Daily Report Card Intervention and Attention Deficit Hyperactivity Disorder: A Meta-Analysis of Single-Case Studies
Daily Report Card Intervention and Attention Deficit Hyperactivity Disorder: A Meta-Analysis of Single-Case Studies
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DOI：
10.1177/0014402917706370
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发表时间：
2017-07-01
影响因子：
2.8
通讯作者：
Fabiano, Gregory A.
中科院分区：
文献类型：
--
作者：
Pyle, Kellina;Fabiano, Gregory A.
每日报告卡（DRC）是学校中治疗注意缺陷多动障碍（ADHD）的常用行为干预方法。对刚果民主共和国的大部分支持来自单一案例研究，这些研究传统上受到的关注少于群体研究。由于缺乏对单例研究的关注，导致对该干预措施的文献回顾不完整。本研究利用荟萃分析技术来检验单例研究中使用的DRC，并通过分层线性模型探索调节变量。14篇文章，包括40个单主题病例的数据，被纳入分析。效应量通常表明使用DRC后效果有所改善，但效应量估计方法之间存在一些差异。学习质量和班级类型调节结果。总的来说，本研究支持对患有ADHD的学生使用DRC，并为在干预效果的荟萃分析中使用单例研究提供指导。
The daily report card (DRC) is a commonly employed behavioral intervention for treating attention deficit hyperactivity disorder (ADHD) in schools. Much of the support for the DRC comes from single-case studies, which have traditionally received less attention than group studies. This lack of attention to single-case studies results in an incomplete review of the literature for this intervention. The present study utilized meta-analytic techniques to examine the DRC as used in single-case studies, with moderating variables explored through hierarchical linear modeling. Fourteen articles, including data on 40 single-subject cases, were included in the analyses. Effect sizes generally illustrated improvement with use of the DRC, with some differences across methods of effect size estimation. Study quality and class type moderated outcomes. Overall, the present study supports the use of the DRC with students who have ADHD, and it provides guidance for using single-case studies in meta-analyses of intervention effects.