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1
Dickinson, Sarah E. "Smart Start for Trauma: A Multiple Baseline Design." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7498.
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The purpose of this study was to address gaps in the trauma treatment literature related to the expense and inaccessibility of evidence-based interventions for children with disabilities who have experienced trauma. Another aim of this study was to provide additional support for a newly piloted intervention for children with disabilities who have experienced trauma. This intervention is known as Smart Start: Parenting Tools for Children with Developmental Delay, Social-Emotional Concerns, and Trauma. A non-concurrent multiple baseline method was used to determine whether there was a functional relationship between the intervention and children’s challenging behaviors for five caregiver-child dyads. In addition, three of five caregiver-child dyads were assessed for improvements in child PTSD symptomatology, positive parenting practices, parenting stress, and treatment acceptability. Results from visual analysis, masked visual analysis, and hierarchical linear modeling were mixed, but generally supported a statistically and clinically significant relationship between participation in Smart Start and improved caregiver ratings of children’s challenging behaviors. Wilcoxon Signed-Rank test did not show statistically significant changes in interventionists’ ratings of challenging behavior, but descriptively, four of five children were rated as improved. Reliable change index scores revealed statistically significant changes in trauma symptoms and parenting stress for two participants. Positive parenting practices improved significantly for all participants according to the reliable change index. The intervention was implemented with good fidelity. All caregivers found Smart Start highly acceptable. Future research with larger samples is warranted based on the extremely promising results of the present study.
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Baccelli, Natalie Louise. "The effects of respiration biofeedback on participants with irritable bowel syndrome: A multiple-baseline design study." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2636.
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Irritable Bowel Syndrome (IBS) is a disorder characterized by abdominal pain and altered bowel habits (diarrhea and/or constipation) occurring in the absence of abnormalities on both physical and laboratory investigations. This study examined the effects of respiration biofeedback to decrease abdominal pain, anxiety levels, and medication intake in participants with IBS, using a multiple-baseline design across 10 participants. The STAI-Trait Anxiety Inventory, and the Nijmegen Questionnaire for Hyperventilation were administered at baseline and follow-up to determine decreases in anxiety and hyperventilation. It was hypothesized that respiration biofeedback training would produce significant decreases in pain, anxiety, and medication intake during treatment, as well as decreases in the State-Trait and Nijmegen Questionnaire scores at follow-up. Decreases in pain levels were obtained in 70% of the participants, and 30% of the participants showed decreases in anxiety levels. Four of the 5 participants (80%) who recorded medication intake showed decreases in medication. Findings are interpreted and future research is suggested.
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Lievesley, Alexandra. "The impact of mindfulness practice on cognition and affective change in psychosis : a multiple baseline design." Thesis, University of Southampton, 2008. https://eprints.soton.ac.uk/161961/.
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This thesis addresses understanding the underlying change that occurs in mindfulness practice. The first paper reviews the literature regarding the processes of change implicated in mindfulness. The paper reviews the literature regarding definition and conceptualisation of mindfulness and the literature regarding therapeutic interventions and applications of mindfulness. The paper then considers in detail literature regarding the proposed processes operating in mindfulness, looking in particular at: cognitive change, exposure, acceptance, attentional control and non-attachment. The review concludes by drawing together the research and discussing the difficulties faced by this developing literature base. The second paper reports the findings of a study looking at the impact of mindfulness practice on cognitive and affective change for individuals with distressing psychosis. A multiple-baseline design assessing changes to twice weekly ratings of: distress, believability, metacognitive belief, personal control, voices control, acceptance of self, and acceptance of voices during baseline and completion of a mindfulness intervention. Visual analyses indicated no clear discernable changes across participants but individual benefits and patterns of cognitive and affective change indicated for each participant are reported. The mediating effect of practice is also highlighted and consideration is given to limitations, future research, and implications for clinical practice.
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Mccullough, Mollie Marie. "Improving Elementary Teachers’ Well-Being through a Strengths-Based Intervention: A Multiple Baseline Single-Case Design." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5990.
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Teaching is considered to be one of the most highly demanding professions, and one that is associated with high levels of stress and sometimes deleterious outcomes. Although research demonstrates that burnout and attrition are often associated with specific characteristics of the occupation (e.g., challenging workload, standardized testing, merit-based salary) minimal research focuses on how to better support teachers’ well-being. The field of positive psychology affords a new perspective in how to obtain quality mental health without solely focusing on psychopathology within a deficits-based approach. This includes the implementation of interventions (i.e., positive psychology interventions [PPI]) that target constructs of well-being (e.g., character strengths, hope, optimism, gratitude, etc.) and are associated with positive changes in authentic happiness. This study examined how a strength-based, PPI entitled Utilizing Signature Strengths in a New Way (Seligman, Steen, Park, & Peterson, 2005) impacts dimensions of teacher well-being, as well as other relevant outcomes (i.e., flourishing, burnout) within the school context. Previous research has shown that strengths-based intervention to be the PPI with the most substantial impact and the longest lasting outcomes (Seligman et al., 2005). Utilizing a concurrent multiple baseline single-case design with eight teachers, the study evaluated the effects of the strengths-based PPI on teacher’s overall happiness (i.e., subjective well-being) as indicated by self-report measures of life satisfaction and positive and negative affect. The teachers exhibited significant gains in life satisfaction and reductions in negative affect from pre- to post-intervention that were also evident one month following the intervention. Although positive affect did not significantly change from pre- to post-intervention, a significant gain was apparent at one-month follow-up. Single-case analytic strategies (i.e., visual analysis, masked visual analysis, and hierarchical linear modeling) found that the intervention positively impacted teachers’ overall subjective well-being (composite of standardized life satisfaction, positive affect, and negative affect scores). Results for single indicators of subjective well-being found variability in basic effects among different individuals (i.e., some teachers benefited more than others) further supporting the theory of person-activity fit. Regarding the intervention’s effects on secondary outcomes that were examined only at pre, post, and one-month follow-up time points, findings indicated the teachers experienced a significant increase in work satisfaction immediately following the intervention, as well as a significant increase in feelings of flourishing at follow-up. Significant decreases in negative dimensions of teachers’ mental health including stress and burnout (i.e., emotional exhaustion) were also demonstrated. Findings from the current study provide initial support for the efficacy of a teacher-focused, strengths-based intervention and its ability to improve multiple components of teacher well-being within an elementary school. Implications for school psychologists and policy, contributions to the literature, and future directions are discussed.
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Levin, Joel R., John M. Ferron, and Boris S. Gafurov. "Additional comparisons of randomization-test procedures for single-case multiple-baseline designs: Alternative effect types." PERGAMON-ELSEVIER SCIENCE LTD, 2017. http://hdl.handle.net/10150/625957.
