Single-case effects of self-management interventions are moderated by student race and special education status, with more pronounced effects for African American students and students receiving special education services¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Intervention effects were more pronounced for African American students than other races (F = 5.56, p = 0.02). → Smith 2022 q3 i? Intervention effects were more pronounced for students receiving special education services than students in regular classrooms (F = 6.87, p = 0.01). → Smith 2022

Evidence¶

Smith 2022¶

Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self‐management interventions for reducing challenging behaviors among school‐age students: A systematic review. Campbell Systematic Reviews, 18, e1223. https://doi.org/10.1002/cl2.1223

q3 · i? · quant-synthesis · r3

Meta-regression of the single-case design sample testing student-characteristic moderators. The review reports significant moderation by race (F = 5.56, p = 0.02) and special education status (F = 6.87, p = 0.01); no effect sizes are printed for these contrasts.

"Single‐case results were found to be moderated by student race and special education status, whereas intervention effects were more pronounced for African American students (F = 5.56, p = 0.02) and students receiving special education services (F = 6.87, p = 0.01)."

Discussion¶

Learner Variables¶

• Learning Disabilities and Developmental Differences — moderator: an instructional effect differs with it

Related Claims¶

• Outcomes of students with disabilities improve when they receive specially designed instruction responsive to assessment data — the general claim this finding bears on, with the studies behind it
• Self Monitoring Improves On Task Behavior — related
• Single-case effects of self-management interventions are not moderated by intervention characteristics (duration, fidelity assessment, fidelity method, or training) — related
• School-based self-management interventions significantly and positively impact classroom behaviors of school-age students with challenging behaviors (single-case design synthesis) — related
• Effect size heterogeneity in self-management interventions may be explained by grade level, disability status, and general versus special education setting — related
• Self-management interventions significantly and positively impact academic outcomes (achievement and work completion) in single-case design studies — related