There is a lack of consensus regarding student-, intervention-, and setting-level variables supporting self-monitoring use in schools¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Despite substantial research supporting self-monitoring in schools, there is a lack of consensus regarding the student-, intervention-, and setting-level variables that support the intervention. → Davis 2016

Evidence¶

Davis 2016¶

Davis, J.L., Mason, B.A., Davis, H.S., Mason, R.A., & Crutchfield, S.A. (2016). Self-Monitoring Interventions for Students with ASD: a Meta-analysis of School-Based Research. Review Journal of Autism and Developmental Disorders, 3, 196–208. https://doi.org/10.1007/s40489-016-0076-y

q2 · i? · quant-synthesis · r?

The article states as its motivating gap that "there is currently a lack of consensus regarding the student-, intervention-, and setting-level variables" supporting self-monitoring, motivating the meta-analysis.

"Despite substantial research supporting the use of SM in schools, there is currently a lack of consensus regarding the student-, intervention-, and setting-level variables that support the use of this intervention."

Discussion¶

Related Claims¶

• Substantial variability exists in the specific components used across self-management interventions despite established effectiveness — related
• Self-management intervention configurations show strong mean effect sizes but substantial effect size heterogeneity in single-case research — related
• Self-monitoring interventions produce strong effects for students with ASD across behavioral targets and school settings (overall Tau-U = .83) — related