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Koetting, Lauren. "Effect size guidelines for single-subject research designs." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10134004.
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<p> Current research uses effect size guidelines to determine if there is a small, medium, or large effect for group design interventions. A best practice methodology and guidelines for determining the effect size of an intensive intervention in a single-subject design have not been established. The present study identifies cut score guidelines for single-subject research designs to determine if the intervention had a small, medium, or large effect. This study examines the distribution of effect size, using the Percentage of Non-Overlapping Data (PNOD) and Cohen’s d, for a large sample of intensive academic interventions. In addition, differences in distribution for varying environmental settings (e.g., clinic-based and school-based) and targeted skill areas (e.g., math, reading, and writing) are examined. This information will assist interventionists in selecting interventions, determining if an intervention is working, and if changes to an intervention should be considered.</p>
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Aerts, Xing Qin. "Time Series Data Analysis of Single Subject Experimental Designs Using Bayesian Estimation." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804882/.
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This study presents a set of data analysis approaches for single subject designs (SSDs). The primary purpose is to establish a series of statistical models to supplement visual analysis in single subject research using Bayesian estimation. Linear modeling approach has been used to study level and trend changes. I propose an alternate approach that treats the phase change-point between the baseline and intervention conditions as an unknown parameter. Similar to some existing approaches, the models take into account changes in slopes and intercepts in the presence of serial dependency. The Bayesian procedure used to estimate the parameters and analyze the data is described. Researchers use a variety of statistical analysis methods to analyze different single subject research designs. This dissertation presents a series of statistical models to model data from various conditions: the baseline phase, A-B design, A-B-A-B design, multiple baseline design, alternating treatments design, and changing criterion design. The change-point evaluation method can provide additional confirmation of causal effect of the treatment on target behavior. Software codes are provided as supplemental materials in the appendices. The applicability for the analyses is demonstrated using five examples from the SSD literature.
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Neffati, Hammadi, and Emelie Höglund. "Träning av lexikal förmåga hos ett svensk-arabisktalande förskolebarn : Utredning och intensiv intervention av det svenska ordförrådet." Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-105667.
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Sweden has a growing proportion of children living in a multilingual environment. It is thus highly important that caretakers as well as professionals who meet these children have knowledge of multilingualism and its impact on language development. Also, an increase of referrals of multilingual children with suspected language impairment to speech and language pathology clinics is seen. The objective of this study was to investigate the linguistic ability in both Swedish and Arabic in a four year old child with suspected language impairment. A further aim was to implement an intensive intervention and evaluate the efficacy of it. Language testing in both languages showed that the boy’s greatest need was in the lexical domain. Thus, the intervention focused on strengthening the vocabulary within a limited number of categories. The study was performed with a single-subject design with multiple baseline assessments before intervention and efficacy measurement after the intervention. These were made with the Peabody Picture Vocabulary Test-III and the Boston Naming Test and both in Arabic and Swedish. The intervention was made in Swedish. After the intervention a significant increase in both passive and active Swedish vocabulary was seen. No transfer effect to the non-trained language was noted.<br>I det svenska samhället lever en växande andel barn i en flerspråkig miljö. Det är därför av stor vikt att så väl vårdnadshavare som alla professioner som möter dessa barn har kunskap om flerspråkighet och dess påverkan på barnets språkutveckling. Det har skett en ökning av remissinflödet av flerspråkiga barn med misstänkt språkstörning till logopedmottagningarna. Syftet med föreliggande studie var att undersöka den språkliga förmågan avseende såväl arabiska som svenska hos ett flerspråkigt fyraårigt barn med misstänkt språkstörning samt genomföra och värdera effekten av en intensiv intervention på svenska. En språklig testning visade att pojkens största svårigheter var i den lexikala domänen varför interventionen inriktades på att stärka ordförrådet. Studien utfördes enligt single-subject design med multipla baslinjemätningar före intervention och effektmätning efter interventionen. Baslinjemätningar och effektmätning skedde med Peabody Picture Vocabulary Test-III och Boston Naming Test och genomfördes på barnets både språk. Efter interventionen visade sig att såväl passivt som aktivt svenskt ordförråd har ökat signifikant. Det aktiva ordförrådet utvecklades i högre utsträckning än det passiva. Ingen signifikant skillnad mellan resultat före och efter intervention avseende arabiskan noterades. Ingen överföringseffekt till det icke tränade språket kunde således noteras.
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Åberg, Anna. "Bålstabiliserande träning vid ländryggssmärta : En experimentell single-subject design studie." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24609.
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Bakgrund: Ospecifik ländryggssmärta är en av de vanligaste orsakerna till att man söker hjälp inom primärvården. För långvarig, ospecifik ländryggssmärta är träning ett förstahandsval och fokus har under det senaste årtiondet legat på bålstabiliserande träning. Psykosociala faktorer som self-efficacy och rörelserädsla kan vara viktiga att beakta vid behandlingen då de spelar en roll i hur ländryggssmärtan utvecklas. Syfte: Att undersöka hur skattad smärta, self-efficacy och rörelserädsla samt funktionsnivå förändrades hos enskilda patienter med långvarig, ospecifik ländryggssmärta under och efter en intervention i grupp med bålstabiliserande träning. Metod: Designen var en A-B-A single-subject design (SSED). Smärtnivå, self-efficacy och rörelserädsla mättes med självskattningsformulär en gång per vecka under fas A-B-A och funktionsnivå före och efter avslutad intervention. Interventionen pågick under åtta veckor, en gång per vecka. Data presenterades visuellt och analys gjordes även av statistisk (2-SD band metod) och klinisk signifikans. Resultat: Analysen visade att skattad smärta, self-efficacy, rörelserädsla och funktionsnivå förändrades i positiv riktning hos flera patienter. Statistisk och klinisk signifikans varierade. Slutsats: Graderad bålstabiliserande träning i grupp under handledning av sjukgymnast verkar för flera av deltagarna ha en positiv effekt på såväl smärtnivå, self-efficacy, rörelserädsla som funktionsnivå. Eftersom SSED har en begränsad generaliserbarhet bör resultaten replikeras i ytterligare studier.<br>Background: Non-specific low back pain is one of the most common reasons for seeking help in primary care. For chronic, non-specific low back pain exercise rehabilitation is a first choice and focus in the last decade has been on motor control exercises. Psychosocial factors such as self-efficacy and fear of movement may be important to consider in the treatment as they play a role in how low back pain develops. Aim: To investigate how rated pain, self-efficacy and fear of movement as well as level of function changed in individual patients with chronic, nonspecific low back pain during and after an intervention group with motor control exercises. Method: The design was an A-B-A single-subject design (SSED). Pain level, self-efficacy and fear of movement were measured by self-assessment questionnaires once a week during phase A-B-A and level of function before and after the intervention. The intervention lasted for eight weeks, once a week. Data were presented visually and analysis was done to prove statistical (2-SD band method) and clinical significance. Results: The analysis showed that rated pain, self-efficacy, fear of movement and level of function changed in a positive direction for several of the patients. Statistical and clinical significance varied. Conclusion: Graded motor control exercises in a group under the supervision of a physiotherapist seem to have a positive effect for several of the participants with regards to level of pain, self-efficacy, fear of movement as well as level of function. Since SSED has a limited generalizability, results should be replicated in further studies.
