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¶

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? Studies completed in special education classrooms gained approximately 33 percentage points more across phases, a result the authors caution rests on only one special education study (Ayllon et al., 1975). → 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 testing classroom type (0 = general education, 1 = special education) as a study-level moderator. The article itself warns "there was only one study included in these analyses that examined students in special education classrooms".

"Changes in class type yielded a similar increase, with studies completed in a special education classrooms gaining approximately 33 percentage points more across phases, γ = 32.99, t(9) = 3.23, p = .01. This result should be interpreted with caution as there was only one study included in these analyses that examined students in special education classrooms (Ayllon et al., 1975)."

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
• Neither age nor gender significantly moderated DRC treatment effects, though subgroup samples were small — 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
• Higher study quality is associated with greater behavioral gains from the DRC in students with ADHD — 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