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A number of randomization statistical procedures have been developed to analyze the results from single-case multiple-baseline intervention investigations. In a previous simulation study, comparisons of the various procedures revealed distinct differences among them in their ability to detect immediate abrupt intervention effects of moderate size, with some procedures (typically those with randomized intervention start points) exhibiting power that was both respectable and superior to other procedures (typically those with single fixed intervention start points). In Investigation 1 of the present follow-up simulation study, we found that when the same randomization-test procedures were applied to either delayed abrupt or immediate gradual intervention effects: (1) the powers of all of the procedures were severely diminished; and (2) in contrast to the previous study's results, the single fixed intervention start-point procedures generally outperformed those with randomized intervention start points. In Investigation 2 we additionally demonstrated that if researchers are able to successfully anticipate the specific alternative effect types, it is possible for them to formulate adjusted versions of the original randomization-test procedures that can recapture substantial proportions of the lost powers.
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Lane, Robin. "Evaluation of a standardized protocol for parent training in positive behavior support using a multiple baseline design." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002707.
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Birri, Nicole L. "A Personal Narrative Intervention for Adults with Autism and Intellectual Disability: A Single Subject Multiple Baseline Design." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1539079809808646.
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Cliffe, Michael John. "The randomized multiple baseline experimental design : its power and a clinical application to the cognitive modification of delusions." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/10711.
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The dissertation describes the first reported application of a small-N experimental design, the randomized baseline experimental design across subjects and behaviours. It is applied to a small scale clinical psychological experiment on the cognitive modification of delusional ideation in four people with a diagnosis of schizophrenia. The data were analysed by a form of randomization test which does not depend on the classical parametric assumptions. The randomization test based on random data permutation gave statistically significant results for the effect of the independent variable (cognitive modification of delusions) on two dependent variables (strength of conviction, and preoccupation) but not on a third dependent variable, amount of distress. Estimates of effect size are provided based on Cohen's d and on the Common Language Effect Size. It presents data on the statistical power of the procedure derived from Monte Carlo power analysis. It provides reviews of the concept of statistical power in applied psychological research, of the concept of effect size, of the use of cognitive modification of delusional ideation and of randomization tests. The results support the feasibility of small-N clinical experiments using the randomized baseline experimental design, analysing the data graphically and by use of randomization tests and designing experiments with the aid of Monte Carlo power analysis.
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Jeffries, DeLoatche Kendall. "Parent-Child Interaction Therapy as a Treatment for ADHD in Early Childhood: A Multiple Baseline Single-Case Design." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5512.
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The purpose of this study was to examine the effectiveness of PCIT as an alternative to medication in managing symptoms and behavior problems of preschool-aged children with ADHD. Using a multiple baseline single-case design, the study measured the impact of PCIT on four preschool-aged children's problem behaviors and ADHD symptoms, parenting practices, and mothers' attitudes towards therapy. Outcome measures included the Child Behavior Checklist, Eyberg Child Behavior Inventory, Behavior Assessment System for Children, ADHD Symptom Observation form, Dyadic Parent-Child Interaction Coding System, Parenting Practices Interview, and Therapy Attitude Inventory. Results from visual analyses, a visual permutation test, and hierarchical linear modeling showed partial treatment effects for mothers' use of labeled praises (b = 10.67, p < 0.0001), commands (b = -26.84, p = 0.000), behavior management skills (b = 91.21, p < 0.0001), children's behavior problems (b = -20.29, p = 0.000), and parent-reported ADHD symptoms (b = -25.76, p = 0.000). Mothers expressed high satisfaction with PCIT and reported their relationships with their children and their children's compliance and behavior problems had improved post-intervention. The consistency with which other caretaking partners (e.g., fathers) practiced the same discipline procedures as the mothers in the study played a significant role in the changes observed in mothers' use of effective discipline practices and children's behavior problems. Findings of this study indicate PCIT may partially be an effective intervention in improving children's behavior problems and ADHD symptoms.
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Doyle, Kathryn A. "Social Scripts to Teach Conversation Skills to Adults Significantly Impacted by ASD." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149070190859745.
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Sole, Ellen Jessica. "A pilot investigation into the effect of micronutrients on anxiety and stress in Canterbury children : a multiple baseline design." Thesis, University of Canterbury. Psychology, 2014. http://hdl.handle.net/10092/10004.
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Anxiety disorder can negatively affect many areas of a child’s life, including social and academic development, and increase the risk of mental health problems in adolescence and adulthood. Although psychotherapy is an effective treatment for children with anxiety, it is not widely available, while psychiatric medications are recommended for use in only the most severe cases. For these reasons, investigation into other possible treatments for problems with anxiety is necessary. The present study examined the effect of a broad-based micronutrient formula called EMPowerplus (EMP+) on children suffering from elevated levels of anxiety, following a multiple baseline design. The final sample comprised 14 participants, aged between eight and 12 years, who were randomised into one of three baseline groups, ranging from one to three weeks in length. Following the baseline period, participants took part in an open-label trial of EMP+ for eight weeks, after which a three-month follow-up was conducted. Although there was a trend toward a decrease in symptom severity over the baseline period, there was a much greater decline in symptoms during the intervention phase. Modified Brinley plots revealed decreases in anxiety and improvements in overall functioning for 10 out of 11 participants who completed the intervention. A comparison of group means confirmed statistically significant change between baseline and end of trial, while gains were maintained over the follow-up period. Furthermore, those participants who were compliant with the intervention tended to improve more than participants who were not compliant and side effects were generally mild and transient. This study provides evidence for the potential of micronutrient interventions in effectively treating anxiety in children. It also opens the door for future research utilising placebo-controlled designs, as well as comparisons to other conventional treatments.
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Kruse, Lydia. "Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers using a multiple-baseline design." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373485234.
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Andreasson, Filippa, and Gentile Axel D'Angelo. "You get what you play for : A multiple-baseline experimental design on child-directed play for parents of autistic children." Thesis, Stockholms universitet, Psykologiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-183208.
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Parents of children with autism spectrum disorder (ASD) face many challenges which lead to low levels of psychological well-being, partly caused by inability to parent in accordance with one’s values. Child-directed play, a moment of being fully attentive and responsive to one’s child, has the potential to increase parental values. A non-concurrent multiple-baseline experimental design investigated whether daily exercises of child-directed play improved valued parenting and parental perspective-taking. Eight parents of children with diagnosed or suspected ASD were followed daily for six weeks. The intervention comprehended daily practice of child-directed play and video supervision. Child-directed play increased ratings of parental values for all but one participant (Hedges’ g* = 1.67) with effect maintained at follow-up, and increased ratings of parental perspective-taking. A gradual effect indicates the need for greater difference in baseline length between participants. No effects on children, nor on parental well-being were investigated in the present study.
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Schneider, Chelsey Charl. "Comprehensive evaluation of a data-based problem solving reading model." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1216938559.
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Irmler, Marianne Verfasser], Britta [Akademischer Betreuer] [Gebhard, and Clemens [Akademischer Betreuer] Hillenbrand. "Psychomotorisch orientierte Körper- und Selbstkonzeptförderung von Jungen mit Duchenne Muskeldystrophie : Einzelfallstudien im Multiple Baseline Design / Marianne Irmler. Betreuer: Britta Gebhard ; Clemens Hillenbrand." Oldenburg : BIS der Universität Oldenburg, 2015. http://d-nb.info/1075858127/34.