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Kellerstedt, Brett G. "Measuring the Effect of Alternating In-class with Online Lecture on Student Learning in College Classrooms." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500139/.
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Personalized instruction has long been a goal of behavior analysis in the education of typically developing populations, one important element of which is the delivery of lectures in new formats. This study tested feasibility of online lecture delivery by comparing online and in-class delivery of lectures using an adapted alternating treatments design. Each week, the lecture component of a unit of an introductory behavior analysis course was presented either online or in-class, alternating week to week. The alternation was counterbalanced between two sections, where one section saw the lecture for a given unit -online while the other did it in-class, allowing for comparison between lectures of a given unit as well as across units within a section. First attempt quiz scores were measured. No significant difference in the trend of quiz scores between conditions was detected, averaging 73.1% (range, 50.4% to 83.4%) for online and 72.8% (range, 54.8 to 84%) for in-class conditions. This suggests that online lectures are a feasible alternative lecture delivery in this introductory behavior analysis course. This experimental methodology may also be used to test other instructional techniques as well. The ability to place lectures online, opens the door to further, more refined, experimentation with modern instructional methods such as the “flipped classroom.”
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Moyle, Charmain Larnay. "Verb-focused language intervention for late talkers: a single-subject experimental design." Thesis, University of Canterbury. Communication Disorders, 2014. http://hdl.handle.net/10092/10061.
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Purpose: The aim of this study was to examine whether a verb-focused language intervention was effective in increasing children’s verb-vocabulary. In particular, this study investigated whether the treatment resulted in changes to children’s production of target words compared to control words for children who are late talkers.
Method: The study utilised a single-subject, multiple baseline across behaviours design. Four children, aged 26-to-39 months who exhibited delayed expressive language development participated in the study. At the beginning of the study, all children had poor expressive language performance indicated by a mean length of utterance two standard deviations below the mean expected for their age and limited vocabulary measured by the New Zealand Communicative Development Inventory: Words and Sentences. New verb-vocabulary items were randomly assigned to intervention and untreated control conditions and probed at regular intervals over a period of eight weeks.
Results: All the participants showed increased use of the target verbs compared to the control verbs during the intervention and post-intervention phase.
Conclusion: The findings suggest that a verb-focused language intervention was effective in increasing the verb-vocabulary of late talkers. Further research is warranted to determine whether similar results can be found with a larger cohort and whether these gains are sustained over time.
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Molnar, Åsa, and Michelle Omme. "BIOPSYKOSOCIALA EFFEKTER UNDER HJÄRTREHABILITERING HOS HJÄRTINFARKTPATIENTER MED KORT VÅRDTID : Single subject design." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-48154.
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Background: Physical exercise in cardiac rehabilitation provides increased physical health and quality of life. The National Board of Health recommends physiotherapy-led cardiac rehabilitation training due to reduced heart-related mortality and shorter care time. Previous research has shown a link between psychosocial factors and myocardial infarction. Problem: The perceived bio- psycho- and social effects at the individual level measured over time during participation in cardiac rehabilitation training, is a relatively unexplored area at a time when increasingly shorter care times are being sought. Objective: To investigate individually experienced bio- psycho- and social effects during ongoing cardiac rehabilitation training for patients with short hospitalization. Method: A single subject AB design in which 5 patients with diagnosed myocardial infarction participated. Assessment form users to evaluate the effectiveness of a 6-week intervention with organized exercise group conducted aerobic and muscle strengthening twice a week. Results: Regarding to mental health, four out of five participants estimate self-efficacy in following the training advice and the expectation of completing the physical exercise on their own with no or little estimated difference between baseline and intervention phase. For physical health, it can be learned that three out of five participants estimate their physical health unchanged during ongoing intervention in relation to baseline. For social health, two of the outcome measures (perceived social support and perceived obstacles from the environment) describes that the intervention has no impact for the majority of the individuals. Existing experience of training councils, three participants estimate no difference between baseline and intervention for both outcome measures. Conclusion: Four out of five participants estimate good or relatively good physical, mental and social health in general during the baseline and intervention phases. The results for the majority of participants for social health (two of the outcome measures) and physical health, as well as the experience of exercise advice, show no effect of the intervention. Regarding to the outcome measures for mental health, the results have shown great dissemination, which makes it difficult to draw any conclusions about the effect of the intervention. Interpretation of the study results should be done with caution due to limitations in method and further studies are recommended.
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Carboni, Jessica A. "The Impact of Mindfulness Training on Hyperactive Behaviors Demonstrated by Elementary Age Children with a Diagnosis of Attention Deficit Hyperactivity Disorder." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/72.
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Attention Deficit / Hyperactivity Disorder (ADHD) is one of the most prevalent childhood disorders in the United States. Although many children with an ADHD diagnosis are prescribed medication to control symptoms, behavioral concerns are still regularly noted in the classroom, home, and other settings. Therefore, school psychologists are often called upon to assist teachers and families with developing intervention procedures. The purpose of this research was to investigate the relationship between mindfulness training, the cognitive processes of attention regulation, and behavior of children who have been diagnosed with ADHD. This study utilized a multiple baseline across participant’s design where each student was tracked over time following a baseline (pre-intervention) condition. Four 8-year-old male participants with a primary diagnosis of ADHD and a significant number of off-task classroom behaviors were included in this study. Teacher and parent ratings of the Behavior Assessment System for Children, Second Edition (BASC-2) and Behavior Rating Inventory of Executive Function (BRIEF) were completed pre- and posttest for each participant. The Reliable Change Index (RCI) was calculated to determine if the pre- to posttest change scores on the BASC-2 and BRIEF exceeded what could be accounted for by measurement error alone. Results of the analyses revealed that mindfulness training was effective in increasing the number of on-task behaviors for participants. Parent and teacher ratings on the BRIEF suggest that mindfulness training impacted ratings on the Inhibit, Initiate, and Monitor scales. Parent and teacher ratings on the BASC-2 were analyzed and scores from the Attention Problems scale did not demonstrate significant change across raters and across participants. Significant change occurred on the Hyperactivity scale. Findings are discussed in relationship to the literature on mindfulness training for students with a diagnosis of ADHD. Implications for future research and practice are also suggested.
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Timson, Melissa J. "Assessing efficacy of stuttering treatments using single-subject design research : a systematic review." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1508.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Health and Public Affairs<br>Communication Sciences and Disorders
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Bäckvik, Victoria, and Ingela Näslund. "Patientutbildning i ergonomi för gravida kvinnor med bäckensmärta : en single-subject design studie." Thesis, Högskolan Dalarna, Medicinsk vetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34367.
