Neither age nor gender significantly moderated DRC treatment effects, though subgroup samples were small¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Age and gender showed no significant impact on baseline or the change from baseline to intervention in the fully conditional model. → Pyle 2017

Evidence¶

Pyle 2017¶

Pyle, K. K., & Fabiano, G. A. (2017). Daily Report Card Intervention and Attention Deficit Hyperactivity Disorder: A Meta-Analysis of Single-Case Studies. Manuscript submitted to Exceptional Children October 2016; accepted March 2017. https://eric.ed.gov/?id=ED583708

q3 · i? · quant-synthesis · r2

Fully conditional HLM model with student-level moderators. The quote reports "Age (n = 37; range 4-14) and gender (n = 37; 25 male) showed no significant impact". No effect size printed; equivalence not tested. Limitations note girls (n = 11) and children over 10 (n = 9) were small subgroups.

"Age (n = 37; range 4-14) and gender (n = 37; 25 male) showed no significant impact on baseline or the change from baseline to intervention (see Table 5)."

Discussion¶

Related Claims¶

• The Daily Report Card significantly improves behavior for students with ADHD, increasing desirable behavior by approximately 30 percentage points from baseline to intervention — related
• Class type moderated DRC outcomes, with the single special-education study showing approximately 33 percentage points greater gains, though only one study was in this subgroup — related
• Higher study quality is associated with greater behavioral gains from the DRC in students with ADHD — related
• In single-case DRC data, after reversal students showed faster change from baseline to intervention, and goal type (on-task versus disruptive) did not differentially affect outcomes — related
• Home-school communication was not significantly related to DRC outcomes for students with ADHD, contrary to a prior meta-analysis — related
• Non-overlap-based effect sizes averaging 0.59 to 0.94 support the DRC as a moderate- to highly-effective stand-alone intervention for students with ADHD — related
• Number relationships instruction shows no differential benefit by gender — related