Supervised practice pairs behavioral rehearsal (i.e., the practice of skills) with constructive and supportive feedback so that learners can enact new skills accurately and develop the motivation to consistently apply these skills. The current review study takes stock of the literature on supervised practice through second-order meta-analysis, a rigorous quantitative method used to aggregate overall effects from previous meta-analyses. Results from five meta-analyses revealed a significant overall effect of supervised practice compared to unsupervised practice (SMD = 0.22). Youth outcome type significantly moderated the effects of supervised practice, with internalizing behavior yielding the largest effect. Findings suggest that providing opportunities for supervised practice has the potential to significantly improve the effectiveness of a range of skills-based interventions. Implications for supervised practice are discussed, including as an adjunct to cognitive behavioral interventions and a valuable role for volunteers and other paraprofessionals in their delivery of research supported care.

监督练习将行为排练（即技能练习）与建设性和支持性反馈相结合，以便学习者能够准确地运用新技能并培养持续应用这些技能的动机。当前的审查研究通过二阶元分析对监督实践的文献进行了评估，二阶元分析是一种严格的定量方法，用于汇总先前元分析的总体效果。五项荟萃分析的结果显示，与无监督实践相比，监督实践具有显着的总体效果 ( SMD = 0.22）。青年结果类型显着缓和了监督实践的影响，内化行为产生的影响最大。调查结果表明，为监督实践提供机会有可能显着提高一系列基于技能的干预措施的有效性。讨论了监督实践的意义，包括作为认知行为干预的辅助手段，以及志愿者和其他辅助专业人员在提供研究支持护理方面的宝贵作用。