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Lindahl, Christina Lauren. "Developing Early Numeracy and Early Literacy Skills in Preschool Children Through a Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6304.
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The present study examined the effectiveness of a shared storybook reading intervention in increasing children’s early numeracy and early literacy skills through a multiple baseline single case design. Four parent-child dyads were included in the study, and children’s early numeracy and early literacy skills were measured using the eNumeracy Early Math Assessments and the Preschool Early Literacy Indicators, respectively. The study also measured mathematical dialogue to determine if an increase in children’s early numeracy skills is due to the intervention and not other confounding variables. Finally, the study measured intervention integrity, and parent ratings of social validity. Results of the study indicated that parent-child mathematical dialogue increased for three participants and could not be calculated for the fourth participant due to attrition. Visual analysis and hierarchical linear modeling results indicated no statistically significant early numeracy or literacy outcomes across participants. A masked visual analysis indicated that there was an observable difference in children’s scores on the eNumeracy Ordinal Position measures, but none of the other outcome measures. Additionally, the majority of parents were able to implement the intervention with integrity and all parents reported high levels of social validity. The findings of this study show that the parent directed shared mathematical storybook reading intervention was effective in increasing mathematical dialogue between parents and children. Future studies should examine the impact of shared mathematical storybook reading interventions on discrete early numeracy and literacy skills specifically targeted during the book reading interventions.
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McFadden, Taylor. "Investigating the Effects of Physical Activity Counselling on Depressive Symptoms, Affect and Physical Activity in Female Undergraduate Students with Depression: A Multiple Baseline Single-Subject Design." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35270.
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Background: In Canada, women aged 15-24 report the highest rate of depression, an age group which represents a significant proportion of undergraduate students (Hanlon, 2012). Although pharmacology remains the primary treatment for depression, it may not be the most sufficient (Stanton et al., 2014). Physical activity has been demonstrated to have a large and significant antidepressant effect in individuals with depression (Schuch et al., 2016), though what remains challenging is identifying the most effective way to activate this population. Physical Activity Counselling (PAC) has been shown in research to effectively increase levels of physical activity (Fortier et al., 2011). However, the effects of PAC have not been considered in a population of female students with depression specifically.
Purpose: To investigate the effects of PAC on depressive symptoms, affect and physical activity in female undergraduate students with depression.
Methods: Five female undergraduate students with depression received two months of PAC from a registered Kinesiologist. The study followed a multiple baseline, single-subject design in which measures were taken during four study phases: baseline, intervention, end point and follow-up. Data was collected, including daily objective measures of physical activity, using accelerometers, and self-reported measures of depressive symptoms, positive affect, negative affect and physical activity, using online surveys administered every second day.
Results: Visual analyses revealed that depressive symptoms decreased and self-reported physical activity increased from baseline throughout subsequent study phases in all five participants, as hypothesized. Statistical analyses supported these results. Estimated effect sizes of grouped averages indicated that decreases in depressive symptoms from baseline throughout each study phase ranged from small to large, while increases in self-reported physical activity were in the medium to large range.
Conclusions: Findings of this study provide initial support for Physical Activity Counselling as a potential strategy to increase physical activity levels and reduce depression among female undergraduate students with depression. Future research is recommended on this important topic.
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Nasr, Maya. "Restricted and Repetitive Behaviors as Strengths, not Weaknesses: Evaluating the Use of Social Stories that Embed Restricted Interests on the Social Skills of Children with Autism Spectrum Disorder." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5999.
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The purpose of this study was to investigate the extent to which the use of social stories that integrate a child’s particular restricted and repetitive behaviors results in differential social outcomes compared to the use of social stories that do not integrate restricted and repetitive behaviors. A non-concurrent multiple baseline experimental design across participants was used to examine the effects of two Social Story interventions on the frequency of appropriate social behaviors made by participants in a school setting. Field notes were also completed during each day of data collection in order to document the social context, events, activities, moods and behaviors of participants associated with each data collection session. Field notes also included the researcher’s thoughts, observations, and reflections on these variables. Overall, the intervention that included participants’ restricted interests within the Social Story had the effect of increasing participants’ appropriate social behaviors in contrast to the intervention that did not employ restricted interests. This research substantiates the principle that the restricted interests of children with ASD should not be viewed as a form of deficiency that needs to be eliminated. Rather, restricted interests should be viewed as reinforcing agents that increase children’s motivation to pursue activities that involve social initiations and interactions with their peers.
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Mensah-Bonsu, Patience, Narges Sareh, and Jane Tingle Broderick. "Examining the effects of a teacher training system on preschool teachers’ productive and non-productive conversation with children during the free play time: using a multiple baseline experimental design." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/149.
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Research shows that interaction and conversation (gestures, words, expressions, and etc.) with children on a daily basis are crucial for their development. Teachers spend a lot of time with children daily, it is important that teachers plan their interactions intentionally to help children make connections and extend their learning. Observing children and interpreting their thinking processes is a significant factor in intentionally planning curriculum that emerges from children’s thinking. There is a lack of high quality training for preschool teachers in the area of observing and interpreting children’s thinking. The present study investigates the effects of a training (Cycle of Inquiry System) on observation and interpretation of children’s thinking, on teachers’ productive conversation in the Head Start Classroom. The research question guiding this study is: “Does the Cycle of Inquiry Intervention (training teachers to observe, document and interpret their observations of children at play time) increase teachers’ conversations with children?” We hypothesized that the teachers’ productive conversations with children will increase after the training. Using a multiple baseline experimental design two simultaneous studies were conducted. The participants were 6 preschool teachers which included 3 new teachers, and 3 experienced teachers. The permissions were obtained from teachers and the parents of children in their classroom, the children whose parents did not consent were not videotaped during the data collection process. The teachers were videotaped twice a week in their classrooms working with children during the free play time. Each video was 30 minutes. The videos were coded for productive and non-productive conversation, based on the checklist that was used previously in a similar study. All the videos were coded by a research assistant and 30% of videos for each teacher were coded by another research assistant. The interrater reliability was obtained before and during the study. When the first participant reached a baseline (the amount of his/her productive and non-productive conversation approximately remained the same), she went through the Cycle of Inquiry System Training (COI) by the Principle Investigator (PI). The intervention is a one-day training on observing children during the play and interpreting their thinking. The first participant was videotaped twice a week after training and her videos were coded for productive and non-productive conversation, in addition, as a part of the training the teacher received mentoring form the PI bi-weekly during the intervention phase. Meanwhile all the other teachers were being videotaped until they reach a stable baseline and the process of training was the same for every one of them. The research is still ongoing but it is expected that the data will show an increase in teachers’ productive conversation with children after the training. We are in the early phases of the intervention for two participants. Positive results from this intervention, impacting the amount of productive conversation between teachers and children, will indicate that this might be a helpful training for preschool teachers.
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Leachko, Kelsey. "The Implementation of PEAK Relational Training System in a Special Education Classroom." Otterbein University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1598463691915892.