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Bakgrund: Graviditetsrelaterad bäckensmärta (PGP) är vanligt förekommande hos gravida. Punktprevalensen har uppgetts till cirka 20 %. Bäckensmärtan utlöses av belastning och inverkar negativt på det dagliga livets aktiviteter såsom att bära, lyfta och förflytta sig. Det finns få studier på effekten av hållningskorrigering och ergonomi vid PGP. Syfte: Syftet med studien var att undersöka om en patientutbildning i ergonomi med fokus på praktisk träning av aktiviteterna gång, vändning i säng och uppresning hade effekt på smärta och aktivitetsbegränsning hos gravida kvinnor med bäckensmärta. Metod: En single-subject experimental design studie med AB design genomfördes med sex gravida deltagare med PGP. Interventionen bestod av praktisk träning av rörelsetekniker vid gång, vändning i säng och uppresning i kombination med information om PGP. Som utfallsmått för smärta användes Numeric Rating Scale, för aktivitetsbegränsning användes Timed Up and Go samt Pelvic Girdle Questionnaire. Två standardavvikelser-metoden (2SD-metoden) användes för att analysera data. Resultat: En deltagare upplevde sig helt återställd vid studiens slut och hade signifikant minskad smärta vid gång och vändning i säng samt signifikant minskad aktivitetsbegränsning. En deltagare upplevde sig mycket försämrad och hade signifikant ökad smärta vid uppresning samt signifikant ökad aktivitetsbegränsning. Övriga deltagare hade överlag oförändrade resultat vad gäller smärta och aktivitetsbegränsning. Slutsats: Det kunde inte ses någon positiv effekt på smärta och aktivitetsbegränsning förutom för en deltagare. Fyra av deltagarna upplevde en förbättring av sina bäckenbesvär vid studiens slut.<br>Background: Pregnancy related Pelvic Girdle Pain (PGP) is common. The point prevalence has been estimated to 20 %. The pain is elicited by movement and loading activities and is negatively affecting the activities of daily life. Few studies are made on the effect of correction of posture and ergonomics for PGP. Aim: The aim of the study was to evaluate possible changes in pain and disability after a treatment including patient education about ergonomics and practical training of a movement technique during walking, turning over in bed and rising from a chair. Method: A single-subject experimental design with AB-design was carried out. Six pregnant subjects with PGP were included. The subjects were educated about PGP and movement techniques during walking, turning over in bed and rising from a chair was taught and practiced. As outcome measures Numerical Rating Scale was used for pain, and Timed Up and Go and Pelvic Girdle Questionnaire were used for disability. The two standard deviation band method (2SD-method) was used to analyze data. Results: One subject got significantly reduced pain while walking and turning over in bed and got significantly reduced disability. One subject got significantly increased pain while rising from a chair and significantly increased disability. The majority of subjects got neither increased or decreased pain or disability. Conclusion: No positive effect on pain and disability could be established for more than one subject. Four subjects experienced their pelvic condition improved.
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Lööf, Maja, and Erika Svensson. "Uttalsträning i svenska för tre personer med thai som förstaspråk : En single subject design-studie." Thesis, Linköpings universitet, Logopedi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93998.
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I föreliggande single subject designstudie har tre personer med thai som modersmål och svenska som andraspråk tränats specifikt i svenskt uttal. Syftet med föreliggande studie var därför att utforma samt genomföra en uttalsintervention vilken delades in i en suprasegmentell och en segmentell modul. Syftet var vidare att undersöka hur suprasegmentella och segmentella förändringar i uttalet påverkade uttalets förståelighet. Uttalsträningen utfördes 14 gånger under en fem-veckors period. Interventionen delades upp i två moduler, en med suprasegmentellt fokus (B1) och en med segmentellt fokus (B2). I den suprasegmentella modulen ingick medvetandegörelse av stavelseuppbyggnad samt träning i svenska betoningsmönster. Den segmentella modulen innefattade träning av konsonantförbindelser, [ɧ] samt /r/. Efter varje tillfälle fick deltagarna repetera 50 ord som valts ut innan studiens början. Dessa ord analyserades utifrån deltagarnas förmåga att korrekt producera suprasegmentella och segmentella aspekter och utgjorde studiens mätpunkter. De suprasegmentella aspekterna bedömdes utifrån uppsatta bedömningskriterier och de segmentella aspekterna bedömdes med hjälp av Percentage Phonemes Correct (PPC). Efter genomförd intervention fick tre utomstående lyssnare skatta förståelighet för att undersöka om samband kunde ses mellan deras skattningar och de valda bedömningsverktygen. Enskilda ord ur ordlistorna valdes ut för att bedömningsverktygen även skulle jämföras mot akustiska mätningar. Resultaten i föreliggande studie visade på att samband kunde ses mellan specifik uttalsträning med segmentellt fokus och förbättrat uttal både vad gäller segmentella och suprasegmentella aspekter. Samma resultat visade den suprasegmentella uttalsträningen ge. Vidare kunde samband ses mellan bedömningen av de segmentella aspekterna utifrån mätpunkternas beräknade PPC och förståelighetsskattningarna. När PPC ökade förbättrades också förståeligheten. Då uttalsträning bör ha som fokus att uppnå god förståelighet hos andraspråksinläraren (Pennington, 1996; Levis, 2005) föreslås att segmentella aspekter bör ingå i uttalsträning. Mellan förbättringarna av suprasegmentella aspekter och förståelighet har inte liknande samband kunnat ses vilket dock kan bero på studiens design. Författarna till föreliggande studie anser därför att suprasegmentella aspekter i uttalsträning inte bör bortprioriteras.<br>Three native Thai speakers with Swedish as their second language have received special training in Swedish pronunciation in the current single-subject design study. The aim of the current study was therefore to devise and implement a set of pronunciation training exercises, divided into suprasegmental and segmental modules. The aim was also to examine how suprasegmental and segmental changes in pronunciation affected the intelligibility of the pronunciation. The pronunciation training consisted of 14 training sessions during a five-week period. The exercises were divided into two modules, one with focus on suprasegmental aspects (B1) and one with focus on segmental aspects (B2). The suprasegmental module included acquainting subjects with the syllabic structure of the Swedish language as well as training of the Swedish language stress pattern. The segmental module contained training of consonant clusters, the Swedish speech sound [ɧ] and /r/. At the end of each session the participants were asked to repeat 50 words chosen before the start of the study. These words constituted the measuring points of the study and were analyzed according to the participants' ability to produce suprasegmental and segmental aspects correctly. The suprasegmental aspects were assessed according to fixed criteria and the segmental aspects were rated by means of Percentage Phonemes Correct (PPC). After completion of the final training session, three independent listeners estimated intelligibility to determine if relationship existed between these and the chosen assessment tools. Single words were selected in order to compare their criteria-based and PPC-ratings with acoustic correlates. The results of the present study indicate that a relationship can be observed between specific pronunciation training with focus on segmental aspects and improved pronunciation in terms of segmental and suprasegmental aspects. The pronunciation training with suprasegmental focus indicated the same conclusion. Further, a relationship can be seen between the judgment of the segmental aspects based on the measuring points' PPC-rating and the ratings of intelligibility. The intelligibility improved when the PPC increased. The focus of pronunciation training should be to achieve good intelligibility (Pennington, 1996; Levis, 2005); therefore it is suggested that segmental aspects should be included in pronunciation training for native Thai speakers when learning Swedish as a second language. No similar relations have been discovered between the suprasegmental aspects and intelligibility, which, however, may be due to limitations in the design of the study. Therefore suprasegmental aspects should not be neglected in pronunciation training.
