Home-school communication was not significantly related to DRC outcomes for students with ADHD, contrary to a prior meta-analysis¶

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? In the fully conditional model, home-school communication was not significantly related to outcome. → 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 (n = 13 studies) with an aggregate home-school communication score (reinforcement, home training, feedback criteria). The null result "was not anticipated, and deserves a more thorough investigation" per the authors. Equivalence was not tested.

"Home-school communication was not significantly related to outcome, γ = -2.21, t (9) = -1.02, p = .34 (see Table 6)."

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