Stephen Rudzinski

Bio: Stephen Rudzinski is an academic researcher from Rider University. The author has contributed to research in topics: Single-subject design & Impulsivity. The author has an hindex of 1, co-authored 1 publications receiving 6 citations.

Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research

Abstract: Students with attention deficit hyperactivity disorder (ADHD) experience symptoms of inattention, impulsivity, and hyperactivity that often manifest as academic impairment. As such, teachers must s...

Systematic Review: Educational Accommodations for Children and Adolescents With Attention-Deficit/Hyperactivity Disorder.

Abstract: Objective Children and adolescents with attention-deficit/hyperactivity disorder (ADHD) often receive instruction and take tests using educational accommodations. This review aims to summarize and integrate the research literature on accommodations for this specific population. Method Electronic databases in medicine (MEDLINE), psychology (PsycINFO), and education (ERIC) were systematically searched (last update January 13, 2020), with inclusion criteria selecting any document with a focus on accommodations in educational settings or on academic tasks for children or adolescents with ADHD. The search yielded 497 unique documents. Additional searches yielded 13 more documents. Of the 510 total potentially useful documents, 68 met criteria for topical relevance and age range, to be discussed in the narrative review. The wide range of document types led to a qualitative synthesis. Results Accommodations are by far the most common response to ADHD in educational settings, with testing accommodations such as extended time being particularly prevalent. However, most accommodations fail to show evidence of benefits that are specific to students with ADHD, and many of the more common accommodations have few or no experimental studies supporting them. An exception is read-aloud accommodations, which have two randomized experiments finding specific benefits for younger students with ADHD. Students and those who work with them often express ambivalence and dissatisfaction over the accommodations process. Conclusion More empirical research is needed to examine the effects of these extremely common supports. In the absence of supportive evidence, health professionals should be hesitant to recommend accommodations immediately after a diagnosis. Even when such evidence exists, educational accommodations should only be provided along with evidence-based interventions, or after interventions have failed, as suggested by the “life course” model of managing ADHD.

Effectiveness of Specific Techniques in Behavioral Teacher Training for Childhood ADHD: A Randomized Controlled Microtrial

Abstract: Objective: Behavioral teacher training is the most effective classroom-based intervention for children with attention-deficit/hyperactivity disorder (ADHD). However, it is currently unknown which c...

Assessing Intervention Effects in the Presence of Missing Scores

Abstract: Due to repeated observations of an outcome behavior in N-of-1 or single-case design (SCD) intervention studies, the occurrence of missing scores is inevitable in such studies. Approximately 21% of SCD articles published in five reputable journals between 2015 and 2019 exhibited evidence of missing scores. Missing rates varied by designs, with the highest rate (24%) found in multiple baseline/probe designs. Missing scores cause difficulties in data analysis. And inappropriate treatments of missing scores lead to consequences that threaten internal validity and weaken generalizability of intervention effects reported in SCD research. In this paper, we comprehensively review nine methods for treating missing SCD data: the available data method, six single imputations, and two model-based methods. The strengths, weaknesses, assumptions, and examples of these methods are summarized. The available data method and three single imputation methods are further demonstrated in assessing an intervention effect at the class and students’ levels. Assessment results are interpreted in terms of effect sizes, statistical significances, and visual analysis of data. Differences in results among the four methods are noted and discussed. The extensive review of problems caused by missing scores and possible treatments should empower researchers and practitioners to account for missing scores effectively and to support evidence-based interventions vigorously. The paper concludes with a discussion of contingencies for implementing the nine methods and practical strategies for managing missing scores in single-case intervention studies.

The Effects of a Multicomponent Self-Monitoring Intervention on the Rates of Pre-Service Teacher Behavior-Specific Praise in a Masked Single-Case Experimental Design:

Abstract: The effects of self-monitoring (SM) on teacher behavior are well documented, but previous research does not attempt to control for reactivity as a threat to internal validity. This study examined t...