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Swan, Karrie L. "Effectiveness of Play Therapy on Problem Behaviors of Children with Intellectual Disabilities: A Single Subject Design." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68051/.
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A growing disparity between the mental health needs of children and their lack of treatment served as the basis of this study. To address this existent gap, I proposed that child-centered play therapy (CCPT), a holistic treatment that fosters children's emotional, developmental, and social growth would serve as a viable treatment. The purpose of this study was to examine the effect of CCPT on problem behaviors among children identified with an intellectual disability. Specifically, a single case, A-B-A design (N = 2) was used to examine changes in participant's problem behaviors as measured on the Aberrant Behavior Checklist (ABC) across conditions. Trained raters used the ABC to rate participant's problem behaviors 3 times per week during the course of this study. Participants completed 2 weeks of a no-intervention phase, 5 weeks of play therapy 3 times per week, and 2 weeks of a no-intervention maintenance phase. Additionally, participants were administered the Gesell Developmental Observation to assess their maturational age during the baseline and maintenance phases. Parents also completed the ABC during two intervals: baseline phase, and maintenance phase. Analysis of results indicated that problem behaviors decreased for both participants. Results from the percent of non-overlapping data (PND), an indice for effect size further revealed that play therapy was a very effective treatment for participants. Follow-up interviews suggested that play therapy is a viable intervention for children with intellectual disabilities and problem behaviors. Clinical observations and implications for future research are presented.
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Sunnhed, Rikard, and Marcus Lind. "Vad tillför konstruktiv oro till kognitiv beteendeterapi för primär insomni? : En konstruktiv behandlingsstudie med single subject-design." Thesis, Örebro universitet, Akademin för juridik, psykologi och socialt arbete, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-11073.
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Kognitiv beteendeterapi för primär insomni är inte lika effektivt som KBT för annan problematik. Behandlingen har mest fokuserat på förändring av sömn och bortsett från andra faktorer som kan bidraga till problematiken. Denna studie syftade till att utvärdera effekten av att addera en intervention mot en ytterligare faktor, nämligen oro, till behandling. Studien hade en single subject-design med två betingelser, med och utan oroshantering, för- och eftermätning och sju deltagare. Resultaten tyder på att metoden konstruktiv oro tillförde bättre utfall på sömn, oro och daglig funktion. Slutsatsen är att fokus på fler faktorer än sömn, som oro och dagtidsfunktion, kan effektivisera KBT för primär insomni.<br>Cognitive behavioral therapy for primary insomnia is not as effective as CBT for other problems. The treatment has primary focused on change of sleep and neglected other factors which can contribute to the problem. The purpose of this study was to investigate the effect of adding an intervention aimed at an additional factor, namely worry, to treatment. The study had a single subject design with two conditions, with and without constructive worry, pre- and posttest and seven participants. The results indicated that the intervention constructive worry added better outcomes on sleep, worry and daytime function. The conclusion that can be drawn is that a focus on more factors than sleep, such as worry and daytime function, can render CBT for primary insomnia more effective.
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Lastra, Juan Carlos. "Single-subject experimental design using melodic intonation therapy with an adult Hispanic male a case study /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Anniko, Malin, and Fielding Lisa Bodland. "Stressing emotions : A single subject design study testing an emotion-focused transdiagnostic treatment for stress-related ill health." Thesis, Örebro universitet, Akademin för juridik, psykologi och socialt arbete, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-20632.
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Abstract Individual psychological factors have been recognized to play an important role in the development of stress-related symptomatology. Despite extensive comorbidity between stress-related ill health and mood disorders, the advances in research on emotion regulation and transdiagnostics, have not been recognized in stress research to any considerable degree. In the current study, using a single subject design with multiple baselines across individuals (n=6), a transdiagnostic treatment intervention targeting maladaptive emotional regulation strategies was implemented on patients suffering from stress-related symptomatology. Results show that symptoms of exhaustion decreased in five of six participants on post-measures, with considerable convergence between measures of depression, anxiety and stress. Further investigation of treatment effects, alongside the processes linking emotion regulation and stress-related symptomatology are needed.<br>Sammanfattning Individuella psykologiska faktorer spelar en viktig roll i utvecklingen av stressrelaterade symtom. Trots en omfattande samsjuklighet mellan å ena sidan stressrelaterad ohälsa, å andra sidan depression och ångest, har framsteg inom emotionsforskning och transdiagnostik inte uppmärksammats i någon stor utsträckning inom stressforskningen. I den aktuella studien användes en single subject design med multipla baslinjer mellan individer (n=6), för att implementera en emotionsinriktad transdiagnostisk behandling på patienter som lider av stressrelaterade symtom. Resultaten visar att fem av sex deltagare visade minskade tecken på utmattning efter genomgången behandling, med avsevärd konvergens mellan mått på depression, ångest och stress. För att kunna påvisa behandlingseffekter, samt förklara de processer som förbinder emotionsreglering och stressrelaterade symtom, behövs ytterligare forskning på området.
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Nelson, Jamie Lynn. "The effects of video and cognitive imagery on throwing performance of baseball pitchers a single subject design /." Click here to access thesis, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/jamie_l_nelson/nelson_jamie_l_200701_ms.pdf.
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Thesis (M.S.)--Georgia Southern University, 2007.<br>"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Under the direction of Daniel R. Czech. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 49-54) and appendices.
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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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Burgos-DeStephanis, Shana Ann, and Shana Ann Burgos-DeStephanis. "Effects of a Self-Determination Intervention on Students with Emotional Disturbance." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625377.
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Students with emotional disturbance experience many problems that affect their academic and social success in the school environment, including academic performance, relationships with teachers and peers, and a lack of engagement in the school community (Anderson, Kutash, & Duchnowski, 2001; Villarreal, 2015). Currently, a handful of interventions exist to assist students with behavioral challenges. Many of these interventions aim to increase academic achievement, or to curb disruptive behavior in students with ED so that they can achieve improved school success (Algozzine, Wang, & Violette, 2011). Research with students with emotional disabilities also suggests that improving their self-determination skills and providing opportunities for self-determination are also effective in improving school success (Green, Mays, & Jolivette, 2011; Sebag, 2010; Skerbetz & Kostewicz, 2013). While some research has been conducted with middle and high school students with ED, fewer research studies exist on strategies that promote self-determination in elementary students.
This purpose of this study was to explore the effect of a choice-making intervention on the academic engagement and disruptive behaviors of elementary students with ED. Findings revealed a functional relationship between the offering of choice and the students' disruptive behaviors and academic engagement. Students also increased in their work completion and social interactions with one another and with the adults. Social validity data indicated that the teacher viewed the intervention as being feasible and valuable in his classroom.
