TY - JOUR
T1 - A Systematic Review of the Evidence Base for Active Supervision in Pre-K–12 Settings
AU - Allen, Grant Edmund
AU - Common, Eric Alan
AU - Germer, Kathryn A.
AU - Lane, Kathleen Lynne
AU - Buckman, Mark Matthew
AU - Oakes, Wendy Peia
AU - Menzies, Holly Mariah
N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This systematic review of the literature review was supported in part by an Office of Special Education Programs Preparation of Leadership Personnel (CFDA 94.325D, PR/Award number H325D160080) to the Department of Special Education at the University of Kansas. Publisher Copyright: © Hammill Institute on Disabilities 2019.
PY - 2020/5/1
Y1 - 2020/5/1
N2 - Active supervision is a proactive, low-intensity strategy to minimize challenging behaviors and increase desired behaviors. To examine the evidence base of this strategy, we applied the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education to the body of research exploring the impact of active supervision with Pre-K–12 students in traditional school settings. In this systematic literature review, we identified seven peer-reviewed, single-case design, treatment-outcome studies meeting inclusion criteria. All studies met a ≥80% weighted criterion of CEC’s quality indicators. These seven studies included 15 cases aggregated at the school, classroom, or grade level, collectively involving 1,686 participants. Three studies included three or more cases and demonstrated positive effects across primary dependent variables (with one study showing neutral effects on a secondary dependent variable). Based on available evidence and using CEC criteria, we determined active supervision to be a potentially evidence-based practice. We discuss implications, limitations, and future directions.
AB - Active supervision is a proactive, low-intensity strategy to minimize challenging behaviors and increase desired behaviors. To examine the evidence base of this strategy, we applied the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education to the body of research exploring the impact of active supervision with Pre-K–12 students in traditional school settings. In this systematic literature review, we identified seven peer-reviewed, single-case design, treatment-outcome studies meeting inclusion criteria. All studies met a ≥80% weighted criterion of CEC’s quality indicators. These seven studies included 15 cases aggregated at the school, classroom, or grade level, collectively involving 1,686 participants. Three studies included three or more cases and demonstrated positive effects across primary dependent variables (with one study showing neutral effects on a secondary dependent variable). Based on available evidence and using CEC criteria, we determined active supervision to be a potentially evidence-based practice. We discuss implications, limitations, and future directions.
KW - active supervision
KW - evidence-based practices
KW - low-intensity strategies
KW - methodological quality appraisal
KW - positive behavior interventions and supports
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U2 - 10.1177/0198742919837646
DO - 10.1177/0198742919837646
M3 - Article
SN - 0198-7429
VL - 45
SP - 167
EP - 182
JO - Behavioral Disorders
JF - Behavioral Disorders
IS - 3
ER -