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Joffe, Naomi Eve. "Evaluation of a body pillow to aid pediatric spinal fusion recovery." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/psych_theses/61/.
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Thesis (M.A.)--Georgia State University, 2009.Title from title page (Digital Archive@GSU, viewed June 25, 2010) Lindsey L. Cohen, committee chair; Erin Tone, Chris Henrich, committee members. Includes bibliographical references (p. 40-44).
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Straub, Carrie. "The Effects of Synchronous Online Cognitive Strategy Instruction in Writing for Students with Learning Disabilities." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5520.
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This study investigates the effects of self-regulated strategy development (Harris, Graham, & Mason, 2009) for cognitive strategy instruction in persuasive writing (POW+TREE) using a synchronous online learning environment for special education students. Participants are four adolescent students with learning disabilities (LD) with low achievement in writing. One undergraduate research assistant delivered instruction using a synchronous online platform (e.g., Adobe Connect) in conjunction with collaborative writing software (e.g., Google Docs word processing). A multiple probe across participants design was used to demonstrate a functional relationship between instruction and number of essay elements (EE). Number of correct minus incorrect word sequences (CIWS) was used as a secondary dependent measure. A non-experimental pre-post design was used to compare the mean performance of holistic writing quality scores and standard scores from the TOWL-3. All four participants gained EE and CIWS from baseline to treatment and demonstrated standard score changes from pre to post-test on the TOWL-3. Implications for writing instruction for students with LD using online learning environments are discussed.Ph.D.
Doctorate
Education and Human Performance
Education; Exceptional Education
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Pires, Rodrigo Miguel Baptista. "Avaliação da eficácia de um programa de intervenção para a gestão do stresse em enfermeiros de cuidados continuados." Master's thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/23170.
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A literatura científica tem reconhecido a enfermagem como uma profissão fortemente stressante devido ao trabalho altamente especializado realizado em condições de considerável pressão, intensidade e com um forte impacto físico e psicológico no enfermeiro. Por conseguinte, o stresse ocupacional tem sido considerado um grave problema de saúde pública, com sérias implicações para a saúde dos enfermeiros, qualidade dos cuidados de saúde prestados e custos económicos associados. As intervenções psicológicas têm-se revelado eficazes no auxílio da gestão do stresse ocupacional destes profissionais. O presente estudo propôs-se a aplicar e avaliar a eficácia de um programa de gestão de stresse numa amostra de enfermeiros (N=5) de uma unidade de cuidados continuados, através de um desenho de intervenção quási-experimental de linha de base múltipla. Os resultados evidenciaram diferentes níveis de redução dos níveis de stresse dos participantes, bem como um aumento e melhoria da eficácia das suas estratégias de coping; Efficacy Assessment of a Stress Management Program in Continuous Care Nursing
Professionals.
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Research has shown that nursing is a stressing profession due to the highly specialized work that is required under conditions of considerable pressure, intensity and with a strong physical and psychological impact. Accordingly, occupational stress has been considered a serious public health problem, with considerable implications on the nurses health, their quality of care and the economic costs associated. Psychological interventions have been shown to be efficacious in the stress management of these professionals. The present study apllied and acessed the efficacy of a stress management intervention in a nursing professionals sample (N=5) from an intensive care unit through a quasi-experimental multiple baseline design. Results show diferent levels of stress reduction, as well as an improvement of the number and efficacy of the coping skills of the participants.
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Freitas, Fabiana Rego. "Desenvolvimento de habilidades de consciência fonológica : independência e interdependência funcional no repertório de leitores iniciantes." Universidade Federal de São Carlos, 2008. https://repositorio.ufscar.br/handle/ufscar/3007.
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Previous issue date: 2008-02-27Universidade Federal de Minas Gerais
The sensibility to sound structure of oral language is characterized as the development of abilities of phonological awareness, which have been categorized as rhyme and onset skills, syllabic skills and phonemic skills (the latter two are subcategorized into synthesis, analysis, manipulation and transposition). Studies demonstrated bidirectional relation between phonological awareness and acquisition of reading. However, treating all the skills together, is unclear how each one develops; if each one is or is not independent of the others and if the development of ones can affect the development of another. The purpose of this study was to promote the teaching of phonological awareness at six elementary school children and verify the progress development of each skill, taught separately and sequentially, through a teaching program designed. A multiple baseline design between abilities was employed to assess possible effects of each one ability to another. The 10 abilities were assessed individually before start the program and after the teaching of each one. The Phonological Awareness Test was applied before and at the final of the program instruction and adaptations of it (developed by the experimenter) were implemented after the teaching of each skill. The tasks were conducted in a playful environment, with colorful and manipulated material to represent sounds. All participants showed a considerable development of abilities that were missing or incipient in the first assessment. The multiple baseline design showed a high degree of functional independence between abilities, suggesting that each skill can be acquired independently of the others. This study thus provided a contribution to the refinement conceptual and a methodological contribution. The results showed little interference for one ability to the others, indicating to a possible functional independence between abilities, suggests the importance of systematic teaching and assessing of each one and all abilities, to ensure their complete development. On the other hand, this study raises the question of whether appropriate conditions for procedures could promote the development of interdependence between abilities, to become the teaching more effective and economic, without the necessity of each one discrimination ability involved in phonological awareness.
A sensibilidade à estrutura do som da linguagem oral caracteriza-se como o desenvolvimento de habilidades de consciência fonológica, que vêm sendo categorizadas como habilidades supra-segmentares (rima e aliteração), habilidades silábicas e habilidades fonêmicas (as duas últimas são sub-categorizadas em síntese, segmentação, manipulação e transposição). Estudos demonstram relação bidirecional entre habilidades de consciência fonológica e a aquisição de leitura. Porém, por tratarem do conjunto das habilidades, ainda não está claro como cada uma se desenvolve, se cada habilidade é ou não independente das demais e se o desenvolvimento de uma pode afetar o desenvolvimento de outra. O objetivo deste estudo foi promover o ensino das habilidades de consciência fonológica em seis alunos do ensino fundamental e verificar o curso de desenvolvimento de cada habilidade, ensinada separada e seqüencialmente ao longo de um programa de ensino. Para avaliar possíveis efeitos do ensino de uma habilidade sobre o desenvolvimento das demais foi empregado um delineamento de linha de base múltipla entre habilidades. Desta forma, as 10 habilidades foram avaliadas, individualmente, antes do início do programa e após o ensino de cada uma. A Prova de Consciência Fonológica (PCF) foi aplicada antes e depois do programa de ensino e, adaptações da mesma (elaboradas pela experimentadora) eram aplicadas após o ensino de cada habilidade. As atividades foram desenvolvidas sob a forma de jogos e brincadeiras, com o uso de material colorido e manipulável para representar sons. Todos os participantes mostraram considerável desenvolvimento das habilidades que se encontravam ausentes ou incipientes na avaliação inicial. O delineamento de linha de base múltipla permitiu verificar um elevado grau de independência funcional entre as habilidades, sugerindo que cada habilidade pode ser adquirida independentemente das demais; o estudo pode promover um refinamento conceitual e uma contribuição metodológica. Os resultados que mostraram pouca interferência de uma habilidade sobre outra, apontando para a possível independência funcional entre as habilidades, sugerem a importância do ensino e da avaliação sistemática de cada uma e de todas as habilidades, para garantir seu pleno desenvolvimento. Por outro lado, o estudo levanta a questão sobre se condições apropriadas de ensino poderiam promover o desenvolvimento de interdependência entre as habilidades, de modo a tornar o ensino mais eficaz e econômico, sem a necessidade do ensino de cada habilidade discriminativa envolvida em consciência fonológica.