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Stewart, Geoffrey Ross. "A single subject design to study the effects of a mental imagery intervention on basketball free throw performance." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20703.pdf.
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Karasu, Necdet. "Promoting social and communication skills of children with developmental disabilities a meta-analysis of single-subject design studies /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232565.
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Thesis (Ph.D.)--Indiana University, School of Education of Special Education, 2006.<br>"Title from dissertation home page (viewed July 9, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2940. Adviser: Samuel L. Odom.
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Sivertsson, Elisabet. "Effekten av en kortisoninjektion i bäckenligamenten på personer med långvarig ländryggssmärta : en studie enligt single-subject experimental design." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-3839.
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Syfte och frågeställningar Syftet med studien var att undersöka effekten av en kortisoninjektion i bäckenligamenten på patienter med långvarig ländryggssmärta. Metod Studien genomfördes utifrån en single-subject experimental design med sex deltagare med långvarig ländryggssmärta. De utfallsmått som användes var smärtskattning (Numerical Rating Scale, NRS), skattad smärtrelaterad aktivitetsbegränsning (Oswestry Disability Index, ODI), skattad rörelserädsla (Tampa scale of kinesiophobia, TSK-SV), rörlighet (Fingertip-to-floor), funktion genom ett dynamiskt balanstest (Star excursion balance test, SEBT), funktionstest (sit-to-stand) och uthållighetsstyrketest (modifierat Biering- Sørensen), samt fysisk aktivitetsnivå mätt med accelerometermätare. Deltagarna genomförde fem testtillfällen innan och fem eller sex testtillfällen efter intervention. Vid sista besöket skattade deltagarna förändring av besvär enligt global index of change. Resultaten analyserades på individnivå genom visuell analys av trender och nivåskillnader i grafer, statistisk analys av graferna genom 2 SD-metoden, i kombination med deltagarnas subjektiva beskrivningar av eventuell förändring. Accelerometermätningarna bearbetades genom upparbetad rutin centralt på GIH. Resultat Av sex deltagare, skattade sig fyra som ”något förbättrade” enligt Global index of change, av dessa uppvisade i synnerhet tre förbättrade värden på någon/några av funktionstesterna samt skattade något lägre på ODI och TSK-SV. Inga tydligt förändrade värden visades när det gäller smärtskattning eller rörlighet. De två deltagare som skattade ”oförändrade” besvär, uppvisade i vissa tester sämre resultat efter intervention. Slutsats Det går inte att dra några starka slutsatser av studien, bla utifrån att den valda designen inte möjliggör generalisering. Studien visade dock att en kortisoninjektion kan ha effekt på muskelfunktion och upplevd generell förbättring för vissa patienter med långvarig ländryggssmärta. Den indikerar även att effekten kan minska/utebli vid en mer generaliserad smärtproblematik. Fler studier behövs för att bekräfta dessa fynd.<br>Aim The aim of the study was to investigate the effect of one steroid injection to ligaments in the pelvis on patients with chronic low back pain. Method Six patients with chronic low back pain were studied in a single-subject experimental design. Outcome measures were self-rated pain (Numerical Rating Scale, NRS), self-rated pain related functional limitations (Oswestry Disability index, ODI), self-rated kinesiophobia (Tampa scale of kinesiophobia, TSK-SV) and flexibility (Fingertip-to-floor). Function was measured through a dynamic balance test (SEBT), a functional test (sit-to-stand) and an endurance test (modified Biering- Sørensen). The daily physical activity was measured through movement registration with an accelerometer. The subjects were tested five times before and five to six times after the intervention. At the last visit they rated the overall change on a Global index of change. The results were analysed at an individual level by visual analyses of differences in trends and levels in graphs, statistical analysis via the 2 SD- method, together with the subjects’ description of possible change. The registration from the accelerometers was processed and analysed by a standard procedure at the GIH administration. Result Four out of six subjects rated themselves as "slightly improved" on the scale Global index of change and especially three of them showed better results on the functional tests, and rated slightly lower on the ODI and TSK-SV. No clear changes were shown for the self-rated pain and flexibility. Two subjects rated "no change" from the intervention, and in some of the tests they showed inferior results after the intervention. Conclusion It’s impossible to draw strong conclusions from this study, since the results are not conclusive and the study design does not allow generalization. Anyhow, the results indicate that a steroid injection may have a positive effect on global improvement and muscle function for some patients with chronic low back pain. One possible factor that could diminish the effect of the injection is a more generalized pain experience. Future studies are needed to confirm the present findings.
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Thompson, Michelle. "Linking a functional behavioral analysis to a functional behavioral assessment in the school a single subject case design /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008thompsonm.pdf.
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Arnesson, Stina, and Stina Blomqvist. ""Jag fick en blå diamant!" : En interventionsstudie om programmet Spel-etts effekter för läsutveckling och engagemang hos elever med språkstörning." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414083.
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Alm, Charlotte, and Åsa Tornell. "Medveten närvaro och beteendeterapi vid behandling av primär insomni : Effekter på sömn, uppmärksamhet, oro och ruminering." Thesis, Örebro universitet, Akademin för juridik, psykologi och socialt arbete, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-15811.
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Uppmärksamhet/övervakning (monitoring) är en viktig komponent vid utvecklandet och vidmakthållandet av insomni. Genom medveten närvaro (MN) kan förmågan att rikta uppmärksamheten tränas upp. Syftet med studien var att undersöka effekten av MN och beteendeterapi (BT) vid behandling av primär insomni hos personer med hög uppmärksamhet/övervakning av sömnrelaterade stimuli. Behandlingens effekt på sömn och uppmärksamhet samt en eventuell sekundär effekt på oro och ruminering undersöktes. En single-subject design med en konstruktiv strategi användes och två behandlingar gavs, där hälften av deltagarna fick BT och hälften fick BT+MN. Resultaten visade att sömn, uppmärksamhet/övervakning och oro förbättrades av behandlingarna men obreoende av MN. För framtida forskning rekomenderas en utökad design för att undersöka effekten av MN vid behandling av insomni.<br>People with insomnia attend to sleep-related stimuli during the day and night. The activity is called monitoring. In mindfulness (MN) attention plays a central part, and by practicing MN the ability to direct attention can be improved. The aim of this study was to explore the effect of MN and behavioral therapy (BT) when treating people with primary insomnia who tend to monitor sleep-related cues. The effect on sleep and monitoring was examined, as well as the secondary effect on worry and rumination. A single-subject design with a constructive strategy was used. Two different treatments were implemented and half of the participants were given BT and the other half BT+MN. Together the results showed that sleep, monitoring and worry improved, but independent of MN. A suggestion for future research is to extend the current design to further explore the effect of MN within the treatment of insomnia.
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Carlsson, Jenny, and Martina Gerdin. "Påverkas sväljförmågan hos äldre efter utbildning om sväljsvårigheter till omvårdnadspersonal? : En Single Subject- studie av två personer på ett äldreboende." Thesis, Linköping University, Department of Clinical and Experimental Medicine, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-57299.
