Examining Differential Intervention Effects: Do Individualized Student Intervention Effects Vary by Student Abilities and Characteristics?

IF 4.3 3区教育学 Q1 EDUCATION, SPECIAL

Exceptional Children Pub Date : 2025-10-16 DOI:10.1177/00144029251378405

Wilhelmina van Dijk, Christopher Schatschneider, Stephanie Al Otaiba, Holly B. Lane, Sara A. Hart

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引用次数: 0

Abstract

The Individualized Student Instruction (ISI) intervention was designed to help teachers increase their use of differentiated core reading instruction, to optimize student growth by providing appropriate amounts of code- and meaning-focused instruction. Based on the results from original studies on ISI, it is still unclear if differentiated instruction can mitigate the influence of individual differences, and if this is similar for all students. Using integrative data analytic techniques, we combined data from six randomized control trials on the ISI intervention conducted in kindergarten and first grade and obtained a dataset with a total sample of 3,144 students in Grades K and 1. We then fit conditional multilevel quantile regression models to examine differential effects on word reading and vocabulary outcomes and the moderating effect of pre-intervention skills. The model coefficients did not indicate a treatment effect of the ISI intervention on either vocabulary or word reading skills. We discuss these results in the light of the importance of data sharing and registered reports to uncover what works for which students under which conditions.

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检验差异干预效果：个性化学生干预效果是否因学生能力和特征而异？

个性化学生教学（ISI）干预旨在帮助教师增加对差异化核心阅读教学的使用，通过提供适当数量的以代码和意义为中心的教学来优化学生的成长。基于对ISI的原始研究结果，差异化教学是否可以减轻个体差异的影响，以及是否对所有学生都是类似的，目前还不清楚。采用综合数据分析技术，我们将幼儿园和一年级进行的六项ISI干预随机对照试验的数据结合起来，获得了一个包含3144名K和1年级学生的数据集。然后，我们拟合条件多水平分位数回归模型来检验单词阅读和词汇结果的差异影响以及干预前技能的调节作用。模型系数没有显示ISI干预对词汇或单词阅读技能的治疗效果。我们根据数据共享和注册报告的重要性来讨论这些结果，以揭示哪些方法在哪些条件下适用于哪些学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Exceptional Children Multiple-

CiteScore

5.90

自引率

14.30%

发文量

期刊介绍： Exceptional Children, an official journal of The Council for Exceptional Children, publishes original research and analyses that focus on the education and development of exceptional infants, toddlers, children, youth, and adults. This includes descriptions of research, research reviews, methodological reviews of the literature, data-based position papers, policy analyses, and registered reports. Exceptional Children publishes quantitative, qualitative, and single-subject design studies.