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Oliveira, Jáima Pinheiro de [UNESP]. "Efeitos de um programa de intervenção metatextual em escolares com dificuldades de aprendizagem." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/102210.
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oliveira_jp_dr_mar.pdf: 2386033 bytes, checksum: ed83e648ce11c670163bbd98efa1c112 (MD5)O gênero textual narrativo ou de histórias encontra-se entre aqueles mais utilizados, no período de alfabetização. Esse tipo de texto é um dos que facilita a formação do leitor reflexivo, pois o mesmo se apoia fundamentalmente na narrativa oral, tão comum durante o processo de desenvolvimento infantil. Dentre as principais preocupações das pesquisas que envolvem a produção de textos, estão as maneiras que a favorecem, principalmente quando se trata de escolares com dificuldades de aprendizagem. Nosso estudo teve como objetivo verificar os efeitos de um programa de intervenção metatextual, na elaboração de histórias escritas de escolares com dificuldades de aprendizagem. Fizeram parte de nossa amostra quatro escolares, de ambos os gêneros, com faixa etária variando entre oito anos e quatro meses e dez anos e dois meses de idade. O programa foi aplicado nas escolas dos participantes, utilizando-se um delineamento de linha de base múltipla intrassujeitos, com duas condições: linha de base e intervenção. A base para a intervenção consistiu no uso de leitura e de gravuras em sequência para formar uma história. A intervenção teve duas fases, e a diferença entre elas foi o uso de instruções dirigidas, num primeiro momento (fase A), e de uma estratégia de autorregulação, em seguida (fase B). A análise de dados foi baseada na classificação das histórias produzidas pelos escolares. Foi aplicado ainda o teste de Mann-Whitney, para analisar se houve mudanças significativas nas produções dos escolares, após a introdução da variável independente. O desempenho na produção textual, apresentado pelos escolares, após aplicação do programa, indicou que o ensino dos elementos que organizam a história modificou positivamente a elaboração das mesmas, em relação aos aspectos linguísticos e de textualidade. Em relação às categorias de histórias...
The narrative or stories text type is one of the most utilized techniques in the alphabetizing process. This text type is one those that facilitates the formation of the reflexive reader, because it stands mainly on the verbal narrative, so common during the child development process. Amongst the main concerns about the research involving text productions, is the search of ways to promote it, mainly in students with learning difficulties. The purpose of this study was to verify the effects of a metatextual intervention program on the production of written stories from students with learning difficulties. The subjects were four students, from both genders, with ages varying from 8,4 to 10,2 years. The study was performed in their own schools and the program applied was consisted of two stages: baseline and intervention. A Single-subject research design was used and the base for the intervention consisted on the utilization of pictures in sequence to produce a story and reading. The intervention had two phases and the difference between them was the use of guided instructions at a first moment (phase A) and strategy of self-regulation after that (phase B). Data analysis was based on the classification of stories produced by the students. Test Mann-Whitney was applied to analyzing the effects of the independent variable in the narratives of the students. The results showed a significant improvement in the quality of stories writing with the students. The stories produced by the students, after the application of the program, indicated that metatextual teaching to modifing of this elaboration. On the structural categories of stories, the results indicated it had improvement in the elaboration of all students. The initial narratives it had production of the 33%, with a predominance of descriptions of action. The last ones it had production of the 77%, with a better structure: adequate sequency... (Complete abstract click electronic access below)
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Oliveira, Jáima Pinheiro de. "Efeitos de um programa de intervenção metatextual em escolares com dificuldades de aprendizagem /." Marília : [s.n.], 2010. http://hdl.handle.net/11449/102210.
Full textAbstract:
Orientador: Tânia Moron Saes BragaBanca: Célia Maria Giacheti
Banca: Dionísia Aparecida Cusin Lamônica
Banca: Maria Amélia Almeida
Banca: Simone Aparecida Capellini
Resumo: O gênero textual narrativo ou de histórias encontra-se entre aqueles mais utilizados, no período de alfabetização. Esse tipo de texto é um dos que facilita a formação do leitor reflexivo, pois o mesmo se apoia fundamentalmente na narrativa oral, tão comum durante o processo de desenvolvimento infantil. Dentre as principais preocupações das pesquisas que envolvem a produção de textos, estão as maneiras que a favorecem, principalmente quando se trata de escolares com dificuldades de aprendizagem. Nosso estudo teve como objetivo verificar os efeitos de um programa de intervenção metatextual, na elaboração de histórias escritas de escolares com dificuldades de aprendizagem. Fizeram parte de nossa amostra quatro escolares, de ambos os gêneros, com faixa etária variando entre oito anos e quatro meses e dez anos e dois meses de idade. O programa foi aplicado nas escolas dos participantes, utilizando-se um delineamento de linha de base múltipla intrassujeitos, com duas condições: linha de base e intervenção. A base para a intervenção consistiu no uso de leitura e de gravuras em sequência para formar uma história. A intervenção teve duas fases, e a diferença entre elas foi o uso de instruções dirigidas, num primeiro momento (fase A), e de uma estratégia de autorregulação, em seguida (fase B). A análise de dados foi baseada na classificação das histórias produzidas pelos escolares. Foi aplicado ainda o teste de Mann-Whitney, para analisar se houve mudanças significativas nas produções dos escolares, após a introdução da variável independente. O desempenho na produção textual, apresentado pelos escolares, após aplicação do programa, indicou que o ensino dos elementos que organizam a história modificou positivamente a elaboração das mesmas, em relação aos aspectos linguísticos e de textualidade. Em relação às categorias de histórias... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The narrative or stories text type is one of the most utilized techniques in the alphabetizing process. This text type is one those that facilitates the formation of the reflexive reader, because it stands mainly on the verbal narrative, so common during the child development process. Amongst the main concerns about the research involving text productions, is the search of ways to promote it, mainly in students with learning difficulties. The purpose of this study was to verify the effects of a metatextual intervention program on the production of written stories from students with learning difficulties. The subjects were four students, from both genders, with ages varying from 8,4 to 10,2 years. The study was performed in their own schools and the program applied was consisted of two stages: baseline and intervention. A Single-subject research design was used and the base for the intervention consisted on the utilization of pictures in sequence to produce a story and reading. The intervention had two phases and the difference between them was the use of guided instructions at a first moment (phase A) and strategy of self-regulation after that (phase B). Data analysis was based on the classification of stories produced by the students. Test Mann-Whitney was applied to analyzing the effects of the independent variable in the narratives of the students. The results showed a significant improvement in the quality of stories writing with the students. The stories produced by the students, after the application of the program, indicated that metatextual teaching to modifing of this elaboration. On the structural categories of stories, the results indicated it had improvement in the elaboration of all students. The initial narratives it had production of the 33%, with a predominance of descriptions of action. The last ones it had production of the 77%, with a better structure: adequate sequency... (Complete abstract click electronic access below)
Doutor
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Carvalho, Vânia Lúcia Corradi. "Efeitos da dramatização sobre compreensão oral de histórias infantis por alunos com deficiência auditiva." Universidade Federal de São Carlos, 2004. https://repositorio.ufscar.br/handle/ufscar/3026.
