Daniel M Maggin

Daniel M Maggin
University of Illinois Chicago | UIC · Department of Special Education

PhD

About

81
Publications
82,978
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3,022
Citations
Additional affiliations
January 2012 - present
August 2009 - August 2011
University of Connecticut
Description
  • Post-doctoral Research Fellow
Education
August 2005 - August 2009
Vanderbilt University
Field of study
  • Special Education

Publications

Publications (81)
Article
Full-text available
Purpose Early language intervention is essential for children with indicators of language delay. Enhanced milieu teaching (EMT) is a naturalistic intervention that supports the language development of children with emerging language. We conducted a systematic review and meta-analysis of all qualifying single-case and group design studies that evalu...
Article
We conducted a conceptual replication of Pigott et al.’s study of outcome-reporting bias, wherein they compared intervention outcomes reported in unpublished education dissertations with corresponding published versions. For our replication, we identified a sample of 40 special education dissertations with matched journal publications and found tha...
Article
Full-text available
Through the design of a survey and measure validation using exploratory factor analysis (EFA), we aimed to identify and define constructs required for special education teacher leadership that may inform the focus of professional development opportunities. Results of the analysis indicate a four factor model is best suited for measuring special edu...
Article
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Teacher-parent relationships and active family engagement are essential components to positive outcomes for students with disabilities. Latinx students are an increasingly growing student population; however, there are limited studies about the experiences unique to Latinx parents concerning family engagement and home-school partnerships in public...
Article
The implementation of effective practices to support students with disabilities requires strong leadership and understanding of the procedures to individualize educational programming. Thus, special education teacher leadership represents an important factor for facilitating the implementation of effective practices to support the education of stud...
Article
It is crucial that special education teachers are equipped with the knowledge and skills necessary to improve outcomes for students with disabilities. Despite federal legislation and efforts of the field to identify and disseminate evidence-based practices for students with disabilities, it is uncertain whether all special education teachers provid...
Article
The What Works Clearinghouse (WWC) provides school personnel with information on the amount and quality of evidence for educational programs, policies, and interventions. Over a decade ago, the WWC expanded their review procedures to include single-case research methods. Originally included as pilot standards, the recent updates elevated single-cas...
Article
Full-text available
Evidence-based practices (EBPs) are strategies shown through rigorous experimentation to be effective when implemented as designed by educators in the field. The purpose of this review is to (a) describe the state and quality of evidence-based reviews and meta-analyses of studies on classroom and behavior management interventions for students with...
Article
Emerging trends and advancements in technology allow educators to develop dynamic learning environments to support their students’ academic and behavioral needs. The study documented the lived experience of special educators using assistive technology (AT) to support behavioral challenges in students with disabilities and the environmental factors...
Article
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Peer-mediated interventions (PMIs) are an effective support for students with emotional and behavioral disorders (EBD) for improving targeted behavioral skills. As one of the most important strategies in PMI, peer prompting and reinforcement (PR) provides an effective approach for developing and maintaining positive behavior. This article provides...
Article
Interest in transparent and open science is increasing in special education, school psychology, and related disciplines. Proponents for open science reforms provide evidence that researchers in special education, and the broader social sciences, engage in practices that mitigates its credibility and reduces the validity of information disseminated...
Preprint
Paraprofessionals are increasingly utilized to support students with intensive needs, yet they often lack the training and skills to provide evidence-based academic and behavioral interventions. Since on-the-job training is the primary method of skill acquisition for this group of school support staff, efficient and feasible training modalities are...
Article
This article introduces a special series of registered reports in Remedial and Special Education. Registered reports are an innovative approach to publishing that aim to increase the credibility of research. Registered reports are provisionally accepted for publication before a study is conducted, based on the importance of the research questions a...
Article
Research indicating many study results do not replicate has raised questions about the credibility of science and prompted concerns about a potential reproducibility crisis. Moreover, most published research is not freely accessible, which limits the potential impact of science. Open science, which aims to make the research process more open and re...
Article
Full-text available
Goal setting is a research-informed intervention that has demonstrated improved behavioral outcomes for students with emotional and behavioral disorders. However, not all students will respond to goal-setting interventions delivered in a standard format, requiring planning, implementation, and ongoing evaluation of more intensive goal-setting forma...
Chapter
Interdependent group contingencies involve a common consequence based on the behavior of all members of the group, as groups may have to meet a behavioral criterion together or all group members must meet a criterion to access a consequence. Interventions such as the Good Behavior Game, Peer Reporting Interventions, and mystery motivators are examp...
Chapter
