Abstract
The current study examined the effects of self-regulatory interventions on reading, writing, and math by conducting a meta-analysis of single-case design research. Self-regulatory interventions have promise as an effective approach that is both minimally invasive and involves minimal resources. Effects of the interventions were analyzed by academic subject, grade, educational placement, and the number of sessions. Results indicated that self-regulatory strategies showed promise in addressing academic issues in the areas of reading, writing, and math regardless of age, grade, educational placement, and intervention length.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Citations with asterisks were included in the meta-analysis.
Alberto, P. A., & Troutman, A. C. (2008). Applied behavioral analysis for teachers. Columbus, OH: Pearson.
Barnett, D. W., Daly, E. J., I. I. I., Jones, K. M., & Lentz, F. E., Jr. (2004). Empirically-based special service decisions from increasing and decreasing intensity single case designs. Journal of Special Education, 38, 66–79.
Burns, M. K. (2004). Empirical analysis of drill ratio research: Refining the instructional level for drill tasks. Remedial and Special Education, 25, 167–175.
*Cameron, M. I., & Robinson, V. M. (1980). Effects of cognitive training on academic and on-task behavior of hyperactive children. Journal of Abnormal Child Psychology, 8, 405–419.
Christenson, S. L., Reschly, A. L., Appleton, J. J., Berman-Young, S., Spanjers, D. M., & Varro, P. (2008). Best practices in fostering student engagement. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 2069–2085). Bethesda, MD: National Association of School Psychologists.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Dunlap, L. K., & Dunlap, G. (1989). A self-monitoring package for teaching subtraction with regrouping to students with learning disabilities. Journal of Applied Behavioral Analysis, 22, 309–314.
Garcia-Sanchez, J. N., & Fidalgo-Redondo, R. (2006). Effects of two types of self-regulatory instruction programs on students with learning disabilities in writing products, processes, and self-efficacy. Learning Disability Quarterly, 29(3), 181–211.
Gettinger, M., & Ball, C. (2008). Best practices in increasing academic engaged time. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 2069–2085). Bethesda, MD: National Association of School Psychologists.
*Hagaman, J., & Reid, R. (2008). The effects of the paraphrasing strategy on the reading comprehension of middle school students at risk for failure in reading. Remedial and Special Education, 29, 222–234.
Haring, N. G., & Eaton, M. D. (1978). Systematic procedures: An instructional hierarchy. In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hansen (Eds.), The fourth R: Research in the classroom. Columbus, OH: Merrill.
Harvey, V. S., & Chickie-Wolfe, L. A. (2008). Best practices in teaching study skills. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 2069–2085). Bethesda, MD: National Association of School Psychologists.
Hughes, C. A., Ruhl, K. L., & Misra, A. (1989). Self-management with behaviorally disordered students in school settings: A promise unfulfilled? Behavioral Disorders, 14, 250–262.
Jitendra, A. K., Hoppes, M. K., & Xin, Y. P. (2000). Enhancing main idea comprehension for students with learning problems: The role of summarization strategy and self-monitoring instruction. The Journal of Special Education, 34(3), 127–139.
Kern, L., Dunlap, G., Childs, K. E., & Clarke, S. (1994). Use of a class wide self-management program to improve the behavior of students with emotional and behavioral disorders. Education and Treatment of Children, 17, 445–458.
Lane, K. L., & Beebe-Frankenberger, M. (2004). School-based interventions. Boston: Pearson.
*Lane, K., Harris, K., Graham, S., Weisenbach, J., Brindle, M., & Morphy, P. (2008). The effects of self-regulated strategy development on the writing performance of second-grade students with behavioral and writing difficulties. The Journal of Special Education, 41, 234–253.
*Lienemann, T., Graham, S., Leader-Janssen, B., & Reid, R. (2006). Improving the writing performance of struggling writers in second grade. Journal of Special Education, 40(2), 66–78.
*Lienemann, T., & Reid, R. (2008). Using self-regulated strategy development to improve expository writing with students with attention deficit hyperactivity disorder. Exceptional Children, 74, 471–486.
*Martin, K. F., & Manno, C. (1995). Use of a check-off system to improve middle school students’ story compositions. Journal of Learning Disabilities, 28, 139–149.
*Mason, L., & Shriner, J. (2008). Self-regulated strategy development instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders. Reading and Writing, 21, 71–93.
*Mason, L., Snyder, K., & Sukhran, D. (2006). TWA + PLANS strategies for expository reading and writing: Effects for nine fourth-grade students. Exceptional Children, 73, 69–89.
Parker, R. I., & Hagan-Burke, S. (2007). Useful effect size interpretations for single case research. Behavior Therapy, 38, 95–105.
Parker, R. I., Hagan-Burke, S., & Vannest, K. (2007). Percentage of all non-overlapping data (PAND): An alternative to PND. The Journal of Special Education, 40, 194–204.
Rathvon, N. (2008). Effective school interventions: Evidence-based strategies for improving student outcomes. New York: Guilford.
*Reid, R., & Lienemann, T. O. (2006). Self-regulated strategy development for written expression with students with attention deficit/hyperactivity disorder. Exceptional Children, 73, 53–68.
Riley-Tillman, T. C., & Burns, M. K. (2009). Single case design for measuring response to educational intervention. New York: Guilford.
Rogers, L., & Graham, S. (2009). A meta-analysis of single-subject design writing intervention research. Journal of Educational Psychology, 100, 879–906.
Rohde, T. E., & Thompson, L. A. (2006). Predicting academic achievement with cognitive ability. Intelligence, 35, 83–92.
*Saddler, B. (2006). Increasing story-writing ability through self-regulated strategy development: Effects on young writers with learning disabilities. Learning Disability Quarterly, 29, 291–305.
*Saddler, B., & Asaro, K. (2007). Increasing story quality through planning and revising: Effects on young writers with learning disabilities. Learning Disability Quarterly, 30, 223–234.
*Saddler, B., Moran, S., Graham, S., & Harris, K. R. (2004). Preventing writing difficulties: The effects of planning strategy instruction on the writing performance of struggling writers. Exceptionality, 12, 13–17.
Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single subject research: Methodology and validation. Remedial and Special Education, 8(2), 24–33.
*Shimabukuro, S. M., Prater, M. A, Jenkins, A., & Edelen-Smith, P. (1999). The effects of self-monitoring of academic performance on students with learning disabilities and ADD/ADHD. Education and Treatment of Children, 22, 397–414.
Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349–367.
Swanson, H. L. (2003). Age related differences in learning disabled and skilled readers’ working memory. Journal of Experimental Child Psychology, 85(1), 1–31.
Swanson, H. L., & Jerman, O. (2007). The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of Experimental Child Psychology, 96(4), 249–283.
Swanson, H. L., & Sachse-Lee, C. (2000). A meta-analysis of single-subject design intervention research for students with LD. Journal of Learning Disabilities, 33, 114–136.
Warren, S. F., Fey, M. E., & Yoder, P. J. (2007). Differential treatment intensity research: A missing link to creating optimally effective communication interventions. Mental Retardation and Developmental Disabilities, 13, 70–77.
*Wolfe, L., Heron, T., & Goddard, Y. (2000). Effects of self-monitoring on the on-task behavior and written language performance of elementary students with learning disabilities. Journal of Behavioral Education, 10, 49–73.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Perry, V., Albeg, L. & Tung, C. Meta-Analysis of Single-Case Design Research on Self-Regulatory Interventions for Academic Performance. J Behav Educ 21, 217–229 (2012). https://doi.org/10.1007/s10864-012-9156-y
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10864-012-9156-y