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Previous issue date: 2004-07-27The scholar integration proposal demands that the school organize itself to facilitate the access for students with hearing impairment to the curriculum, allowing them, under those circumstances, to have educational opportunities to reach enough knowledge to perform their citizenship. The educational needs of these students demand effort of educators providing them a flexibility of the instruction resources, making feasible the opportunities of learning that take into account their singularity, especially related to communication. This paper had as the main objective an assessment to evaluate the effectiveness of the use of fairy tale dramatization, as an educational strategy to provide an improvement of the oral comprehension of stories for five students with hearing impairment, aged between 7 and 13, enrolled on a public school. It was used an experimental multiple baseline design between individuals, which started with an assessment of previous knowledge that each participant had; hearing impairment, previous knowledge about the fairy tale, followed by the participation of each one in a training with a pedagogical activity and in the end a dramatization related to the fairy tale. These activities were performed by each student in different moments, in a same group composed of four no-hearing-impairment participants. The data were collected by video and/or tape recordings. One statistical descriptive analysis was applied, by comparing the previous knowledge that each student with hearing impairment had about the fairy tale, before and after the achievement of both pedagogical activities and dramatization. The results showed that the participants who had been exposed to the two posterior interventions showed more improvement in performing the assessment tests of the fairy tale oral comprehension, as much in the evaluations accomplished after the introduction of the pedagogical support activity as after the dramatization activity. Although the two interventions had promoted improvement in this performance, there were differences in the magnitude of the change when it was compared with each individual among themselves, or in the student himself, the effect of the two strategies (pedagogical support and dramatization). The inter and intra-individual rate differences suggest that individuals benefited themselves in different ways when the two teaching strategies were used, and it seems to point toward that there is no superiority of one strategy over another, what implies the importance in diversifying the teaching instruction to fulfill the individual particularities in learning condition of students with hearing impairment.
A proposta de integração escolar exige que a escola se organize para facilitar o acesso dos alunos com deficiência auditiva ao currículo, permitindo, assim, que eles tenham oportunidades educacionais na aquisição de conhecimentos necessários, para o exercício de sua cidadania. As necessidades educacionais desses alunos exigem que os educadores proporcionem a eles uma flexibilização dos recursos instrucionais, viabilizando oportunidades de aprendizagem que considerem a sua singularidade, especialmente em relação à comunicação. Este estudo teve por objetivo principal avaliar a efetividade da utilização da dramatização de uma história infantil, como uma estratégia educacional para promover a melhora da compreensão oral de histórias por cinco alunos com deficiência auditiva, com idade entre 7 e 13 anos, matriculados em uma escola pública. Foi utilizado um delineamento experimental de linha de base múltipla entre sujeitos, o qual iniciou-se com a avaliação do conhecimento prévio que cada participante portador de deficiência auditiva tinha da História, prosseguiu com a participação de cada um deles em treino via atividade pedagógica e, posteriormente, via dramatização referente à História, sendo que essas atividades foram realizadas com cada um deles em momentos diferentes, embora com um mesmo grupo composto por quatro participantes ouvintes. Os dados foram coletados através da gravação em vídeo e/ou áudio. Aos resultados aplicou-se uma análise estatística descritiva, comparando-se o conhecimento prévio que cada aluno com deficiência auditiva tinha da História, antes e após a realização das atividades pedagógicas e de dramatização. Os resultados demonstraram que os participantes que foram submetidos às duas intervenções subseqüentes apresentaram melhora no desempenho em testes de avaliação da compreensão oral da História, tanto nas avaliações realizadas após a introdução da atividade de apoio pedagógico, quanto após a atividade de dramatização. Embora as duas intervenções tenham promovido melhora no desempenho, houve diferenças na magnitude da mudança quando se comparam os diferentes sujeitos entre si, ou no mesmo sujeito. As diferenças inter e intra-sujeitos sugerem que os indivíduos se beneficiaram de forma diferente quando as duas estratégias de ensino foram utilizadas, e isso parece indicar que não há superioridade de uma estratégia sobre a outra, o que implica na importância de diversificar o ensino, a fim de atender às especificidades individuais no estilo de aprendizagem de alunos com deficiência auditiva.
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Taylor, Leslie Katherine. "The Feasibility and Idiographic Evaluation of School-Based Trauma-Focused Intervention Services in the Wake of Disaster." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1151.
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Youth traumatized by natural disasters report high levels of posttraumatic stress as well as other types of impairing emotional distress symptoms (e.g., anxiety and depression) for many years post-trauma. Implementing school based screening and treatment programs for these youth eliminates barriers to traditional treatment settings and may provide symptom relief. The current study examines the feasibility of conducting school-based trauma-focused treatment program in the wake of disaster. Idiographic evaluation of the treatment process is incorporated into the treatment evaluation through use of multiple baseline design. Youth reporting at least severe levels of posttraumatic stress on the PTSD-RI were recruited for an expanded assessment and treatment (youth ages 8-13; N=6). Treatment (i.e., the StArT program) consisted of 10-weekly individual sessions during which different cognitive behavioral components were introduced. Youth were assessed at pre-treatment, weekly during treatment, and at post-treatment. Quantitative and qualitative findings relative to youth responses to intervention are presented and discussed in terms of the feasibility of conducting treatment in school settings and in terms of individual difference factors contributing to treatment responses. Findings from this study suggest the feasibility of school based interventions through the aid of school counselors and integration of treatment sessions into the school schedule. Youth responses to the intervention were very positive, point toward the efficacy of a disaster trauma focused cognitive behavioral therapy (the StArT program), and help to highlight particularly useful modules in youth.
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Bourgeois, Michelle L. "Loving-kindness meditation for anxiety and mood disorders: a multiple baseline, single-case experimental evaluation." Thesis, 2019. https://hdl.handle.net/2144/38973.
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In recent years, kindness-based meditation practices, including loving-kindness meditation (LKM), have gained empirical support for decreasing depression and anxiety symptoms. LKM is defined as the intentional transmission of unselfish kindness toward all beings. It is practiced by contemplating an object of meditation (e.g., self, difficult person) and offering goodwill by silently repeating phrases (e.g., “May you be happy”). Given LKM’s focus on cultivating positive emotional states, researchers have hypothesized that LKM may work by increasing positive affect (PA), promoting cognitive and behavioral flexibility, and reducing negative affect (NA).
