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Improving Treatment Plan Implementation in Schools: A Meta-analysis of Single Subject Design Studies |
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| Authors: | George H. Noell Kristin A. Gansle Joanna Lomas Mevers R. Maria Knox Joslyn Cynkus Mintz Amanda Dahir |
| Affiliation: | 1. Department of Psychology, Louisiana State University, 236 Audubon Hall, Baton Rouge, LA, 70803, USA 2. School of Education, Louisiana State University, 223 Peabody Hall, Baton Rouge, LA, 70803, USA 3. Marcus Autism Center, Atlanta, GA, USA 4. Louisiana Department of Education, Baton Rouge, LA, USA 5. Johns Hopkins School of Medicine, Kennedy Krieger Institute, Neurobehavioral Unit Outpatient Clinic, 9810 Patuxent Woods Drive, Suite F, Columbia, MD, 21046, USA 6. Autism Spectrum Therapies, Seattle, WA, USA |
| Abstract: | Twenty-nine peer-reviewed journal articles that analyzed intervention implementation in schools using single-case experimental designs were meta-analyzed. These studies reported 171 separate data paths and provided 3,991 data points. The meta-analysis was accomplished by fitting data extracted from graphs in mixed linear growth models. This analytic approach was adopted to provide a model whose assumptions were met and could model both level and trend. The extent to which interventions were implemented as planned in baseline was low with a downward trend. Performance feedback, performance feedback augmented with additional procedures, and self-monitoring with environmental supports were found to be highly effective for improving intervention implementation. Follow-up meetings without review of implementation data were ineffective. Maintenance data were positive across studies. Implications of the results for future research and practice are discussed. |
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