An Examination of the Evidence Base for Function-Based Interventions for Students with Emotional and/or Behavioral Disorders Attending Middle and High Schools
Issue Date
2009Author
Lane, Kathleen Lynne
Kalberg, Jemma Robertson
Shepcaro, Jenna Courtney
Publisher
Council for Exceptional Children
Type
Article
Article Version
Scholarly/refereed, publisher version
Metadata
Show full item recordAbstract
The authors field-tested the core quality indicators and standards for evidence-based practices for single-case design studies developed by Homer and colleagues (2005) by applying them to the literature exploring functional assessment-based interventions conducted with secondary-age students with emotional and/or behavioral disorders (EBD). First, we evaluated this knowledge base by applying the indicators to determine if the studies identified (n = 12) were of acceptable methodological quality. Second, we analyzed studies meeting the recommended quality indicators to determine whether function-based interventions with students with EBD might be considered an evidence-based practice. Results reveal that only 1 study addressed all proposed quality indicators, suggesting that function-based interventions are not yet an evidence-based practice for this population per these indicators and standards. Limitations and recommendations are posed.
Description
This is the publisher's version, also found here: http://cec.metapress.com/content/1148w42712524u44/?p=f5b6879fc6f54654a233e1f54366335f&pi=3
Collections
Citation
Lane, Kathleen Lynne. (2009) An Examination of the Evidence Base for Function-Based Interventions for Students with Emotional and/or Behavioral Disorders Attending Middle and High Schools. Exceptional Children, 75(3), 321-340.
Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.