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Modeling Verbal Behavior Deficits with the Stimulus Control Ratio Equation, SCoRE
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A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive

Catharine Lory1, Rose A Mason2, John L Davis3

  • 1Department of Educational Studies, Purdue University, 100 N University Street, West Lafayette, IN, 47907, USA. luo171@purdue.edu.

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Evidence-based interventions significantly reduce challenging behavior in students with developmental disabilities within inclusive classrooms. Key factors like behavior type and intervention strategies influence effectiveness, improving curriculum access.

Keywords:
Behavior interventionChallenging behaviorDevelopmental disabilitiesInclusiveMeta-analysisSchool-based

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Area of Science:

  • * Special Education
  • * Applied Behavior Analysis
  • * Developmental Disabilities

Background:

  • * Challenging behavior impedes curriculum access for students with developmental disabilities in general education settings.
  • * Identifying effective interventions for these behaviors in inclusive environments is crucial.
  • * This study addresses the need for evidence-based practices in special education.

Purpose of the Study:

  • * To quantify the effectiveness of interventions for reducing challenging behavior in students with developmental disabilities.
  • * To identify participant and intervention characteristics that moderate intervention outcomes.
  • * To provide data supporting evidence-based practices in inclusive education.

Main Methods:

  • * A systematic literature search of academic databases was performed.
  • * Identified studies were assessed for methodological quality.
  • * Intervention effects were analyzed using the Tau-U metric for meta-analysis.

Main Results:

  • * Interventions demonstrated a strong overall effect size of 0.94 (95% CI [0.87, 1.00]).
  • * Significant moderators included behavior topography, interventionist type, and specific intervention components.
  • * These findings highlight the efficacy of targeted behavioral interventions.

Conclusions:

  • * Interventions are highly effective in reducing challenging behavior for students with developmental disabilities in inclusive settings.
  • * Understanding moderating factors can optimize intervention selection and implementation.
  • * This research supports the use of evidence-based practices to enhance educational inclusion.