This study was the first to employ a multiple baseline, single-case design to evaluate the acceptability and clinical efficacy of a brief, individual LKM intervention for individuals (N = 9) with unipolar depressive disorders, social anxiety disorder, or generalized anxiety disorder and low PA. Participants were randomized to a 2-, 4-, or 6-week baseline and completed weekly assessments during baseline, 7 weeks of treatment, and at 1-, 2- and 4-week follow-up. LKM was hypothesized to be acceptable and effective for reducing depression and anxiety symptoms and increasing PA. Secondary hypotheses were that (1) improvements in PA would precede disorder symptom improvement and (2) LKM would lead to improvements in other treatment variables (e.g., NA, anger, mindfulness, affective regulation styles, quality of life, etc.)
Results revealed that the study intervention had good feasibility and acceptability. Per visual inspection, LKM led to improvements in principal disorder symptoms for four participants during treatment and five participants at follow-up (three of whom showed clinically reliable change). Contrary to study hypotheses, only one participant demonstrated reliable improvements in PA during treatment. For this participant, increases in PA occurred simultaneously with reductions in depression. Across participants, LKM exerted moderate to large effects on disorder severity, depression and anxiety symptoms, quality of life, mindful nonreactivity, and tolerating affective style. Overall, individuals with principal unipolar depressive disorders showed the strongest response to the study intervention. In summary, this study provided preliminary evidence for the effectiveness of brief, individual LKM for reducing depression and anxiety in a transdiagnostic outpatient sample with low positive affect.
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Chevalier, Lydia LaRocque. "Evaluation of a treatment of sleep-related problems in children with anxiety using a multiple baseline design." Thesis, 2020. https://hdl.handle.net/2144/41972.
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Children with anxiety frequently experience sleep-related problems (SRPs) such as longer sleep onset latency, sleep dependence, and sleep anxiety. Despite the significant mental and physical health consequences of SRPs and the high prevalence of SRPs in school-aged children with anxiety, little research has examined sleep treatments for this population. This project utilized a single case multiple baseline design to evaluate the feasibility, acceptability, and preliminary efficacy of a four-session parent training intervention for reducing SRPs in youth with anxiety. Participants were ten children (M=9.6 years, range 8-12 years, 8 female) who met criteria for an anxiety disorder as well as a diagnosis of chronic insomnia. Throughout the study, parents tracked subjective child sleep onset latency (subjective SOL) using a daily sleep diary, children wore actigraphy monitors to capture daily objective sleep onset latency (objective SOL), parents completed a daily parent-child sleep interaction questionnaire, and parents and children completed qualitative interviews at post-treatment. Additional assessment of SRPs occurred at baseline, post-treatment, and one-month follow up. Results of the study showed that it was feasible to design and implement a four-session parent training intervention designed to treat SRPs in school-aged children with anxiety, and that this intervention was acceptable to participants. Consistent with hypotheses, the majority of participants (n=9) no longer met criteria for chronic insomnia at post-treatment or follow-up (n=6), the frequency of SRPs was significantly lower at these time points, and the majority of participants (n=7) reported significant reductions in subjective SOL. However, only three participants showed significant reductions in objective SOL. Qualitative results helped to further clarify this discrepancy by demonstrating that participants experienced a shift in sleep perception across treatment (e.g., before treatment, normal objective SOL lengths were experienced as subjectively longer due to anxiety). Both quantitative and qualitative results demonstrated that parent behaviors (e.g., parental accommodation) and parent-child interactions (e.g., sleep dependence) both improved during the study. Future research should investigate changes in parent behaviors and parent-child interactions as potential mechanisms of treatment.
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Correa, Jeannette Kristine. "Effects of emotion regulation skills training on worry and emotional distress tolerance: a multiple baseline single-case experimental design." Thesis, 2020. https://hdl.handle.net/2144/41965.
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There has recently been increased interest in the study of transdiagnostic
mechanisms and therapies. Targeting transdiagnostic mechanisms rather than using a
single disorder approach should increase efficiency of therapeutic interventions, but only
if the proper mechanisms can be identified. Low distress tolerance and difficulties with
emotion regulation are hypothesized as transdiagnostic mechanisms associated with
anxiety disorders and worry. Due to the high comorbidity and prevalence of anxiety
disorders and their shared symptoms of pathological worry, understanding these
transdiagnostic mechanisms is important to the development of more effective and
efficient treatments. This study used a multiple baseline, single-case experimental design
to evaluate the efficacy of emotion regulation skills training for pathological worry and
low distress tolerance in outpatients with anxiety disorders.
Eight participants (6 women, 2 men) with at least one diagnosed anxiety disorder
were randomized into a 2- or 4-week baseline period. The average age of participants was
29.1 (SD = 8.2; range 19 to 42). Participants completed weekly and daily assessments
throughout the study, attended 7 sessions of treatment, and underwent a final diagnostic
assessment 4 weeks after completing treatment. Emotion regulation skills training was
hypothesized to increase distress tolerance, reduce worry, and lead to a remission in
anxiety disorder diagnoses.
Overall, the hypotheses were partially supported. Six participants displayed a
reliable reduction in worry and 5 experienced an increase in distress tolerance at the
follow-up assessment. Most participants still met criteria for at least one anxiety disorder
after completing the study, indicating continued functional impairment from symptoms.
Only 2 participants experienced complete remission of all clinical diagnoses. The results
failed to show a consistent pattern of improvement, indicating that emotion regulation
skills training alone may not be sufficient for robust, sustained reductions in anxiety
disorder symptoms. However, results do support that worry and emotional distress
tolerance can be changed through emotion regulation skills training. The small sample
size limits the test of hypotheses. Suggestions for future research based on this study
include incorporating interpersonal emotion regulation strategies with this treatment
approach, repeating the treatment module to facilitate mastery of skills, or utilizing a
group format for skills development.
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Naudé, Tracy Elaine. "The effect of a mathematical aided language stimulation programme for subtraction word-problem solving for children with intellectual disabilities." Thesis, 2015. http://hdl.handle.net/2263/49384.
