Single-Case Writing Interventions for Students with Disorders of Intellectual Development: A Systematic Review and Meta-Analysis

Students with disorders of intellectual development (ID) often experience writing difficulties, and effective interventions are highly needed. This systematic review and meta-analysis of single-case experimental design (SCED) studies summarize the effects of writing interventions for students with disorders of ID aged 4–19 years. We conducted a systematic search of seven databases, ancestral and forward searches of relevant sources, and contacted well-known authors in the field. Fifteen and 10 studies were included in the systematic review and meta-analyses, respectively. The overall results indicate that the participants improved their writing skills, with a large between-case standardized mean difference (BC-SMD) effect on the number of words and sentences written (BC-SMD = 1.22) and on the quality of paragraph and story writing (BC-SMD = 1.39). Students with disorders of ID can benefit from writing interventions, and the study results may provide practitioners with important insight into promising writing instructions and materials. There is a need for high-quality research targeting encoding (i.e., transforming sound into letters) skills for early school-age students with disorders of ID

Literature-curated protein interaction datasets.

High-quality datasets are needed to understand how global and local properties of protein-protein interaction, or 'interactome', networks relate to biological mechanisms, and to guide research on individual proteins. In an evaluation of existing curation of protein interaction experiments reported in the literature, we found that curation can be error-prone and possibly of lower quality than commonly assumed.Journal ArticleResearch Support, N.I.H. ExtramuralResearch Support, Non-U.S. Gov'tResearch Support, U.S. Gov't, Non-P.H.S.info:eu-repo/semantics/publishe