Abstract

The current meta-analysis examined the evidence for interventions to improve compliance of students with disabilities in school settings. Experimental investigations that investigated compliance or non-compliance and took place with students in a school setting who were between birth and 23 years old were evaluated using the Council for Exceptional Children's (CEC) guidelines for evidence-based practices. Summary outcome measures utilized were percentage of non-overlapping data and the between-case standardized mean difference (BC-SMD). Results found a variety of interventions to be generally effective with regard to study effects, but not in compliance with CEC's standards. Only one intervention could be described as potentially evidencebased for improving the compliance of students with disabilities in school settings: High probability command sequences. Implications for future research are presented.

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