The implementation of effective inclusive school practices requires strong leadership and understanding of procedures, services, and programming for students with disabilities. While school administrators often provide instructional leadership, many do not have preparation in special education, undermining their ability to enact a schoolwide vision...
Article
We consider an emerging challenge in special education that involves the interplay between an emphasis on evidence-based practices (EBPs) and the need to provide individualized intensive interventions for students with significant emotional and behavioral problems. With the use of Multi-Tiered Systems of Support (MTSS), teachers are expected to imp...
Article
Publication bias occurs when studies with statistically significant results and large effects are more likely to be published than similarly rigorous studies with null and mixed findings. Results-blind peer review requires peer reviewers to consider only the “Introduction” and “Method” sections of submitted manuscripts prior to making editorial rec...
Article
Video modeling (VM) is a powerful and effective tool to support skill acquisition and generalization for students with and without emotional and behavioral disorders (EBD). Video models can include adults, peers, and the very students at which skill development is directed. This article provides a definition of VM and descriptions of its varying fo...
Article
Background: Historically, students with intellectual disability were not expected to learn to read, and thus were excluded from reading instruction. Over the past decades, societal expectations for this group of learners have changed in that children and adolescents with intellectual disability are now expected to be provided with, and benefit fro...
Article
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Teachers are reporting increased incidence of stress, depression, burnout, and anxiety resulting in overall poor mental health and well‐being outcomes. Recently, mindfulness‐based interventions have emerged as having the potential to improve these deleterious impacts. This meta‐analysis investigated the effects of mindfulness‐based interventions on...
Article
Full-text available
Single-case research methods provide a basis for demonstrating that an intervention produces a reliable change in a targeted outcome for individual cases. To supplement visual analysis of data in single-case studies, researchers frequently report statistics—often referred to as effect sizes—to summarize study findings. The recent proliferation of e...
Article
Students with or at-risk for emotional and behavioral disorders pose an immense challenge for educators, and typical practices to address them are punitive and exclusionary, leading to poor academic and social outcomes for students. To address the complex needs of students with intensive emotional and behavioral needs, evidence-based practices and...
Article
The following paper provides a response to the recent critique of our review of the FRIENDS For Life anxiety prevention and intervention program. In their critique, Barrett, Cooper, Stallard, Zeggio, & Gallegos-Guajardo (2017) expressed concerns on a range of conceptual, methodological, and interpretative issues. Our rejoinder addresses each of the...
Article
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There is general agreement in the research literature that youth in juvenile justice facilities are more likely to experience mental health disorders than their general population peers. The purpose of this systematic review and meta-analysis was to evaluate the methodological characteristics and effectiveness of mental health interventions deliver...
Article
Research indicates school personnel use punitive and exclusionary discipline practices more often with students from particular racial and ethnic groups. In response to these trends, many researchers suggest a need to adapt experimentally validated social, emotional, and behavioral interventions to align with cultural characteristics of students. H...
Article
Full-text available
Single-case research methods provide the basis for evaluating effective instructional approaches in special education. The purpose of this article is to provide special educators an overview of single-case research methods, with an emphasis on how these designs are used to establish whether an instructional practice relates to improved learner outc...
Article
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This study presents a longitudinal analysis of racial inequities evidenced in placement patterns in the least restrictive environment (LRE). We compared placement trends in neighborhoods and charter schools for Black and White students receiving special education services (SRSES). Drawing from the concept of institutional isomorphism and using a lo...
Article
Full-text available
Despite multi-tiered systems of support (MTSS) being implemented for over a decade in the United States, practitioners are continuously challenged with implementing the framework to meet the needs of their students. This qualitative study aimed to examine the perspectives of educators in high-need urban schools regarding the implementation of acade...
Article
Systematic reviews and meta-analyses can be a useful method for synthesizing evidence across multiple studies to draw conclusions about a research base. An important aspect of rigorous systematic reviews is an assessment of the study methods and potential biases impacting results or interpretations and conclusions of the primary studies. Single-cas...
Article
In this study, a systematic review was conducted to examine the evidence base for teacher praise for students without severe disabilities in K–12 classroom settings. Specifically, reviewers followed standards presented by the Council for Exceptional Children and the What Works Clearinghouse to evaluate the methodological quality of 30 studies meeti...
Article
The purpose of this commentary is to provide observation on the contributions to the special issue and remark on the broader implications of the research. As noted throughout the special issue, the intent was to demonstrate the use of progress monitoring within a problem-solving framework to evaluate student social and behavioral development using...
Article
This special issue provides an update on recent conceptual and methodological developments for conducting systematic reviews and meta-analyses of single-case research. In this introductory article, we (a) describe the important role of systematic reviews and meta-analyses within special education; (b) discuss several methodological issues authors m...
Article
