Seth A King, Brendon Nylen, Olivia Enders, Lanqi Wang, Oluwatosin Opeoluwa
Examining the impact of design-comparable effect size on the analysis of single-case design in special education
School psychology (Washington, D.C.)
debates modifiability cognitive ability largely resolved reports successful thinking skills interventions however interventions diverse generalization effects relatively little explored study investigated whether thinking skills intervention involving collaborative interactive dialogue could lead gains measured verbal cognitive ability also generalization nonverbal quantitative reasoning ability randomly selected intervention children aged 10 pretest n105 four classesschools controls followed normal curriculum n72 three classestwo schools intervention children engaged collaborative enquiry 1 hour per week 16 months control group received normal classroom experiences cognitive abilities test administered intervention intervention pupils showed significant standardized gains verbal also nonverbal quantitative aspects reasoning consistent across intervention schools boys girls made significant gains highest quartile pretest ability showed smallest gains controls gain aspect philosophical enquiry involving interactive dialogue led significant gains measured verbal cognitive ability also generalization nonverbal quantitative reasoning ability consistent across schools largely irrespective pupil gender ability effect sizes largescale field trial one local authority exceeded reported literature implications theory building replicability sustainability addressed