Full textAbstract:
Children with intellectual disabilities are often denied exposure to mathematical word-problem solving since it is believed to beyond their intellectual abilities. This study aimed to determine whether children with intellectual disabilities could be taught to solve subtraction word-problems. The underlying premise of this study was that the receptive mathematical language skills of children with intellectual disabilities needed to be enhanced so as to optimize their word-problem solving abilities. This was undertaken through the implementation of a mathematical aided language stimulation programme (MAiLgS). This programme aimed to maximise exposure to and understanding of the mathematical language of word-problems for children with intellectual disabilities through simultaneous exposure to spoken input and visual supports. Two strategies were combined to form the MAiLgS programme. The first strategy referred to Goossens’ (1989) principles of aided language stimulation whereby graphic symbols in the form of Picture Communication Symbols (PCS symbols) (Johnson, 1981) and spoken input were utilized to expound upon and clarify the vocabulary comprising word-problems. Riley, Greeno and Heller’s model of word-problem solving (1983) was used to structure the three types of subtraction word-problems and to provide visual support in calculating the word-problem solutions. Seven children with intellectual disabilities aged between 8;0 and 12;0 were taught to solve the subtraction word-problems in a small group format. A multiple baseline design across behaviours (three types of subtraction word-problems) replicated across seven participants was used. The MAiLgS programme entailed teaching each of the three types of subtraction word-problems over a period of three weeks, with one word-problem type being taught each week. Participants’ subtraction-word problem solving was monitored daily using probe tests. Three maintenance probes were conducted four weeks after intervention stopped. Four of the seven participants demonstrated improved subtraction word-problems solving for the three types of subtraction word-problems. The remaining three participants demonstrated minimal change in their ability to solve the word-problems. The results of this study suggest that a MAiLgS programme may be used in a small group format to teach word-problem solving to children with intellectual disabilities.Thesis (PhD)--University of Pretoria, 2015.
tm2015
Centre for Augmentative & Alternative Communication (CAAC)
PhD
Unrestricted
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Bianchi, Isaías Scalabrin. "IT governance mechanisms baseline for universities: A multi-country study." Doctoral thesis, 2018. http://hdl.handle.net/1822/55981.
Full textAbstract:
Tese de Doutoramento em Tecnologias e Sistemas de InformaçãoA Tecnologia da Informação tornou-se essencial no crescimento e sustentabilidade do negócio em qualquer tipo de organização. As universidades são uma daquelas organizações que dependem cada vez mais de TI, possuindo processos complexos e uma infraestrutura tecnológica composta por tecnologias heterogéneas que transformam a governação de TI num verdadeiro desafio, o qual não tem recebido a devida atenção. Os processos de ensino-aprendizagem e investigação, nucleares no sucesso das universidades, exigem uma eficaz e eficiente governação de TI. Tal governação exige a definição e implementação de mecanismos formais ao mais alto nível da organização, tendo em consideração estruturas, processos e mecanismos relacionais para a criação de valor no negócio a partir de investimentos em TI. No entanto, determinar os mecanismos adequados à governação de TI continua a ser um trabalho complexo. Estudos anteriores identificam mecanismos de governação de TI usados nos setores de saúde e financeiro. Mas face às características únicas das universidades, e nomeadamente, das universidades públicas, é improvável que as propostas de governação de TI para outros setores de atividade possam ser diretamente aplicadas às universidades. Esta investigação, que se enquadra em Design Science Research, desenvolve um modelo de base com mecanismos adequados para o setor das universidades. A análise de trinta e quatro estudos de caso, identificados na revisão de literatura, proporciona um primeiro conjunto de mecanismos como ponto de partida para o desenvolvimento da proposta do modelo de base através do estudo de casos múltiplos que envolveu entrevistas com diretores de TI, em dez universidades, em cinco países: Brasil, Portugal, Espanha, Israel e Holanda. Oito novos mecanismos emergem nesta investigação. A proposta foi avaliada por cinco especialistas em universidades de Portugal, Espanha, Brasil e Alemanha. O resultado é um modelo de base com mecanismos adequados para a governação de TI nas universidades bem como um conjunto de orientações para a sua implementação.
Information Technology has become essential for business growth and sustainability in any type of organization. Universities are one of those organizations that are increasingly dependent on IT, with complex processes and a technology infrastructure made up of heterogeneous technologies that make IT governance a real challenge that has not been properly addressed yet. The teaching-learning and research processes, core to the success of universities, require effective and efficient IT governance. Such governance requires the definition and implementation of formal mechanisms at the highest level of the organization, taking into account structures, processes and relational mechanisms for business value creation from IT investments. However, determining the appropriate mechanisms for IT governance remains a complex task. Previous studies identify IT governance mechanisms used in the health and financial sectors. But given the unique characteristics of universities, and particularly of public universities, it is unlikely that IT governance proposals for other sectors of activity can be directly applied to universities. This research, which fits into Design Science Research, develops a baseline model with appropriate mechanisms for the university sector. The analysis of thirty-four case studies from the literature review provides a set of mechanisms as a starting point for the development of the baseline model proposal through multiple case studies involving interviews with IT directors, in ten universities in five countries: Brazil, Portugal, Spain, Israel and the Netherlands. Eight new mechanisms emerge in this investigation. The proposal was evaluated by five experts from universities in Portugal, Spain, Brazil and Germany. The result is a baseline model with adequate mechanisms for IT governance in universities as well as a set of guidelines for its implementation.
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Misquitta, Radhika Maria Peter. "Teaching fractions to middle-school students struggling in mathematics : an exploratory study." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3343.
Full textAbstract:
Fractions are an essential skill for students to master, and one students struggling in mathematics face particular difficulty with (National Mathematics Advisory Panel, 2008; Mazzocco & Devlin, 2008). This study employed the multi-probe multiple baseline design to examine the effectiveness of the concrete-representational-abstract (CRA) approach and explicit teaching practices to teach fraction equivalence to students struggling in mathematics. The study was conducted across four students, and replicated simultaneously across four more. The CRA approach included concrete aids such as fraction circles and fraction strips, representations such as pictures of fraction circles and polygons, and algorithms. Explicit teaching involved following a model-lead-test sequence and included an advanced organizer, corrective feedback and cumulative reviews. Results of this study indicated that the intervention program was effective to improve students‟ performances in fraction equivalence tasks. In particular, the use of
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representations was seen to impact performance and concrete aids alone may not be sufficient to improve performance. With regards types of representational and concrete aids employed, results of this study tended to favor the use of linear versus circular aids. Results indicated that students whose performances tend to vary may not benefit to the same extent as those who have stable profiles. Students who demonstrate variable profiles may require additional practice to master skills being taught. This study also examined transfer of skills to word problems and, results demonstrated that the CRA and explicit teaching approaches were beneficial in helping aiding transfer. Several aspects of the program may have contributed to aiding transfer including, minimal exposure to word problems during intervention, drawing connections between representations and abstract information, and incorporating the fair sharing understanding or quotient interpretation of fractions. This program concluded that students were able to maintain performances over time, and that representations in particular appeared to aid conceptual understanding and promote maintenance of skills.text
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Xu, Weiwei active 2013. "Software implementation of modeling and estimation of effect size in multiple baseline designs." Thesis, 2013. http://hdl.handle.net/2152/24072.
Full textAbstract:
A generalized design-comparable effect size modeling and estimation for multiple baseline designs across individuals has been proposed and evaluated by Restricted Maximum Likelihood method in a hierarchical linear model using R. This report evaluates the exact approach of the modeling and estimation by SAS. Three models (MB3, MB4 and MB5) with same fixed effects and different random effects are estimated by PROC MIXED procedure with REML method. The unadjusted size and adjusted effect size are then calculated by matrix operation package PROC IML. The estimations for the fixed effects of the three models are similar to each other and to that of R. The variance components estimated by the two software packages are fairly close for MB3 and MB4, but the results are different for MB5 which exhibits boundary conditions for variance-covariance matrix. This result suggests that the nlme library in R works differently than the PROC MIXEDREML method in SAS under extreme conditions.text