because studies with poor reporting can affect many consumers, including practitioners, policy makers, grant funders, and journal editors (Talbott et al, 2018). When stakeholders choose an intervention, the study quality matters.…”

Section: Discussionmentioning

confidence: 99%

Geometry Interventions for Students With Learning Disabilities: A Research Synthesis

Liu

Bryant

Kiru

et al. 2019

Learning Disability Quarterly

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The purpose of this study was to examine geometry interventions for students with learning disabilities. We synthesized nine intervention studies by focusing on the geometry concepts and skills taught to students with learning disabilities, intervention types used, instructional components embedded, and the methodological rigor of the studies. Intervention studies were mainly single-case designs. The geometry topics included angle recognition, and perimeter, area, and volume problems. The findings of this synthesis contribute to the current literature by showing that geometry interventions for students with learning disabilities incorporated proven effective instructional components (e.g., multiple representations, skill modeling). Regarding the methodological rigor, the results showed several issues, including the lack of description of interventionist training, intervention treatment fidelity, and adequate technical information for student outcome measures. Limitations of the studies and suggestions for future intervention research are discussed.

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Section: Discussionmentioning

confidence: 99%

Geometry Interventions for Students With Learning Disabilities: A Research Synthesis

Liu

Bryant

Kiru

et al. 2019

Learning Disability Quarterly

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“…The study had its limitations. Although a recommended practice (Talbott et al, 2018) we did not assess interobserver agreement throughout the screening process. In addition, our pool of included studies was restricted because among the n = 82 studies not meeting the criteria for review (see Figure 1), researchers had failed to report the percentages of the same or different teachers included in their samples or had purposely excluded one or the other.…”

Section: Discussionmentioning

confidence: 99%

Similarity in Teacher Ratings of the Externalizing Behavior of Twins: A Meta-Analysis

Talbott

Zurheide

Karabatsos

et al. 2020

Behavioral Disorders

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Valid and reliable teacher ratings serve as the foundation for screening and assessment of youth with behavioral disorders and twin studies offer an opportunity to study those ratings. We conducted a meta-analysis of 15 empirical investigations of aggressive and rule-breaking behavior using teacher ratings in the context of a twin research design. We retrieved n = 53 correlations from n = 7,885 pairs of monozygotic (MZ) twins and n = 67 correlations from n = 11,696 pairs of dizygotic (DZ) twins with two goals: (a) to test the best-fitting models for predicting similarity (correlations) in teacher ratings of MZ and DZ twin pairs and (b) to identify significant predictors in the respective models. We found that, for both MZ and DZ twins, the best-fitting model included all predictors and interactions. In the MZ model, we found a significant positive interaction between the percentage of same teachers who completed the ratings and male twins; in the DZ model, we found a significant negative interaction between the percentage of same teachers who completed the ratings and opposite sex twins. Teacher ratings converged and diverged in expected ways, advancing research in the context of the attributions-bias-context (ABC) model of informant ratings.

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“…The quantitative synthesis of all studies investigating this research question can provide meaningful estimates of the intervention's anticipated effect on social behaviors. It would be unfortunate to ignore research investments and evidence that is already available in the literature given that high-quality meta-analyses can result in important insights for policy makers, funding agencies, practitioners in the field, and researchers (Talbott, Maggin, Van Acker, & Kumm, 2018).…”

Section: Articlementioning

confidence: 99%

Quantitative Synthesis of Research Evidence: Multilevel Meta-Analysis

Moeyaert

2018

Behavioral Disorders

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Multilevel meta-analysis is an innovative synthesis technique used for the quantitative integration of effect size estimates across participants and across studies. The quantitative summary allows for objective, evidence-based, and informed decisions in research, practice, and policy. Based on previous methodological work, the technique results in powerful, unbiased, and precise effect size estimates. However, its use in practice is limited and its full potential is not yet fully understood. This article aims to bring the multilevel meta-analytic model closer to the applied researcher by introducing the technique at a conceptual level and discussing its full potential and relevance to the field. The procedure of multilevel meta-analysis is illustrated using a recent single-case meta-analytic dataset. Software codes, output tables, interpretations, and graphical displays of effect size estimates are given such that the reader can repeat the analysis independently.

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Quality Indicators for Reviews of Research in Special Education

Cited by 46 publications

References 40 publications

Geometry Interventions for Students With Learning Disabilities: A Research Synthesis

Geometry Interventions for Students With Learning Disabilities: A Research Synthesis

Similarity in Teacher Ratings of the Externalizing Behavior of Twins: A Meta-Analysis

Quantitative Synthesis of Research Evidence: Multilevel Meta-Analysis

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