Reference: | References with asterisk signify that they are included in a meta-analysis. Algozzine, B., Browder, D., Karvonen, M., Test, D. W., & Wood, W. M. (2001). Effects of intervention to promote self-determination for individual with disabilities. Review of Educational Research, 71(2), 219-277. *Ayllon, T., & Roberts, M. D. (1974). Eliminating discipline problems by strengthening academic performance. Journal of Applied Behavior Analysis, 7, 71-76. *Babyak, A. E., Koorland, M., & Mathes, P. G. (2000). The effect of story mapping instruction on reading comprehension of students with behavioral disorders. Behavioral Disorders, 25(3), 239-258. *Billingsley, F. F. (1977). The effects of self- and externally- imposed schedules of reinforcement on oral reading performance. Journal of Learning Disabilities, 10(9), 20-30. *Blankenship, C. S., & Baumgartner, M. D. (1982). Programming generalization of computational skills. Learning Disability Quarterly, 5, 152-162. *Blick, D. W., & Test, D. W. (1987). Effects of self-recording on high-school students` on task behavior. Learning Disability Quarterly, 10, 203-213. Box, G. E. P., & Jenkins, G. M. (1976). Time series analysis: Forecasting and control. San Francisco: Holden-Day. Browder, D. M., & Xin, Y. P. (1998). A meta-analysis and review of sight word research and its implications for teaching functional reading to individual with moderate and severe disabilities. The Journal of Special Education, 32(3), 130-153. *Bryant, L. E., & Budd, K. S. (1982). Self-instructional training to increase independent work performance in preschoolers. Journal of Applied Behavior Analysis, 15(2), 259-271. Busk, P. L., & Serlin, R. C. (1992). Meta-analysis for single-case research. In T. R. Kratochwill & J. R. Levin (Ed.), Single-case research design and analysis: New directions for psychology and education (pp.187-212). New Jersey: Lawrence Erlbaum Associates. Busse, R. T., Kratochwill, T. R., & Elliott, S. N. (1995). Meta-analysis for single-case consultation outcomes: Applications to research and practice. Journal of School Psychology, 33(4), 269-285. *Campbell, B. J., Brady, M. P., & Linehan, S. (1991). Effects of peer-mediated instruction on the acquisition and generalization of written capitalization skills. Journal of Learning Disabilities, 24(1), 6-14. *Carr, S. C., & Punzo, R. P. (1993). The effects of self-monitoring of academic accuracy and productivity on the performance of students with behavioral disorders. Behavioral Disorders, 18(4), 241-250. *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. Center, B. A., Skiba, R. J., & Casey, A. (1985-86). A methodology for the quantitative synthesis of intra-subject design research. The Journal of Special Education, 19(4), 387-400. *Chang, Y. P. (1993). The effect of reinforcement strategy on computer assisted instruction program in the learning of addition for the learning disabled children. Bulletin of Special Education and Rehabilitation, 3, 39-68. ( National Tainan Teachers College, Tainan, Taiwan, R.O.C.) *Chou, T. J., & Jan, W. H. (1995). 後設認知閱讀策略對國小閱讀障礙兒童閱讀理解能力之研究 [The reading comprehension ability of metacognitive reading strategy instruction on reading disabilities of elementary school]. 特殊教育與復健學報, 4, 109-152. *Chou, T. J., & Lin, Y. H. (1996). 自我教導策略對注意力不足過動兒童之教學效果研究 [The effects of self-instructional training on ADHD children]. 特殊教育學報, 11, 239-284. *Christie, D. J., Hiss, M., & Lozanoff, B. (1984). Modification of inattentive classroom behavior. Behavior Modification, 8(3), 391-406. *Clark, F. L., Deshler, D. D., Schumaker, J. B., Alley, G. R., & Warner, M. M. (1984). Visual imagery and self-questioning: Strategies to improve comprehension of written material. Journal of Learning Disabilities, 17(3), 145-182. *Copeland, R. E., Brown, R. E., & Hall, R. V. (1974). The effect of principal-implemented techniques on the behavior of pupils. Journal of Applied Behavior Analysis, 7, 77-86. *Coyne, P. D. (1978). The effects of peer tutoring with group contingencies on the academic