Single-case effects of self-management interventions are not moderated by intervention characteristics (duration, fidelity assessment, fidelity method, or training)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Meta-regression found no moderation of single-case effects by intervention duration, fidelity assessment, fidelity method, or training. → 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 intervention-characteristic moderators. The review reports a null moderation result; no effect sizes or test statistics are printed for these moderator tests.
"Single‐case results were not found to be moderated by intervention characteristics (i.e., intervention duration, fidelity assessment, fidelity method, or training)."
Discussion¶
Related Claims¶
- 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 — related
- Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — related
- Interventions in higher Grades tend to have somewhat lower effect sizes; other study characteristics show few significant moderator effects — 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 intervention configurations show strong mean effect sizes but substantial effect size heterogeneity in single-case research — related
- Self Monitoring Improves On Task Behavior — related
- Substantial variability exists in the specific components used across self-management interventions despite established effectiveness — related
- Self-management interventions significantly and positively impact academic outcomes (achievement and work completion) in single-case design studies — related
- Intervention duration in weeks and study-quality characteristics did not significantly moderate extensive reading effects — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sm-effects-not-moderated-intervention-characteristics |
title |
Single-case effects of self-management interventions are not moderated by intervention characteristics (duration, fidelity assessment, fidelity method, or training) |
description |
Single-case effects of self-management interventions are not moderated by intervention characteristics (duration, fidelity assessment, fidelity method, or training) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — smith-2022 |
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