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dc.contributor.advisorLewis, Timothy J., 1960-eng
dc.contributor.authorGage, Nicholas A., 1979-eng
dc.date.issued2010eng
dc.date.submitted2010 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on March 8, 2011).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Timothy J. Lewis.eng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionPh. D. University of Missouri--Columbia 2010.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Special education.eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The role of evidence-based practices in both research and practice continue to provoke issues of disagreement and definition across multiple fields. One area of contention is the role of single-subject research in providing scientific evidence. This study explored the potential utility of HLM-meta-analysis of single subject research and its potential role in the identification of evidence-based practices. The study conducted an HLM-meta-analysis of the functional behavior assessment (FBA)-interventions in schools for students with or at risk for emotional or behavioral disorders. Based on a sample of 68 studies, 148 subjects, and 206 outcomes, the study found that FBA-based interventions conducted in schools reduced problem behaviors by an average of 70.5%. The findings were contextualized within Worley et al.'s (2010) criteria for single subject synthesis, and Messick's (1989) model of unified validity.eng
dc.format.extent374 pageseng
dc.identifier.merlinb81832953eng
dc.identifier.oclc708654118eng
dc.identifier.urihttps://hdl.handle.net/10355/10347
dc.identifier.urihttps://doi.org/10.32469/10355/10347eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri-Columbia. Graduate School. Theses and Dissertationseng
dc.rightsAccess is limited to the campuses of the University of Missouri.eng
dc.subject.lcshSingle subject researcheng
dc.subject.lcshMeta-analysiseng
dc.subject.lcshMultilevel models (Statistics)eng
dc.subject.lcshProblem children -- Functional assessmenteng
dc.titleMeta-analysis of single-subject research using hierarchical linear modeling: empirical examination of the procedure and functional behavior assessment-based interventionseng
dc.typeThesiseng
thesis.degree.disciplineSpecial education (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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