The adoption of methods and strategies validated through rigorous, experimentally oriented research is a core professional value of special education. We conducted a systematic review and meta-analysis examining the experimental literature on Technology-Aided Instruction and Intervention (TAII) using research identified as part of the National Auti...
Article
Full-text available
Group contingencies are recognized as a potent intervention for addressing challenging student behavior in the classroom, with research reviews supporting the use of this intervention platform going back more than four decades. Over this time period, the field of education has increasingly emphasized the role of research evidence for informing prac...
Article
The purpose of this study was to conduct reliability and validity generalization meta-analyses of evidence regarding the Student Risk Screening Scale (SRSS), a universal screener for externalizing behavior problems. A systematic review of the literature resulted in the identification of 17 studies inclusive of evidence regarding SRSS score (a) inte...
Article
Full-text available
The purpose of this study is to compare and examine special education enrollment trends across disability categories and grade spans for public neighborhood and charter schools in the City of Chicago. Using multilevel longitudinal data analysis methods, we examined annual school enrollment and demographic reports. Our findings indicated that neighb...
Article
The purpose of this study is to compare and examine special education enrollment trends across disability categories and grade spans for public neighborhood and charter schools in the City of Chicago. Using multilevel longitudinal data analysis methods, we examined annual school enrollment and demographic reports. Our findings indicated that neighb...
Article
Full-text available
Youth with concomitant academic and behavioral disabilities continue to struggle with poor outcomes.. Individualized education program (IEP) teams perform broad leadership functions on behalf of these youth, including (a) task activities, such as compliance with federal law; (b) relations activities, such as communication and professional developme...
Article
Research has consistently demonstrated that students with emotional and behavioral disorders (EBD) are at risk for academic underachievement. Despite the persistent and strong association between academic problems and EBD, there remains a dearth of information on the process for developing intensive academic interventions for students with EBD. The...
Article
Single-case experimental designs (SCEDs) have been increasingly used in recent years to inform the development and validation of effective interventions in the behavioral sciences. An important aspect of this work has been the extension of meta-analytic and other statistical innovations to SCED data. Standard practice within SCED methods is to disp...
Chapter
The purpose of this chapter is to describe a response-to-intervention (RTI) evaluation framework for improving the reliability and defensibility of identifying students with academic or behavioral problems that require more intensive support than the typical student gets. The framework advocated for in this chapter is based on single-case research...
Article
Full-text available
This paper responds to the commentary provided by Hitchcock et al. (J Behav Educ, 2015) which provides updated information on the procedures for considering the generality of an intervention using the What Works Clearinghouse (WWC) single-case guidelines. The new information provided by Hitchcock et al. is useful and provides insight into the proce...
Article
Full-text available
Three-tiered models of prevention are increasingly being adopted by schools to address the behavioral needs of students. A critical component of multitiered systems are secondary interventions used with students in need of behavioral support but who are not candidates for individualized interventions. Despite the importance of secondary interventio...
Article
The successful implementation of school-based behavioral interventions requires school personnel to be competent with program content and procedures. An unfortunate trend within school-based behavioral intervention research is that the core intervention components and implementation features are often not fully described. Without clear descriptions...
Article
Full-text available
Optimal levels of treatment fidelity, a critical moderator of intervention effectiveness, are often difficult to sustain in applied settings. It is unknown whether performance feedback, a widely researched method for increasing educators' treatment fidelity, is an evidence-based practice. The purpose of this review was to evaluate the current resea...
Article
This is the protocol for a review and there is no abstract. The objectives are as follows: To assess the effectiveness of interventions for teaching beginning reading skills to children and adolescents with intellectual disability.
Article
A great deal of research over the past decade has examined the appropriateness of curriculum-based measurement of oral reading (R-CBM) in universal screening. Multiple researchers have meta-analyzed available correlational evidence, yielding support for the interpretation of R-CBM as an indicator of general reading proficiency. In contrast, researc...
Article
The purpose of this review was to evaluate the methodological strength and overall effectiveness of the research underlying the FRIENDS program for preventing anxiety in students at low and elevated risk for developing anxiety disorders. Meta-analytic findings provided mixed results, with low-risk students exposed to the program having demonstrated...
Article
The purpose of this commentary is to provide observation on the statistical procedures described throughout this special section from the perspective of researchers with experience in conducting systematic reviews and meta-analyses of single-case research to address issues of evidence-based practice. It is our position that both visual and statisti...
Article
Full-text available
The use of single-case research methods for validating academic and behavioral interventions has gained considerable attention in recent years. As such, there has been a proliferation of methods for evaluating whether, and to what extent, primary research reports provide evidence of intervention effectiveness. Despite the recent interest in harness...
Article
Full-text available
