Engagement behaviors are crucial for school success and are often targeted for improvement in school-based interventions. It may be helpful for both researchers and school-based practitioners to understand the likely impacts of interventions on engagement behaviors (e.g., to understand the extent to which engagement behaviors might change with treatment). For single-case studies designed to answer demonstration questions (i.e., including a baseline condition) and that were conducted in elementary classroom settings ( N = 131), we calculated log response ratio and within-case standardized mean difference effect sizes for engagement dependent variables to establish benchmarks. We described differences based on study characteristics (functional relation determination, publication status, primacy of outcome), disability status of participants, and implementation characteristics (group size, implementer). Effect sizes (645 A-B comparisons) were heterogenous and varied based on functional relation determination, disability status, and implementation variables. More research is needed about additional variables that might explain heterogenous outcomes, especially for children with autism and behavioral disorders.

中文翻译：

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旨在提高小学参与度的干预措施的单例效应大小分布


参与行为对于学校的成功至关重要，并且通常是改进学校干预措施的目标。对于研究人员和学校从业者来说，了解干预措施对参与行为可能产生的影响（例如，了解参与行为可能因治疗而改变的程度）可能会有所帮助。对于旨在回答演示问题（即包括基线条件）并在小学课堂环境中进行的单案例研究（N = 131），我们计算了参与因变量的对数响应比和案例内标准化平均差异效应大小建立基准。我们根据研究特征（功能关系确定、发表状态、结果的首要性）、参与者的残疾状况和实施特征（小组规模、实施者）描述了差异。效果大小（645 个 AB 比较）是异质的，并且根据功能关系确定、残疾状态和实施变量而变化。需要对可能解释异质性结果的其他变量进行更多研究，特别是对于患有自闭症和行为障碍的儿童。