An Examination of the Evidence Base for Function-Based Interventions for Students with Emotional and/or Behavioral Disorders Attending Middle and High Schools

By Kathleen Lynne Lane, Jemma Robertson Kalberg, Jenna Courtney Shepcaro. 2009

150 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/c80b60e434b6162dd28a8fbbec5c92074dfca56e

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In Clinical Psychology

In Cognitive Neuroscience

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Citations in the corpus

A Meta-Analysis of Interventions to Promote Self-Determination for Students With Disabilities (2018, methodology): “Overall, when evaluating the 34 studies based on the criteria for methodological soundness (i.e., meeting 80% of QI criteria; Lane et al., 2009), only four studies (11.”
A Systematic Review of the Effects of Schoolwide Intervention Programs on Student and Teacher Perceptions of School Climate (2020, methodology): “As an alternative approach, we assessed study quality using a weighted calculation and an 80% criterion (Lane et al., 2009; Royer et al., 2019).”
Cognitive Strategy Instruction for Improving Expository Text Comprehension of Students with Learning Disabilities: The Quality of Evidence (2011, background): “This example illustrates the shift in emphasis with regard to the standards for publishing in journals (Chard et al., 2009; Lane et al., 2009).”
Synthesizing Single-Case Research to Identify Evidence-Based Practices: Some Brief Reflections (2012, unknown): “2008) and behavior support practices (Lane et al. 2009).”
A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance (2019, unknown): “First, we determined all included studies were methodologically sound by applying an 80% criterion (Lane et al., 2009) and eligible for classifying the evidence base of BSP (see Figure 2).”
Examining the Efficacy of Self-Regulated Strategy Development for Students with Emotional or Behavioral Disorders: A Meta-Analysis (2014, background): “The risk of publication bias, or the tendency for only positive findings to be published, is a critical aspect of meta-analysis (Liberatti et al., 2009) in that positive findings of meta-analysis could simply be a result of only positive outcomes being published. A recent study by Banks, Kepes, and ”
Evaluating the Evidence Base of Shared Story Reading to Promote Literacy for Students with Extensive Support Needs (2011, background): “For example, Lane, Kalberg, and Shepcaro (2009) reviewed single-subject research to determine the evidence base of functionbased interventions for middle and high school students with or at risk for emotional and/or behavioral disorders and found only one of the 12 studies met all 21 standards.”