本研究使用PND和PEM對106篇單一受試研究進行後設分析，藉以了解實驗處理對於搗亂行為的影響效果。當研究者以原作者對於實驗處理效果的判斷作為效標時，使用PEM進行後設分析的效度是可以被接受的。本研究並分析實驗處理、研究特徵和受試者特徵與處理效果的關係，獲得下列研究結果：1.不同的實驗處理對降低搗亂行為有不同影響效果；2.研究設計、治療者身分、實驗情境、性別、受試者症狀特徵、搗亂行為種類對實驗處理效果有顯著影響。本研究建議學校人員接受有關於矯正搗亂行為的行為改變技術訓練是必要的，教師如能在教室活動中發展合適的課程和教導學生適當的溝通反應將有助於降低搗亂行為。 / A meta-analysis of 106 single-subject studies was conducted utilizing the PND and PEM approaches to investigate treatment effectiveness in reducing disruptive behavior. The validity of the PEM approach was acceptable based on original authors’ judgments of treatment effect. Variables were analyzed for covariation between treatment effectiveness and interventions, study characteristics, and subject characteristics. The following results were obtained: (a) interventions had significant influence on treatment effectiveness; (b) study design, intervenor, setting, sex, diagnosis, and target behaviors showed systematic relation to treatment outcomes. Suggestions are made that it is necessary for staff in schools to receive adequate training in treating disruptive behavior with the use of behavior modification techniques, and it is potentially useful for the reduction of disruptive behavior if teachers develop suitable curriculum and teach appropriate communicative responses in classroom activities.