Implementation, or treatment fidelity, is the link between evidence-based interventions and changes in student outcomes. Although higher levels of treatment fidelity are usually associated with greater student improvements, many educators struggle to implement intervention and practices consistently. To be responsive to this issue, school problem-s...
Data
Full-text available
This special series addresses issues and advances in the synthesis of single-case research. In this introduction, we provide an overview of the conceptual and procedural challenges associated with evaluating and aggregating findings drawn from single-case research. Key issues relating to the development of reliable and objective procedures for synt...
Data
Full-text available
This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the cont...
Article
The purpose of this study was to conduct a preference trial as a preliminary test of preference effects on teacher behavior relative to implementation (adoption, adherence, quality). Teachers were randomly assigned to “preference” or “no-preference” groups and then trained to implement the intervention. Direct observation occurred immediately after...
Article
Physical health may be an important variable that influences students' behavioral and academic performance in school settings. Poor health status is hypothesized to negatively influence student performance even in the presence of evidence-based practices. In this study, teachers reported their perceptions of students' health status as well as their...
Article
Full-text available
The use of single-subject research in the development and evaluation of academic, psychological, and behavioral interventions has led to the experimental validation of an array of treatment options for a diverse set of educational challenges. However, the synthesis of these bodies of research has been the subject of considerable debate. In an effor...
Article
The present study investigated the effects of an intensive training protocol on levels of paraeducator fidelity to a group contingency intervention used to manage the classroom behavior of students with EBD. A multiple baseline design across classrooms was used to determine whether the training was associated with initial and sustained increases in...
Data
r: In tbis study, tbe researcbers evaluated tbe sensitivity of Direct Bebavior Rating Single-Item Scales (DBR-SIS) for assessing bebavior cbange in response to an intervention. Included in tbe analyses were data fiom 20 completed bebavioral consultation cases involving a diverse sample of elementary participants and contexts using a common interven...
Article
The purpose of this review was to synthesize the research underlying group contingency interventions to determine whether there is sufficient evidence to support their use for managing the classroom behavior of students with behavioral difficulties. An application of the What Works Clearinghouse (WWC) procedures for evaluating single-subject resear...
Article
In this study, the researchers evaluated the sensitivity of Direct Behavior Rating Single-Item Scales (DBR-SIS) for assessing behavior change in response to an intervention. Included in the analyses were data from 20 completed behavioral consultation cases involving a diverse sample of elementary participants and contexts using a common interventio...
Article
Full-text available
This study examined the association of three teacher-specific factors on their level of treatment imple-mentation of an evidence-based classroom management strategy. The three factors were (a) the teacher–coach alliance, (b) teacher ratings of the intervention's social validity, and (c) teacher burnout. Results indicated that both teacher–coach all...
Article
A two-part systematic review was undertaken to assess the effectiveness of token economies in increasing rates of appropriate classroom behavior for students demonstrating behavioral difficulties. The first part of the review utilized the recently published What Works Clearinghouse (WWC) standards for evaluating single-subject research to determine...
Article
A new method for deriving effect sizes from single-case designs is proposed. The strategy is applicable to small-sample time-series data with autoregressive errors. The method uses Generalized Least Squares (GLS) to model the autocorrelation of the data and estimate regression parameters to produce an effect size that represents the magnitude of tr...
Article
Full-text available
The purpose of this review was to examine the methods used to conduct meta-analyses of single-subject research involving students with and at-risk for disabilities. Specifically, the procedures used for preparing, aggregating, analyzing, and evaluating single-subject data across 68 primary syntheses were examined. In addition to these methodologica...
Article
Full-text available
Students with emotional and behavioral disorders (EBD) are often placed into selfcontained settings to provide more focused academic and behavioral supports. Little is known, however, about differences in the instructional contexts of self-contained and general education classrooms. Using direct observation and self-report measures, the present stu...
Article
Full-text available
In 1991, the Peacock Hill Working Group provided the field of emotional and behavioral disorders (EBD) a roadmap for improving the quality of services provided to students with EBD. The working group considered issues at every level of the educational system, from the classroom to federal policy. Although many strides have been made in the past 20...
Data
Full-text available
In 1991, the Peacock Hill Working Group provided the field of emotional and behavioral disorders (EBD) a roadmap for improving the quality of services provided to students with EBD. The working group considered issues at every level of the educational system, from the classroom to federal policy. Although many strides have been made in the past 20...
Article
Full-text available
Teachers' successful provision of levels of support to prevent and reduce problem classroom behaviors requires skillful application of research-based classroom and behavior manage-ment strategies. Among others, 2 teacher-centered strategies have been shown to decrease students' inappropriate behaviors and increase their appropriate behaviors: the d...
Data
T he academic and behavioral difficulties exhibited by students with emotional and behavioral disorders (EBD) provide educators with unique challenges. Students with EBD tend to display aggression, noncompliance, and other conduct problems at higher rates and with more stability than typically developing peers (Kauffman, 2005; Kazdin, 1987; Loeber,...

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