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A Meta-Analysis of Single-Case Research on Embedding Interests of Individuals with Autism Spectrum Disorder

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Title: A Meta-Analysis of Single-Case Research on Embedding Interests of Individuals with Autism Spectrum Disorder
Language: English
Authors: Ninci, Jennifer, Neely, Leslie C., Burke, Mack D., Rispoli, Mandy, Vannest, Kimberly J., Willson, Victor, Ulloa, Paula
Source: Remedial and Special Education. Sep-Oct 2020 41(5):296-308.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2020
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Elementary Secondary Education
Early Childhood Education
Preschool Education
Descriptors: Autism, Pervasive Developmental Disorders, Student Interests, Preferences, Learner Engagement, Elementary Secondary Education, Preschool Education, Asperger Syndrome, Program Effectiveness, Time on Task, Behavior Problems
DOI: 10.1177/0741932519841692
ISSN: 0741-9325
Abstract: Restricted interests of individuals with autism spectrum disorder (ASD) can act as a barrier to learning important life skills. Embedding the interests of individuals into their learning environment can act to establish motivation to participate. A meta-analysis of 20 single-case studies on embedding interests of individuals with ASD was conducted to determine overall effects and potential moderating variables. Data were aggregated across domains of variables including dependent variables, participant characteristics, and learning contexts. The correlation between self-stimulatory or ritualistic behaviors and primary outcomes was evaluated. Publication bias and consistency of the Tau/Tau-"U" nonoverlap effect size with visual analysis were tested via moderator analyses. The literature suggests that embedding interest for learners with ASD can either be beneficial or distractible. Effects ranged from negative to strong, with several moderators identified. Practitioners should take caution when using this intervention with students who display self-stimulatory or ritualistic behaviors when their interests are present.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1266303
Database: ERIC
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  Data: A Meta-Analysis of Single-Case Research on Embedding Interests of Individuals with Autism Spectrum Disorder
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  Data: <searchLink fieldCode="AR" term="%22Ninci%2C+Jennifer%22">Ninci, Jennifer</searchLink><br /><searchLink fieldCode="AR" term="%22Neely%2C+Leslie+C%2E%22">Neely, Leslie C.</searchLink><br /><searchLink fieldCode="AR" term="%22Burke%2C+Mack+D%2E%22">Burke, Mack D.</searchLink><br /><searchLink fieldCode="AR" term="%22Rispoli%2C+Mandy%22">Rispoli, Mandy</searchLink><br /><searchLink fieldCode="AR" term="%22Vannest%2C+Kimberly+J%2E%22">Vannest, Kimberly J.</searchLink><br /><searchLink fieldCode="AR" term="%22Willson%2C+Victor%22">Willson, Victor</searchLink><br /><searchLink fieldCode="AR" term="%22Ulloa%2C+Paula%22">Ulloa, Paula</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. Sep-Oct 2020 41(5):296-308.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 13
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Asperger+Syndrome%22">Asperger Syndrome</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Time+on+Task%22">Time on Task</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink>
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  Data: 10.1177/0741932519841692
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  Data: 0741-9325
– Name: Abstract
  Label: Abstract
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  Data: Restricted interests of individuals with autism spectrum disorder (ASD) can act as a barrier to learning important life skills. Embedding the interests of individuals into their learning environment can act to establish motivation to participate. A meta-analysis of 20 single-case studies on embedding interests of individuals with ASD was conducted to determine overall effects and potential moderating variables. Data were aggregated across domains of variables including dependent variables, participant characteristics, and learning contexts. The correlation between self-stimulatory or ritualistic behaviors and primary outcomes was evaluated. Publication bias and consistency of the Tau/Tau-"U" nonoverlap effect size with visual analysis were tested via moderator analyses. The literature suggests that embedding interest for learners with ASD can either be beneficial or distractible. Effects ranged from negative to strong, with several moderators identified. Practitioners should take caution when using this intervention with students who display self-stimulatory or ritualistic behaviors when their interests are present.
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  Data: EJ1266303
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        StartPage: 296
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      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
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      – SubjectFull: Student Interests
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      – SubjectFull: Preferences
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      – SubjectFull: Elementary Secondary Education
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