performance of college students. Journal of Applied Behavior Analysis, 11(2), 305-307. Crosbie, J. (1993). Interrupted time-series analysis with brief single-subject data. Journal of Consulting and Clinical Psychology, 61(6), 966-974. *Cushing, L. S., & Kennedy, C. H. (1997). Academic effects of providing peer support in general education classrooms on students without disabilities. Journal of Applied Behavior Analysis, 30, 139-151. *Davis, R. W., & Hajicek, J. O. (1985). Effects of self-instructional training and strategy training on a mathematics task with severely behaviorally disordered students. Behavioral Disorders, 10(4), 275-282. *De La Paz, S. (1997). Strategy instruction in planning: Teaching students with learning and writing disabilities to compose persuasive and expository essays. Learning Disability Quarterly, 20, 227-248. *Dugan, E., Kamps, D., Leonard, B., Watkins, N., Rheinberger, A., & Stackhaus, J. (1995). Effects of cooperative learning groups during social studies with autism and fourth-grade peers. Journal of Applied Behavior Analysis, 28, 175-188. Dunlap, L. K., & Dunlap, G. (1989). A self-monitoring package for teaching subtraction with regrouping to students with learning disabilities. Journal of Applied Behavior Analysis, 22(3), 309-314. Edgington, E. S. (1995). Randomization tests (3rd ed.). New York: Marcel Dekker. Faith, M. S., Allison, D. B., & Gorman, B. S. (1996). Meta-analysis of single-case research. In R. D. Franklin, D. B. Allison, & B. S. Gorman (Ed.), Design and analysis of single-case research (pp.245-277). New Jersey: Lawrence Erlbaum Associates. Fan, X., & Chen, M. (2001). Parental involvement and student’s academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22. *Fantuzzo, J. W., & Clement, P. W. (1981). Generalization of the effects of teacher- and self- administered token reinforcers to nontreated students. Journal of Applied Behavior Analysis, 14(4),435-447. Fletacher-Flinn, C. M., & Gravatt, B. (1995). The efficacy of computer assisted instruction (CAI): A meta-analysis. Journal of Educational Computing Research, 12(3), 219-242. Franklin, R. D., Gorman, B. S., Beasley, T. M., & Allison, D. B. (1996). Graphical display and visual analysis. In R. D. Franklin, D. B. Allison, & B. S. Gorman (Ed.), Design and analysis of single-case research (pp.119-158). New Jersey: Lawrence Erlbaum Associates. *Freeland, J. T., & Noell, G. H. (1999). Maintaining accurate math responses in elementary school students: The effects of delayed intermittent reinforcement and programming common stimuli. Journal of Applied Behavior Analysis, 32, 211-215. *Freeman, T. J., & McLaughlin, T. F. (1984). Effects of a taped-words treatment procedure on learning disabled students` sight-word oral reading. Learning Disability Quarterly, 7, 49-54. *Gardill, M. G., & Jitendra, A. K. (1999). Advanced story map instruction: Effects on the reading comprehension of students with learning disabilities. The Journal of Special Education, 33(1), 2-17.28. Gentile, J. R., Roden, A. H., & Klein, R. D. (1972). An analysis of variance model for the intrasubject replication design. Journal of Applied Behavior Analysis, 5(2), 193-198. *Gillat, A., & Sulzer-Azaroff, B. (1994). Promoting principals` managerial involvement in instructional improvement. Journal of Applied Behavior Analysis, 27, 115-129. *Glomb, N., & West, R. P. (1990). Teaching behaviorally disordered adolescents to use self-management skills for improving the completeness, accuracy, and neatness of creative writing homework assignments. Behavioral Disorders, 15(4), 233-242. *Greenwood, C. R., Dinwiddie, G., Bailey, V, Carta, J. J., Dorsey, D., Kohler, F. W., Nelson, C., Rotholz, D., & Shulte, D. (1987). Field replication of classwide peer tutoring. Journal of Applied Behavior Analysis, 20, 151-160. *Gurney, D., Gersten, R., Dimino, J., & Carnine, D. (1990). Story grammar: Effective literature instruction for high school students with learning disabilities. Journal of Learning Disabilities, 23(6), 