Meta-analysis of consequences of behavior modification interventional programs on indiscipline

Abstract

The purpose of this study was to determine the effect size of consequences of behavior modification interventional programs on indiscipline of nationwide researches through a Meta-analysis procedure. The research population of this study consisted of the available nationwide researches on the consequences of behavior modification interventional programs on indiscipline. In general, 28 researches were investigated as primary researches after considering the inclusion and exclusion criteria. Combination of the effect size of the learners’ differences in the rate of indiscipline behavior, or having no experience of participating in interventional programs showed that overall, the learners who participated in the interventional programs outperformed the learners who did not participated in such programs (ES =0/74). This difference was observed in more than two-thirds of the primary researches. However, more detailed analysis revealed that the interventional programs like behavioral education (ES، 1/38), social education (ES، 1/13), and preschool (ES، 0/90), emotional education (ES، 0/66), cognitive education (ES، 0/63) and cognitive-behavioral education (ES، 0/34) have the largest effect size, respectively. Also, the effect sizes of social education, emotional education, cognitive education behavioral education and preschool were also significant. It was also found that interventional programs on girls (ES، 0/92) have much more effect than boys (ES، 0/87).

Keywords

• behavior modification
• interventional programs
• indiscipline
• meta-analysis