title: Task sequencing for students with emotional and behavioral disorders: a systematic review.
abstract: We reviewed studies utilizing task sequencing to improve academic outcomes for children with emotional and/or behavioral disorders (EBD) in educational settings. Task sequencing interventions included high-probability, high-preference, and task interspersal interventions. Although task sequencing is commonly used in research, a synthesis of recent applications in educational settings for students with EBD is absent. Systematic searches of electronic databases and ancestral references identified 11 studies meeting inclusion criteria. These 11 studies were reviewed and analyzed for (a) participant characteristics, (b) experimental design, (c) type of academic outcome as the dependent variable, (d) intervention description, (e) certainty of evidence and research quality, and (f) reported student academic outcomes. Implications for continued applied practice and future research are discussed.
authors.affiliation: University of Oregon, Eugene, USA cknowles@uoregon.edu.
authors.forename: Christen
authors.initials: C
authors.lastname: Knowles
authors.affiliation: University of Oregon, Eugene, USA.
authors.forename: Paul
authors.initials: P
authors.lastname: Meng
authors.affiliation: University of Oregon, Eugene, USA.
authors.forename: Wendy
authors.initials: W
authors.lastname: Machalicek
mesh_terms: D000293:Adolescent; D000342:Affective Symptoms / Q000534:rehabilitation*; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D005260:Female; D006801:Humans; D008297:Male; D000066553:Problem Behavior; D013334:Students; D013647:Task Performance and Analysis
keywords: academic intervention; emotional/behavioral disorders; high-preference strategy; high-probability sequence; interspersed requests; task sequencing