Date of Award
8-2025
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
School
Psychology
Committee Chair
Zachary LaBrot
Committee Chair School
Psychology
Committee Member 2
Emily DeFouw
Committee Member 2 School
Psychology
Committee Member 3
Brad Dufrene
Committee Member 3 School
Psychology
Committee Member 4
Tyler Smith
Committee Member 4 School
Psychology
Abstract
Students with the special education eligibility rulings of Specific Learning Disability (SLD), Autism Spectrum Disorder (ASD), Developmental Disorder (DD), and Intellectual Disability (ID) make up over 50% of those receiving special education services. Also, these rulings do not account for students who may be receiving services under an Other Health Impairment (OHI) ruling for an Attention-Deficit Hyperactivity Disorder (ADHD) diagnosis. Due to the large number of students with neurodevelopmental disorders who are receiving special education (SPED) services or supports within the tiers of Multitiered Systems of Support (MTSS), it is vital that we evaluate the benefit of these practices for students with similar diagnoses. Much of the existing literature on a common behavior management strategy, group contingencies, has been completed in general education settings or with students not receiving special education services. The current meta-analysis aims to further the existing literature of group contingency interventions by evaluating their usefulness when it is implemented with students who have neurodevelopmental disorders. It was hypothesized that group contingencies would also result in positive outcomes, but there would be moderators that impact the degree of benefit for students with neurodevelopmental diagnoses. The current study identified that studies targeting behavioral outcomes resulted in larger outcomes, and that significant changes was seen across all diagnoses for both effect sizes, with the exception of ID. The study also identified moderators that resulted in statistically significant differences among student grade and classroom setting.
Copyright
Emily Maxime, 2025
Recommended Citation
Maxime, Emily L., "A Meta-Analysis Of Group Contingency Interventions For Students With Neurodevelopmental Disorders" (2025). Dissertations. 2385.
https://aquila.usm.edu/dissertations/2385