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<p>Bland den äldre befolkningen är det relativt vanligt med någon form av sväljsvårigheter, dysfagi. Tidigare studier har visat att mellan 30 och 70 procent av boende inom äldreomsorgen har sväljbesvär. I dagsläget har de flesta äldreboenden i Östergötland inte tillgång till logoped. I föreliggande studie användes metoden Single Subject Experimental Design med upplägget ABB. Flera måltidsobservationer utfördes på de två deltagarna. I dessa observationer studerades tecken på s såsom hostningar, rosslingar, upprepade sväljningar och trögutlöst sväljreflex. Pulsoximeter användes för att öka säkerheten i mätningarna. I interventionsfaserna hölls två föreläsningar om dysfagi för personalen på det berörda äldreboendet. Syftet var att undersöka huruvida dessa föreläsningar förbättrade deltagarnas sväljförmåga. Dysfagi fanns hos båda deltagarna, dock med olika slags symtom. Personalen på boendet konsistensanpassade viss mat som primärt sväljfrämjande åtgärd redan innan studiens början. När detta utfördes hade det en positiv effekt hos båda deltagarna i form av färre tecken på dysfagi vid måltidsobservationerna. Vid föreläsningarna var deltagarantalet lågt, vilket kan ha bidragit till att ingen markant förändring hos deltagarna kunde observeras. Det kan konstateras att ett interventionsupplägg i form av två föreläsningar inte är tillräckligt för att göra skillnad när det gäller dysfagi. Tydligt är dock att behovet av kunskap om dysfagi på äldreboenden är stort.</p>
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Torstensson, Maja, and Elin Vinblad. "Intervention med responsiva talakter inom AKK hos två deltagare med cerebral pares i Tanzania : en single subject design-studie." Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-78991.
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I många utvecklingsländer finns en begränsad tillgång på utvecklade AKK-system (Alant, 1999) och ofta även en okunskap kring möjligheterna att arbeta med kommunikationsproblem (Marshall, 1997). I föreliggande studie genomförs intervention i alternativ och kompletterande kommunikation (AKK) för två deltagare med cerebral pares på ett dagcenter i Kilimanjaroregionen, Tanzania. Syftet i föreliggande interventionsstudie är att genom intervention studera och utveckla de i mätsituationerna responsiva talakterna att påkalla uppmärksamhet för att inleda interaktion, acceptera och avfärda samt upprätthålla och avsluta interaktion. Detta sker med hjälp av begreppen ja och nej för att acceptera och avfärda, liksom mer och mindre för att upprätthålla och avsluta interaktion. Studien följer en single subjekt design och insatsen utgörs av två interventionsperioder, bestående av direkt intervention med deltagarna samt utbildning och fortlöpande handledning av personal. Resultaten visar att deltagarna i varierande grad lärde sig att påkalla uppmärksamhet för att inleda interaktion, acceptera och avfärda samt upprätthålla och avsluta interaktion. Det observerades även att deltagarna i högre grad utförde performativa talakter utanför den styrda testsituationen. Områden som vidare diskuteras är bland annat deltagarnas kommunikativa handlingar utifrån The Communication Matrix där en utveckling från prelingvistiska uttrycksätt till användandet av abstrakta symboler synliggjordes hos deltagarna.<br>In several developing countries there are a limited supply of developed AAC systems (Alant, 1999) whereas a lack of knowledge about the possibilities of working with communication problems (Marshall, 1997). The present study is an intervention study about the introduction of augmentative and alternative communication (AAC) for two participants with cerebral palsy at a day-care centre in the Kilimanjaro Region, Tanzania. The purpose of the intervention study was to develop responsive speech acts to attract attention to initiate interaction, accept and reject interaction, as well as maintain and terminate interaction. This was done using the terms yes and no to accept and reject, and more and less to continue and terminate interaction. The study followed a single subject design consisting of two intervention periods, where direct intervention with the participants and continuing training and guidance for the staff occurred. The results show that the participants in varying degrees, has learned to attract attention to initiate interaction, accept and reject interaction as well as to maintain and terminate interaction. It was also observed that the participants learned to use the performative speech acts outside the controlled test situation. An area further discussed is the participants’ communicative acts as shown in The Communication Matrix, which displayed a development from pre linguistic models of expression to use the abstract symbols.
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Wolthon, Alexander. "Descriptive differences in physiological and biomechanical parameters between running shoes : a pilot study with a single-subject experimental design." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för fysiologi, nutrition och biomekanik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-6312.
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Running performance has increased immensely during the last few years, coinciding with multiple shattered world records in relatively short amount of time. Improvements in footwear material and design are likely reasons for this increase in running performance. Previous studies on the effect of footwear on running economy (RE), a determinant of running performance, have not included participant-blinding. Furthermore, they have yet to compare multiple carbon-fiber plated running shoes available for purchase, what differences there are across price ranges and shoe categories, and if there is such a thing as a placebo-effect. Aim: (1) Descriptively compare a set of heterogeneous running shoes, with regards to running economy, Foot Strike Type (FST), vertical oscillation, ground contact time, stride length and cadence; including (2) a ‘sham’ and ‘normal condition’ of the same running shoe model; and (3) explore the participant’s perception of the study-specific blinding protocol. Method: A Single Subject Experimental Study (N=1), comparing nine different shoe conditions using a crossover design. The assessment of RE was conducted using indirect calorimetry with mixing-chamber in a climate-controlled facility. Spatiotemporal parameters were assessed using a Garmin HRM-Run™, and foot strike type was visually assessed using a frame-by-frame approach based on 2D-video at 240 fps. Results: The average running economy across all shoe tests varied between 16.02 to 17.02 W/kg, with the ‘worst’ shoe costing 6.24% W/kg more than the ‘best’ shoe. The descriptive difference between the ‘sham’ and ‘normal condition’ were negligible and within the range of measurement error. Spatiotemporal parameters were overall descriptively similar between the shoes, with a few outliers who differed with regards to measure of central tendency or dispersion. FST differed between the shoes including the ‘sham’ and ‘normal condition’, but were overall consistent with the participant’s habitual FST. The study-specific blinding procedure was perceived to work well, but may also be improved in some remarks. Conclusion: Descriptive difference in some, but not all, physiological and biomechanical parameters were observed between the shoe conditions in this study, including the ‘sham’ and ‘normal condition’. Blinding procedures in experimental footwear research may be feasible and adopted with future studies.
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Mäkimaa, Birgit. "Inspirationsmuskelträning för personer med idiopatisk lungfibros. : En experimentell fallstudie." Thesis, Linköpings universitet, Avdelningen för fysioterapi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-134429.