335-342. Guskey, T. R., & Pigott, T. D. (1988). Research on group-based mastery learning programs: A meta-analysis. Journal of Educational Research, 81(4),197-216. Hall, J. A., Tickle-Degnen, L., Rosenthal, R., & Mosteller, F. (1994). Hypotheses and problems in research synthesis. In H. Cooper & L.V. Hedges (Ed.), The handbook of research synthesis (pp.17-28). New York: Russell Sage Foundation. *Hall, R. V., Lund, D., & Jackson, D. (1968). Effects of teacher attention on study behavior. Journal of Applied Behavior Analysis, 1, 1-12. *Hall, R. V., Panyan, M., Rabon, D., & Broden, M. (1968). Instructing beginning teachers in reinforcement procedures which improve classroom control. Journal of Applied Behavior Analysis, 1, 315-322. *Hallahan, D. P., Marshall, K. J., & Lloyd, J. W. (1981). Self-recording during group instruction: Effects on attention to task. Learning Disability Quarterly, 4, 407-413. *Harris, K. R. (1986). Self-monitoring of attentional behavior versus self-monitoring of productivity: Effects on on-task behavior and academic response rate among learning disabled children. Journal Applied Behavior Analysis, 19, 417-423. *Harris, K. R., & Graham, S. (1985). Improving learning disabled students` composition skills: Self-control strategy training. Learning Disability Quarterly, 8, 27-36. *Harris, K. R., Graham, S., Reid, R., McElroy, K., & Hamby, R. S. (1994). Self-monitoring of attention versus self-monitoring of performance: Replication and cross-task comparison studies. Learning Disability Quarterly, 17, 121-139. *Hasazi, J. E., & Hasazi, S. E. (1972). Effects of teacher attention on digit-reversal behavior in an elementary school child. Journal of Applied Behavior Analysis, 5(2), 157-162. *Hay, W. M., Hay, L. R., & Nelson, R. O. (1977). Direct and collateral changes in on-task and academic behavior resulting from on-task versus academic contingencies. Behavior Therapy, 8, 431-441. *Higgins, K., & Boone, R. (1990). Hypertext computer study guides and the social studies achievement of students with learning disabilities, remedial students and regular education students. Journal of Learning Disabilities, 23(9), 529-540. *Houten, R. V., & Houten, J. V. (1977). The performance feedback system in the special education classroom: An analysis of public posting and peer comments. Behavior Therapy, 8, 366-376. *Houten, R. V., Hill, S., & Parsons, M. (1975). An analysis of a performance feedback system: The effects of timing and feedback, public posting, and praise upon academic performance and peer interaction. Journal of Applied Behavior Analysis, 8, 449-457. *Howell, R., Sidorenko, E., & Jurica, J. (1987). The effects of computer use on the acquisition of multiplication facts by a student with learning disabilities. Journal of Learning Disabilities, 20(6), 336-340. *Humphrey, L. L., & Karoly, P. (1978). Self-management in the classroom: Self-imposed response cost versus self-reward. Behavior Therapy, 9, 592-601. Idleman, L. S. (1993). The comparison of three meta-analytic metrics for single-subject research. Unpublished doctoral dissertation, University of Georgia State. *Idol, L. (1987). Group story mapping: A comprehension strategy for both skilled and unskilled readers. Journal of Learning Disabilities, 20(4), 196-204. *Jolivette, K., Wehby, J. H., Canale, J., & Massey, N. G. (2001). Effects of choice-making opportunities on behavior of students with emotional and behavioral disorders. Behavioral Disorders, 26(2), 131-145. Jones, R. R., Weinrott, M. R., & Vaught, R. S. (1978). Effects of serial dependency on the agreement between visual and statistical inference. Journal of Applied Behavior Analysis, 11(2), 277-283. *Joseph, L., & Cooper, J. O. (1991). Fourth-grade students` math performance with the criterion referenced curriculum. Behavior Modification, 15(2), 228-249. *Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27, 49-61. *Kamps, D. M., Leonard, B., Potucek, J., & Garrison-Harrell, L. (1995). Cooperative learning groups in reading: An integration strategy for students with autism and general classroom peers. Behavioral Disorders, 21(1), 89-109. *Kelley, M. L., & Stokes, T. F. (1982). Contingency contracting with disadvantaged youths: Improving classroom performance. Journal of Applied Behavior Analysis, 15(3), 447-454. *Kern, L., Childs, K. E., Dunlap, G., Clarke, S., & Falk, G. D. (1994). Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 7-19. *Kirby, F. D., & Shields, F. (1972). Modification of arithmetic response rate and attending behavior in a seventh-grade student. Journal of Applied Behavior Analysis, 5, 79-84. *Kirby, K. C., Holborn, S. W., & Bushby, H. T. (1981). Word game bingo: A behavioral treatment package for improving textual responding to sight words. Journal of Applied Behavior Analysis, 14, 317-326. *Knapczyk, D. P. (1989). Generalization of student question asking from special class to regular class setting. Journal of Applied Behavior Analysis, 22, 77-83. *Knapczyk, D. R., & Livingston, G. (1973). Self-recording and student teacher supervision: Variable within a token economy structure. Journal of Applied Behavior Analysis, 6, 481-486. *Knapczyk, D .R., & Livingston, G. (1974). The effects of prompting question-asking upon on-task behavior and reading comprehension. Journal of Applied Behavior Analysis, 7, 115-121. *Kraetsch, G. A. (1981). The effects of oral instructions and training on the expansion of written language. Learning Disability Quarterly, 4, 82-90. Kromrey, J. D., & Foster-Johnson, L. (1996). Determining the efficacy of intervention: The use of effect sizes for data analysis in single-subject research. The Journal of Experimental Education, 65(1), 73-93. Kulik, C. C., Kulik, J. A., & Bangert-Drowns, R. L. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of Educational research, 60(2), 265-299. *Lahey, B. B., McNees, M. P., & Brown, C. C. (1973). Modification of deficits in reading for comprehension. Journal of Applied Behavior Analysis, 6, 475-480. *Lane, K. L., O`Shaughnessy, T. E., Lambros, K. M., Gresham, F. M., & Beebe-Frankenberger, M. E. (2001). The efficacy of phonological awareness training with first-grade students who have behavior problems and reading difficulties. Journal of Emotional and Behavioral Disorders, 9(4), 219-231. *Lenz, B. K., & Hughes, C. A. (1990). A word identification strategy for adolescents with learning disabilities. Journal of Learning Disabilities, 23(3), 149-158. *Levendoski, L. S., & Cartledge, G. (2000). Self-monitoring for elementary school children with serious emotional disturbances: Classroom applications for increased academic responding. Behavioral Disorders, 25(3), 211-224. Levin, J. R., Marascuilo, L. A., & Hubert, L. J. (1978). N=nonparametric randomization tests. In T. R. Kratochwill (Ed.), Single subject research: Strategies for evaluating change. New York: Academic Press. *Lin, W. H. (1995). 閱讀理解策略教學對國中閱讀障礙學生閱讀效果之研究[The effects of reading comprehension strategy instruction on reading achievement of the junior-high students with reading disabilities]. 特殊教育研究學刊, 12, 235-259. Lloyd, J. W., Bateman, D. F., Landrum, T. J., & Hallahan, D.P. (1989). Self-recording of attention versus productivity. Journal of Applied Behavior Analysis, 22(3), 315-323. Lloyd, J. W., Eberhardt, M. J., and Drake, G. P. (1996). Group versus individual reinforcement contingencies within the context of group study conditions. Journal of Applied Behavior Analysis, 29(2), 189-200. *Lloyd, J. W., Hallahan, D. P., Kosiewicz, M. M., & Kneedler, R. D. (1982). Reactive effects of self-assessment and self-recording on attention to task and academic productivity. Learning Disability Quarterly, 5, 216-226. *Lovitt, T. C., & Hansen, C. L. (1976). The use of contingent skipping and drilling to improve oral reading and comprehension. Journal of Learning Disabilities, 9(8), 20-26. *Lu, M. C. (2000). 基本字帶字識字教學對國小識字困難學生識字成效之探討[The effectiveness of Chinese stem-deriving instruction on elementary students with severely word-recognition difficulties]. 