Effects of disability simulation are largest for grades 3-4, and the youngest group's effect is not statistically significant¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Weighted effect sizes exceed .50 for grades 3-4 (.91) and 5-6 (.54), but the 95% confidence interval for grades 1-2 includes zero. → Mookyung Jeon 2018

Evidence¶

Mookyung Jeon 2018¶

Mookyung Jeon. (2018). Meta-Analysis of Disability Simulation Research for Elementary Students in Korea. International Journal of Special Education, 33(1). https://eric.ed.gov/?id=EJ1184078

q3 · i? · quant-synthesis · r1

Moderator analysis by age group in the meta-analysis (Table 2): grades 1-2 weighted ES .83 (CI includes zero), grades 3-4 .91, grades 5-6 .54. The article states the youngest group's interval includes zero, so the effect for grades 1-2 was not statistically significant; no additional effect size is printed.

"All median and weighted effect sizes exceed .50 except for the median effect size for the first and second graders. The 95% confidence interval for the ef fect size of the first and second graders also include zero."

Discussion¶

Related Claims¶

• Behavioral outcomes show the largest effects of disability simulation, while the perception effect is not statistically significant — related
• Disability simulation shows a medium-to-large overall effect on elementary students' perception, attitudes, and behaviors in Korean studies (weighted d = .80) — related
• No negative effects of disability simulation are found among elementary students in the Korean studies — related
• Simulations shorter than 800 minutes show larger effects than simulations of 800 minutes or more — related