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Bakgrund: Vid idiopatisk lungfibros (IPF) är dyspné det dominerande symtomet, vilket påverkar gångsträckan. Andra patientkategorier har ökat gångsträckan och minskat dyspnén efter inspirationsmuskelträning (IMT). Endast två studier angående IMT för personer med IPF har hittats och ingen av dessa studier har IMT som enda studieintervention. Syfte: Syftet var att undersöka om IMT ökar andningsmuskelstyrkan (MIP), om gångsträcka och dyspné förändras efter träningen samt om det finns ett samband mellan MIP och gångsträcka, MIP och dyspné samt gångsträcka och dyspné. Metod: Single-subject experimentell design användes. Sex personer med IPF deltog. IMT genomfördes under åtta veckor. Under baslinje, intervention och cirka sex veckor efter interventionsslutet mättes MIP med Micro RPM® och gångsträcka med sex-minuters gångtest. Dyspnén skattades med Borg CR-10-skala och University of California San Diego Shortness of Breath Questionnaire (UCSD SOBQ). Resultat: Resultatet varierade mellan studiedeltagarna. Fyra deltagare ökade MIP. Fem studiedeltagare hade en kliniskt relevant ökning av gångsträcka. Fyra deltagare hade en kliniskt relevant minskad dyspné vid skattning med Borg CR-10 i vila eller UCSD SOBQ. Korrelationen mellan MIP och gångsträcka var signifikant för två studiedeltagare med rs 0,88 respektive 0,99. Konklusion: IMT kan öka MIP och ge kliniskt relevanta förbättringar av gångsträcka och dyspné. Alla studiedeltagare drar ej nytta av träningen. Fortsatta studier behövs för att undersöka vilka som har nytta av IMT och vilken träningsmängd som behövs för att uppnå förbättring.<br>Introduction: In idiopathic pulmonary fibrosis (IPF), dyspnoea is the predominant symptom that affects walking distance. In other patient categories, walking distance has been increased and dyspnoea has been reduced after inspiratory muscle training (IMT). Only two studies on IMT for people with IPF have been found and none of these studies have IMT as the sole study intervention. Purpose: The purpose was to investigate whether IMT increases respiratory muscle strength (MIP), if walking distance and dyspnoea alter after practice, and if there is a relation between MIP and walking distance, MIP and dyspnoea and walking distance and dyspnoea. Method: Single-subject experimental design was used. Six people with IPF participated. IMT was carried out in eight weeks. During baseline, intervention and about six weeks after the intervention, MIP was measured with Micro RPM® and walking distance with a six-minute walk test. Dyspnoea was estimated with Borg CR 10-scale and the University of California, San Diego Shortness of Breath Questionnaire (UCSD SOBQ). Results: The results varied among the study participants. For four participants, the MIP increased. Five study participants had a clinically relevant increase in walking distance. Four participants had a clinically relevant reduction in dyspnoea on measuring with Borg CR 10 at rest or UCSD SOBQ. The correlation between MIP and walking distance was significant for two study participants with rs 0.88 and 0.99, respectively. Conclusion: IMT can increase MIP and provide clinically relevant improvements in walking distance and dyspnoea. All study participants do not benefit from exercise. Further studies are needed to determine which ones have the advantage of IMT and the amount of exercise needed to achieve improvement.
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Barnes, John. "Decision Making in a Miniature Market." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248407/.
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Although behavior analysts have studied the effects of motivation on preference assessments, consumer behaviorist have not. The purpose of this study was to analyze the effect of the temporary removal of a choice on the order and frequency of purchases after the candy returned. Seventy percent of the time the participant purchased the removed candy first and 60% of the time the participant purchased more than in the baseline.
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Hales, Audra Marie. "Using Systematic and Engaging Early Literacy Instruction and Digital Books to Teach At-Risk Kindergarteners to Read Target Words." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3468.
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The purpose of this study was to examine the effects of using Systematic and Engaging Early Literacy (SEEL) intervention activities that incorporate digital books to teach kindergarteners to read. The study used a single-subject-multiple-baseline-across-behaviors design to compare kindergarten students' reading of comparable CVC words before and after intervention. Four students at-risk for reading difficulties were chosen for the study based on their performance on assessments and their teachers' recommendations. Students were divided into two dyads and received intervention three times a week for 25 minutes for approximately six weeks, or 18 total sessions. Baseline assessment data was collected prior to intervention, and performance on each target was monitored through the same assessment task after every intervention session. Students received SEEL instruction on one set of word targets while a comparable set was kept at baseline phase. After six intervention sessions on the first set of word targets, a second set was introduced while the first set was monitored for maintenance. Finally, a third set of target words was introduced and taught in six sessions, and the first two sets of words were monitored for maintenance. Instruction involved using meaningful and interactive activities that incorporated playful practice, multiple exposures to targets, explicit statement of the goal, and reciprocal teacher-student exchanges where students' contributions were acknowledged and incorporated into the lesson or meaning construction. After being exposed to the target words (orally and in writing), children were provided with additional opportunities to read and write the words within digital books created on the iPad.
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Heedman, Linus. "Neurodynamic treatment in combination with manual therapy in patients with persistent lateral elbow pain : A Single Subject Experimental Design study." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85937.
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Introduction Lateral elbow pain is a common disorder and affects 1-3 % of the population each year. Beside the typical characterization with pain in restricted dorsal and radial deviation of the wrist and local tenderness of the lateral epicondyle, a neurodynamic dysfunction of the radial nerve can co-exist with the tendon dysfunction. Purpose The aim of the study was to evaluate the effects of individualized neurodynamic treatment in combination with neurodynamic self-treatment in patient with persistent lateral elbow pain with a neurodynamic dysfunction of the radial nerve on grip strength, pain, disability, and function. Method A single subject experimental design with A-B-A design was conducted. Seven participants with lateral elbow pain and a neurodynamic dysfunction of the radial nerve were recruited for the study. Five participants completed the study which consisted of individualized neurodynamic treatment directed to the neurodynamic dysfunction in combination with home exercises which included self-mobilization with sliders and/or tensioners in combination of the strengthening- and stretching exercises. The treatment was evaluated by pain-free and maximal grip strength, the Disabilities of the Arm, Shoulder and Hand (DASH) and Patient-rated Tennis Elbow Evaluation (PRTEE) questionnaires and range of motion of the upper limb neurodynamic test (ULNT) biased n. radialis. Results The result of this SSED shows that neurodynamic treatment with manual mobilization and self-mobilization improves the ROM of the ULNT n. radialis in all five participants. Neurodynamic treatment also improved outcomes of DASH and PRTEE in 3 of the 5 participants. Conclusion Neurodynamic treatment including manual mobilization and self-mobilization in combination with individual strength exercises tends to improve self-rated pain and disability, function and mechanosenstivity of the radial nerve in patients with persistent lateral elbow pain.
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Magnan, Joselyn Emily. "The Efficacy of Training Kindergartners in Assisted Self-Graphing as a Supplemental Intervention Within a Response-To-Intervention Model." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1154960495.
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Sobie, Victoria. "Examining the implementation of a family-centred positive behaviour support approach designed to be sibling-friendly : a single-subject experimental investigation." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46422.