特殊教育研究學刊, 18, 207-235. Lysakowski, R. S., & Walberg, H. J. (1981). Classroom reinforcement and learning: A quantitative synthesis. Journal of Educational Research, 75(2), 335-362. Ma, Hsen-Hsing. (2002). An alternative method for quantitative synthesis of single-subject researches: Percentage of data points exceeding the median of preceding baseline phase (PEM). Proposal for the project finally supported by the National Science Council (NSC 91-2413-H-004-003). *Maheady, L., Sacca, M. K., & Harper, G. F. (1987). Classwide student tutoring teams: The effects of peer-mediated instruction on the academic performance of secondary mainstreamed students. The Journal of Special Education, 21(3), 107-121. *Maki, H. S., Vauras, M. M. S., & Vainio, S. (2002). Reflective spelling strategies for elementary school students with severe writing difficulties: A case study. Learning Disability Quarterly, 25, 189-207. Marascuilo, L. A., & Busk, P. L. (1988). Combining statistics for multiple-baseline AB and replicated ABAB designs across subjects. Behavioral Assessment, 10, 1-28. *Martin, K. F., & Manno, C. (1995). Use of a check-off system to improve middle school students` story compositions. Journal of Learning Disabilities, 28(3), 139-149. Mastropieri, M. A., & Scruggs, T. E. (1985-86). Early intervention for socially withdrawn children. The journal of Special Education, 19(4), 429-441. Mathur, S. R., Kavale, K. A., Quinn, M. M., Forness, S. R., & Rutherford, R. B. (1998). Social skill interventions with students with emotional and behavioral problem: A quantitative synthesis of single-subject research. Behavioral Disorders, 23(3), 193-201. Matyas, T. A., & Greenwood, K. M. (1990). Visual analysis of single-case time series: Effects of variability, serial dependence, and magnitude of intervention effects. Journal of Applied Behavior Analysis, 23(3), 341-351. Matyas, T. A., & Greenwood, K. M. (1996). Serial dependency in single-case time series. In R. D. Franklin, D. B. Allison, and B. S. Gorman (Ed.), Design and analysis of single-case research (pp.215-243). New Jersey: Lawrence Erlbaum Associates. *McDowell, C., & Keenan, M. (2001). Developing fluency and endurance in a child diagnosed with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 34, 345-348. *McGinnis, J. C., Friman, P. C., & Carlyon, W. D. (1999). The effect of token rewards on "intrinsic" motivation for doing math. Journal of Applied Behavior Analysis, 32, 375-379. *McWhirter, C. C., & Bloom, L. A. (1994). The effects of a student-operated business curriculum on the on-task behavior of students with behavioral disorders. Behavioral Disorders, 19(2), 136-141. Methot, L. L. (1995). Autocorrelation in single subject data: A meta-analytic view. Unpublished doctoral dissertation, University of Western Michigan. *Miller, D. L., & Kelley, M. L. (1994). The use of goal setting and contingency contracting for improving children`s homework performance. Journal of Applied Behavior Analysis, 27, 73-84. *Miller, K. A., Gunter, P. L., Venn, M. L., Hummel, J., & Wiley, L. P. (2003). Effects of curricular and materials modifications on academic performance and task engagement of three students with emotional or behavioral disorders. Behavioral Disorders, 28(2), 130-149. *Miller, M., Miller, S. R., Wheeler, J., & Selinger, J. (1989). Can a single-classroom treatment approach change academic performance and behavioral characteristics in severely behaviorally disordered adolescents: An experimental inquiry. Behavioral Disorders, 14(4),215-225. *Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25(4), 230-248. *Montague, M., & Bos, C. S. (1986). The effect of cognitive strategy training on verbal math problem solving performance of learning disabled adolescents. Journal of Learning Disabilities, 19(1),26-33. Morgan, D. L., & Morgan, R. K. (2001). Single-Participant research design: Bringing science to managed care. American Psychologist, 56(2), 119-127. *Newby, R. F., Caldwell, J., & Recht, D. R. (1989). Improving the reading comprehension of children with dysphonetic and