inst/shiny-examples/scdhlm/markdown/example-data.md

In jepusto/scdhlm: Estimating Hierarchical Linear Models for Single-Case Designs

Example data

• Alber-Morgan, S. R., Ramp, E. M., Anderson, L. L., & Martin, C. M. (2007). Effects of repeated readings, error correction, and performance feedback on the fluency and comprehension of middle school students with behavior problems. Journal of Special Education, 41(1), 17-30. DOI: 10.1177/00224669070410010201

• Anglesea, M. M., Hoch, H., & Taylor, B. A. (2008). Reducing rapid eating in teenagers with autism: Use of a pager prompt. Journal of Applied Behavior Analysis, 41(1), 107-111. DOI: 10.1901/jaba.2008.41-107

• Barton-Arwood, S. M., Wehby, J. H., & Falk, K. B. (2005). Reading instruction for elementary-age students with emotional and behavioral disorders: Academic and behavioral outcomes. Exceptional Children, 72(1), 7-27. DOI: 10.1177/001440290507200101

• Bryant, D. R., Bryant, B. R., Sorelle-Miner, D. A., Falcomata, T. S. & Nozari, M. (2018). Tier 3 intensified intervention for second grade students with severe mathematics difficulties. Archives of Psychology, 2(11), 1-24. DOI:10.31296/aop.v2i11.86

• Case, L. P., Harris, K. R., & Graham, S. (1992). Improving the mathematical problem-solving skills of students with learning disabilities: Self-regulated strategy development. The Journal of Special Education, 26(1), 1-19. DOI: 10.1177/002246699202600101

• Datchuk, S. M. (2016). Writing simple sentences and descriptive paragraphs: Effects of an intervention on adolescents with writing difficulties. Journal of Behavioral Education, 25(2), 166-188. DOI: 10.1007/s10864-015-9236-x

• Delemere, E., & Dounavi, K. (2018). Parent-implemented bedtime fading and positive routines for children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 48(4), 1002-1019. DOI: 10.1007/s10803-017-3398-4

• Gunning, M. J., & Espie, C.A. (2003). Psychological treatment of reported sleep disorder in adults with intellectual disability using a multiple baseline design. Journal of Intellectual Disability Research, 47(3), 191-202. DOI: 10.1046/j.1365-2788.2003.00461.x

• Lambert, M. C., Cartledge, G., Heward, W. L., & Lo, Y. (2006). Effects of response cards on disruptive behavior and academic responding during math lessons by fourth-grade urban students. Journal of Positive Behavior Interventions, 8(2), 88-99. DOI: 10.1177/10983007060080020701

• Laski, K. E., Charlop, M. H., & Schreibman, L. (1988). Training parents to use the natural language paradigm to increase their autistic children's speech. Journal of Applied Behavior Analysis, 21(4), 391-400. DOI: 10.1901/jaba.1988.21-391

• Peltier, C., Sinclair, T. E., Pulos, J. M., & Suk, A. (2020). Effects of schema-based instruction on immediate, generalized, and combined structured word problems. The Journal of Special Education, 54(2), 101-112. DOI: 10.1177/0022466919883397

• Rodgers, D. B., Datchuk, S. M., & Rila, A. L. (2021). Effects of a text-writing fluency intervention for postsecondary students with intellectual and developmental disabilities. Exceptionality, 29(4), 310-325. DOI: 10.1080/09362835.2020.1850451

• Rodriguez, B. J., & Anderson, C. M. (2014). Integrating a social behavior intervention during small group academic instruction using a total group criterion intervention. Journal of Positive Behavior Interventions, 16(4), 234-245. DOI: 10.1177/1098300713492858

• Saddler, B., Behforooz, B., & Asaro, K. (2008). The effects of sentence-combining instruction on the writing of fourth-grade students with writing difficulties. The Journal of Special Education, 42(2), 79-90. DOI: 10.1177/0022466907310371

• Schutte, N. S., Malouff, J. M., & Brown, R. F. (2008). Efficacy of an emotion-focused treatment for prolonged fatigue. Behavior Modification, 32(5), 699-713. DOI: 10.1177/0145445508317133

• Thiemann, K.S., & Goldstein, H. (2001). Social stories, written text cues, and video feedback: effects on social communication of children with Autism. Journal of Applied Behavior Analysis, 34(4), 425-446. DOI: 10.1901/jaba.2001.34-425

• Thorne, S., & Kamps, D. (2008). The effects of a group contingency intervention on academic engagement and problem behavior of at-risk students. Behavior Analysis in Practice, 1(2), 12-18. DOI: 10.1007/BF03391723

jepusto/scdhlm documentation built on Feb. 27, 2024, 4:45 p.m.