Reporting and Reproducibility of Meta-Analysis in Speech, Language, and Hearing Research

Chow, Jason C.; Sjogren, Ashlee L.; Zhao, Hongyang

doi:10.1044/2021_jslhr-21-00047

Cited by 11 publications

(5 citation statements)

References 13 publications

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“…Stage 3: Presenting and Interpreting Results. As shown in Table 3, when presenting, interpreting, and discussing results, high-quality systematic reviews (a) organize findings to address research questions, (b) summarize results, (c) ground interpretations and conclusions in the data (Chow et al, 2021;Shamseer et al, 2015;Talbott et al, 2018), (d) link back to the review's aims, and (e) interpret results in context (Wilson & Anagnostopoulos, 2021). As an exemplar, Cumming et al (2020) systematically reviewed associations between school-based experiences and student executive function (EF) development.…”

Section: Contextmentioning

confidence: 99%

High-Quality Systematic Literature Reviews in Special Education: Promoting Coherence, Contextualization, Generativity, and Transparency

Cumming

Bettini

Chow

2023

Exceptional Children

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High-quality systematic literature reviews provide a systematic process for identifying, synthesizing, and critiquing multiple studies and, in turn, inform theory, research, practice, and policy. With a focus on special education systematic reviews, we propose four core principles (i.e., coherence, contextualization, generativity, and transparency) to guide scholars in conducting meta-analyses, systematic narrative reviews, and qualitative meta-syntheses. Specifically, we articulate how scholars can promote each of these principles at each stage of the review process to enhance the rigor, relevance, and credibility of their systematic review: (a) framing the problem and research questions; (b) planning procedures to identify, analyze, and synthesize studies; and (c) presenting and interpreting results. Last, we discuss future directions in light of issues of equity and approaches to bridge synthesis findings and practice and policy.

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Section: Contextmentioning

confidence: 99%

High-Quality Systematic Literature Reviews in Special Education: Promoting Coherence, Contextualization, Generativity, and Transparency

Cumming

Bettini

Chow

2023

Exceptional Children

Self Cite

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“…Future meta-analysis investigations should incorporate methodology that is suitable not only for transparency and reproducibility (Chow et al, 2021) but also for the small sample sizes and heterogenous data reported by primary studies. Although previous meta-analyses in the field have included moderator analyses, only a few prior syntheses (e.g., Sandbank et al, 2020) have incorporated these advanced methods.…”

Section: Conducting Meta-analysesmentioning

confidence: 99%

Investigating Narrative Performance in Children With Developmental Language Disorder: A Systematic Review and Meta-Analysis

Winters

Jasso

Pustejovsky

et al. 2022

J Speech Lang Hear Res

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Purpose: Narrative assessment is one potentially underutilized and inconsistent method speech-language pathologists may use when considering a diagnosis of developmental language disorder (DLD). However, narration research encompasses many varied methodologies. This systematic review and meta-analysis aimed to (a) investigate how various narrative assessment types (e.g., macrostructure, microstructure, and internal state language) differentiate children with typical development (TD) from children with DLD, (b) identify specific narrative assessment measures that result in greater group differences, and (c) evaluate participant and sample characteristics that may influence performance differences. Method: Electronic databases (PsycINFO, ERIC, and PubMed) and ASHAWire were searched on July 30, 2019, to locate studies that reported oral narrative language measures for both DLD and TD groups between ages 4 and 12 years; studies focusing on written narration or other developmental disorders only were excluded. We extracted data related to sample participants, narrative task(s) and assessment measures, and research design. Group differences were quantified using standardized mean differences. Analyses used mixed-effects meta-regression with robust variance estimation to account for effect size dependencies. Results: Searches identified 37 eligible studies published between 1987 and 2019, including 382 effect sizes. Overall meta-analysis showed that children with DLD had decreased narrative performance relative to TD peers, with an overall average effect of −0.82 SD , 95% confidence interval [−0.99, −0.66]. Effect sizes showed significant heterogeneity both between and within studies, even after accounting for effect size–, sample-, and study-level predictors. Across model specifications, grammatical accuracy (microstructure) and story grammar (macrostructure) yielded the most consistent evidence of TD–DLD group differences. Conclusions: Present findings suggest some narrative assessment measures yield significantly different performance between children with and without DLD. However, researchers need to improve consistency of inclusionary criteria, descriptions of sample characteristics, and reporting of correlations between measures to determine which assessment measures reliably distinguish between groups. Supplemental Material: https://doi.org/10.23641/asha.21200380

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“…Regarding the reporting of information from clinical trials, there is a need for clear and explicit reporting of demographic characteristics, as is advocated for by meta‐analytical researchers (Chow et al, 2023). To improve the ability of researchers to consider what interventions are working best and for whom, it is essential to provide detailed information on study participants.…”

Section: Discussionmentioning

confidence: 99%

A systematic review and meta‐analysis on the efficacy of sleep interventions to treat suicidal ideation

Mournet,

Kleiman

2024

Journal of Sleep Research

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SummaryResearchers at the intersection of sleep and suicide research have advocated for investigation of sleep disturbances as a therapeutic target for the purposes of treating and preventing suicide. This study aims to provide the first systematic review and meta‐analysis on the efficacy of sleep interventions to treat suicidal ideation. This systematic review and meta‐analysis, registered with the International Prospective Register of Systematic Reviews, was conducted in PsycINFO, through Ovid. A sample of eight articles were deemed eligible and a total of 21 effect sizes were included. Egger's test suggested that no publication bias was present (b = 0.3695; p = 0.0852). The pooled effect size for sleep treatments on suicidal ideation was small (g = −0.0931, p = 0.3047). Significant heterogeneity was present (I2 = 44.13%), indicating the need for moderator analyses. Treatment type (medication versus psychotherapy; g = −0.2487, p = 0.3368), sex (g = −0.0007; p = 0.9263), and race (g = −0.0081; p = 0.1624) were all considered as moderators and were all found to be insignificant. This meta‐analysis revealed that initial studies exploring the efficacy of sleep interventions on suicidal ideation demonstrate small effect sizes. Despite this, the handful of studies included in this review nonetheless highlight this as an important area for continued exploration. The use of larger and more diverse samples, as well as intentionally designing sleep‐related interventions to improve ideation and behaviour, have the potential to enhance the efficacy of sleep interventions for this novel purpose.

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Reporting and Reproducibility of Meta-Analysis in Speech, Language, and Hearing Research

Cited by 11 publications

References 13 publications

High-Quality Systematic Literature Reviews in Special Education: Promoting Coherence, Contextualization, Generativity, and Transparency

High-Quality Systematic Literature Reviews in Special Education: Promoting Coherence, Contextualization, Generativity, and Transparency

Investigating Narrative Performance in Children With Developmental Language Disorder: A Systematic Review and Meta-Analysis

A systematic review and meta‐analysis on the efficacy of sleep interventions to treat suicidal ideation

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