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¶

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? Average effect sizes across studies calculated with PND, PAND, PEM, IRD, and Tau-U ranged from 0.59 to 0.94, and all effect size methods were significantly correlated. → 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

Effect size calculations across the 14 included single-case studies. The paper states "average effect sizes across all studies ranging from 0.59 to 0.94" for the non-overlap methods; SMD was the most varied (individual-level range -0.27 to 54.45).

"Effect sizes calculated using the, PND, PAND, PEM, IRD, and Tau-U methods were generally similar, with average effect sizes across all studies ranging from 0.59 to 0.94."

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 — a narrower finding that bears on this claim
• 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
• Neither age nor gender significantly moderated DRC treatment effects, though subgroup samples were small — 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
• 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