dyseidetic dyslexia using story grammar. Journal of Learning Disabilities, 22(6), 373-380. *Noell, G. H., Witt, J. C., LaFleur, L. H., Mortenson, B. P., Ranier, D. D., & LeVelle, J. (2000). Increasing intervention implementation in general education following consultation: A comparison of two follow-up strategies. Journal of Applied Behavior Analysis, 33, 271-284. *Noell, G. H., Gansle, K. A., Witt, J. C., Whitmarsh, E. L., Freeland, J. T., LaFleur, L. H., Gilbertson, D. N., & Northup, J. (1998). Effects of contingent reward and instruction on oral reading performance at differing levels of passage difficulty. Journal of Applied Behavior Analysis, 31, 659-663. *Olympia, D. E., Sheridan, S. M., Jenson, W. R., & Andrews, D. (1994). Using student-managed interventions to increase homework completion and accuracy. Journal of Applied Behavior Analysis, 27,85-99. *O`Shaughnessy, T. E., & Swanson, H. L. (2000). A comparison of two reading interventions for children with reading disabilities. Journal of Learning Disabilities, 33(3), 257-277. Ottenbacher, K. J. (1990). When is a picture worth a thousand p values? A comparison of visual and quantitative methods to analyze single subject data. Journal of Special Education, 23(4), 436-449. Pagano, R. R. (2001). Understanding statistics in the behavioral sciences. Belmont, CA: Wadsworth/Thomson Learning. Park, H. S., Marascuilo, L., & Gaylord-Ross, R. (1990). Visual inspection and statistical analysis in single-case designs. Journal of Experimental Education, 58(4), 311-320. Parsonson, B. S., & Baer, D. M. (1992). The Visual analysis of data, and current research into the stimuli controlling it. In T. R. Kratochwill & J. R. Levin (Ed.), Single-case research design and analysis: New directions for psychology and education (pp.15-40). New Jersey: Lawrence Erlbaum Associates. *Pigott, H. E., Fantuzzo, J. W., & Clement, P. W. (1986). The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children. Journal Applied Behavior Analysis, 19, 92-98. *Prater, M. A., Joy, R., Chilman, B., Temple, J., & Miller, S. R. (1991). Self-monitoring of on-task behavior by adolescents with learning disabilities. Learning Disability Quarterly, 14, 164-177. Richards, S. B., Taylor, R. L., & Ramasamy, R. (1997). Effects of subject and rater characteristics on the accuracy of visual analysis of single subject data. Psychology in the Schools, 34(4), 355-362. *Rivera, D., & Smith, D. D. (1988). Using a demonstration strategy to teach midschool students with learning disabilities how to compute long division. Journal of Learning Disabilities, 21(2), 77-81. *Roberts, R. N., Nelson, R. O., & Olson, T. W. (1987). Self-instruction: An analysis of the differential effects of instruction and reinforcement. Journal Applied Behavior Analysis, 20, 235-242. *Robinson, P. W., Newby, T. J., & Ganzell, S. L. (1981). A token system for a class of underachieving hyperactive children. Journal of Applied Behavior Analysis, 14(3), 307-315. *Rooney, K., Polloway, E. A., & Hallahan, D. P. (1985). The use of self-monitoring procedures with low IQ learning disabled students. Journal of Learning Disabilities, 18(7), 384-389. *Rooney, K. J., Hallahan, D. P., & Lloyd, J. W. (1984). Self-recording of attention by learning disabled students in the regular classroom. Journal of Learning Disabilities, 17(6), 360-364. *Salend, S. J., & Nowak, M. R. (1988). Effects of peer-previewing on LD students` oral reading skills. Learning Disability Quarterly, 11, 47-53. Schmidt, M., Weinstein, T., Niemic, R., & Walberg, H. J. (1985-1986). Computer-assisted instruction with exceptional children. The Journal of Special Education, 19(4), 493-501. *Schumaker, J. B., Hovell, M. F., & Sherman, J. A. (1977). An analysis of daily report cards and parent-managed privileges in the improvement of adolescents` classroom performance. Journal of Applied Behavior Analysis, 10(3), 449-464. Scrugg, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single-subject research: Methodology and validation. Remedial and Special Education, 8(2), 24-33. Scrugg, T. E., Mastropieri, M. A., Forness, S. R., & Kavale, K. A. (1988). Early language intervention: A quantitative synthesis of single- subject research. The Journal of Special Education, 22(3), 259-283. Scruggs, T. E., & Mastropieri, M. A. (1994). The utility of the PND statistic: A reply to Allison and Gorman. Behaviour Research and Therapy, 32(8), 879-883. Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research. Behavior Modification, 22(3), 221-242. Scruggs, T. E., Mastropieri, M. A., Cook, S. B., & Escobar, C. (1986). Early intervention for children with conduct disorders: A quantitative synthesis of single-subject research. Behavior Disorders, 13, 260-271. Simpson, R. L. (1998). Behavior modification for children and youth with exceptionalities: Application of best practice methods. Intervention in School and Clinic, 33(4), 219-230. *Stevenson, H. C., & Fantuzzo, J. W. (1984). Application of the "generalization map" to a self-control intervention with school-aged children. Journal of Applied Behavior Analysis, 17(2), 203-212. *Stevenson, H. C., & Fantuzzo, J. W. (1986). The generality and social validity of a competency-based self-control training intervention for underachieving students. Journal Applied Behavior Analysis, 19, 269-276. Strain, P. S., Kohler, F. W., & Gresham, F. (1998). Problems in logic and interpretation with quantitative syntheses of single-case research: Mathur and Colleagues (1998) as a case in point. Behavioral Disorders, 24(1), 74-85. Swanson, H. L., & Sachse-Lee, C. (2000). A meta-analysis of single-subject design intervention research for students with LD. Journal of Learning Disabilities, 33(2), 114-136. *Swanson, L. (1981). Modification of comprehension deficits in learning disabled children. Learning Disability Quarterly, 4, 189-201. Tawney, J. W., & Gast, D. L. (1984). Single subject research in special education. Columbus, OH: Merrill. *Thorpe, H. W., Chiang, B., & Darch, C. B. (1981). Individual and group feedback systems for improving oral reading accuracy in learning disabled and regular class children. Journal of Learning Disabilities, 14(6), 332-334. *Trammel, D. L., Schloss, P. J., & Alper, S. (1994). Using self-recording, evaluation, and graphing to increase completion of homework assignments. Journal of Learning Disabilities, 27(2), 75-81. *Trap, J. J., Milner-Davis, P., Joseph, S., & Cooper, J. O. (1978). The effects of feedback and consequences on transitional cursive letter formation. Journal of Applied Behavior Analysis, 11, 381-393. Tryon, W. W. (1982). A simplified time-series analysis for evaluating treatment interventions. Journal of Applied Behavior Analysis, 15(3), 423-429. Wampold, B. E., & Worsham, N. L. (1986). Randomization tests for multiple-baseline designs. Behavioral Assessment, 8, 135-143. *Weinstein, G., & Cooke, N. L. (1992). The effects of two repeated reading interventions on generalization of fluency. Learning Disability Quarterly, 15, 21-28. White, D. M., Rusch, F. R., Kazdin, A. E., & Hartmann, D. P. (1989). Applications of meta analysis in individual-subject research. Behavioral Assessment, 11, 281-296. White, O. R. (1987). Some comments concerning " The quantitative synthesis of single-subject research". Remedial and Special Education, 8(2), 34-39. *Wolfe, J. A., Fantuzzo, J. W., & Wolfe, P. K. (1986). The effects of reciprocal peer management and group contingencies on the arithmetic proficiency of underachieving students. Behavior Therapy, 17, 253-265. *Wood, D. K., Frank, A. R., & Wacker, D. P. (1998). Teaching multiplication facts to students with learning disabilities. Journal of Applied Behavior Analysis, 31, 323-338. *Wood, S. J., Murdock, J. Y., & Cronin, M. E. (2002). Self-monitoring and at-risk middle school students. Behavior Modification, 26(5), 605-626. *Wu, S. S. (2001). 國小低閱讀理解能力學生閱讀理解策略教學效果之研究[Using a reading comprehensive strategies program to improve the reading comprehension skills of students with low reading comprehension]. 特殊教育學報, 15, 177-215. |