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Research suggests that being a sibling of a child with an autism spectrum disorder (ASD) may come with unique and challenging experiences not typically experienced by siblings. Children with ASD and their siblings tend to have less close relationships and spend less time together. Siblings of children with ASD may also experience emotional or behavioural adjustment issues, which may be the result of such issues as the amount of problem behaviour exhibited by the child with ASD. Research to date on these sibling dyads has focused on improving interactions between siblings or decreasing challenging behaviour exhibited by the child with ASD toward the sibling. Positive behaviour support (PBS), with its focus on improving child and family quality of life, may offer a more comprehensive approach when intervening with these sibling dyads. The purpose of this study was to assess the effects of a PBS approach designed to be sibling-friendly on the challenging behaviour and participation of a child with ASD in two routines involving sibling interaction. Study participants included a child with ASD and an intellectual disability, her older typically developing sister, and their mother. Settings were a sibling play routine and a morning self-care routine in the family’s home. Dependent measures included routine steps successfully completed and problem behaviour. The study employed a single-case, multiple probe design across two routines, in combination with a one-point treatment withdrawal phase in the first routine. Due to professional requirements to graduate in the May convocation, the study was completed through baseline measurement in the two routines, and PBS plan design and initial training and support in the first routine. Preliminary results are discussed in terms of cautions and limitations, and directions for future research.
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Pace, Lauren E. "Coaching Parents to Use Positive Behavior Support: Function-Based Interventions for Preschool Children with Challenging Behavior." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7663.
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Parents who have children with challenging behavior may feel stressed, overwhelmed and at a loss for solutions. Challenging behavior can cause problems with children’s relationships with others and their school success. There are many resources for schools and children with special needs; however, resources for parents for young children (ages 3 to 5) with challenging behavior are limited. This study examined the impact of a 6-week intervention to coach parents to use strategies that encouraged children to develop skills that helped them to express frustration and solve problems in positive ways. Parents were better able to understand what the children were communicating with their behaviors, and what supports they needed in order to get their needs met in an appropriate way. Challenging behavior decreased for the children who participated. They also were better able to communicate their needs and handle disappointment.
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Adhikari, Bikram. "A single subject participatory action design method for powered wheelchairs providing automated back-in parking assistance to cognitively impaired older adults : a pilot study." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/51861.
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Mobility is one of the most significant factors that determines older adults’ perceived level of health and well being. Cognitively impaired older adults are deprived of using powered wheelchairs because of the operational safety risks. These users can benefit from intelligent assistance during cognitively or visually challenging tasks such as back-in parking. An intelligent powered wheelchair that assists a cognitively impaired elderly user to perform a back-in parking task is proposed. A single subject participatory action design method is used with a cognitively impaired older adult to identify design guidelines for the proposed system. Based on analysis of transcripts from semi-structured interviews with the participant, a semi-autonomous back-in parking system is designed to drive the powered wheelchair into a pre-specified back-in parking space when the user commands it to. A prototype of a non-intrusive steering guidance feature for a joystick handle is also designed to render shear force in a way that can be associated with steering behavior of a car. The performance of the proposed system is evaluated in a pilot study. Experiments with the autonomous trigger and autonomous assisted modes are conducted during a back-in parking task with real-life obstacles such as tables and chairs in a long-term care facility. A single-subject research design is used to acquire and analyze quantitative data as a pilot study. Results demonstrate an increase in the user’s perception of ease of use, effectiveness and feeling of safety with the proposed system. While the user experienced at least one minor contact in 37.5% of the trials when driving unaided, the proposed system eliminated all minor contacts. No statistically significant difference in completion time and route length is observed with the proposed system. In the future, improved back-in parking systems can use this work as a benchmark for single subject participatory action design. Future iterations could also replicate the usability study on a larger population.<br>Science, Faculty of<br>Computer Science, Department of<br>Graduate
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Voytecki, Karen S. "The effects of hand fidgets on the on-task behaviors of a middle school student with disabilities in an inclusive academic setting." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001142.
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Scarborough, Amy C. "Using Empirically Validated Reading Strategies to Improve Middle School Students' Reading Fluency of classroom Textbooks." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/epse_diss/78.
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According to the National Center for Education Statistics (2007), 27% of the nation’s 8th grade population scored below the basic reading level in 2006-2007. Reading fluency strategies are a viable practice for improving reading achievement yet seldom are they incorporated into the 8th grade curriculum. To be effective, passages used in reading fluency strategies should be at the students’ instructional reading level (Daly, Persampieri, et al., 2005; Welsch, 2007). However, if increased oral reading fluency gained at the instructional reading level fails to generalize to content-area text that a student is required to read, the gain is not clinically significant, as it does not allow the student access to required reading. Stahl and Heubach (2006) recommended providing instruction in more difficult material while providing a strong degree of support. In this study, four middle school students reading one to two years below grade level received strong support for increasing reading fluency while using their social studies textbook. The intervention package consisted of listening passage preview, repeated reading, phrase-drill error correction, and performance feedback with student charting. Two research questions guided this study: (a) What are the effects of a comprehensive treatment package consisting of commonly utilized strategies for improving oral reading fluency on middle school students’ oral reading fluency using their required grade-level social studies textbooks? and (b) to what extent does performance generalize to required literature textbook passages and passages from CRCT Coach in Science (2002) and CRCT Coach in Social Studies (2002)? A multiple probe across participants design was used to answer these questions. Visual analysis of graphically displayed single-case data revealed that the multicomponent reading intervention positively affected student performance on intervention and generalization passages. The results of this study are promising, and given that reading content-area text is the core of education in middle school, further research is necessary.
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Mohammed, Feruz. "Effects of a tailored incredible years teacher classroom management programme on ADHD symptoms and literacy performance of school children with ADHD in Addis Ababa." Thesis, University of Canterbury. School of Health Sciences, 2014. http://hdl.handle.net/10092/9829.
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Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children’s on-task behaviour and literacy performance, as well as reducing ADHD symptoms in a group of 6 to 10 year old children with ADHD in Addis Ababa, Ethiopia. Nine children, who were identified with ADHD symptoms on the basis of teacher and parental reports, were involved in the IYTCM-ADHD programme. The children’s behaviour symptoms were assessed using the Conners 3-T, Conners 3-P(S), SESBI-I, ECBI and SDQ. Ten teachers received the IYTCM-ADHD training in a full-day session once a week for 6 weeks. The children received individual behaviour plans implemented by their teachers with close supervision. A single-subject design was implemented to record the behaviour changes over time: at baseline, during teacher training with the IYTCM-ADHD programme, and at both immediate and long-term follow-ups. The on-task behaviour of children with ADHD and normative comparison children was recorded using Behavioural Observation of Students in Schools (BOSS). In addition to visual analysis, a non-parametric test Percentage of All Non-Overlapping Data (PAND) was used to examine the magnitude of effect in each child. The result of the study indicated that on-task behaviour of all the children with ADHD improved an average of 78% during the teacher training and this maintained during the follow-up phases. The children’s on-task behaviour also generalised to classrooms with non-trained teachers. Visual analysis indicated that the children’s behaviour was maintained during the follow-up phases. The pre- and post-intervention analyses of children with ADHD showed a significant effect of the intervention as a group. Clinical significance was obtained for more than half of the children on teacher reports of ADHD symptoms and conduct problems after the intervention. The literacy performance of all children with ADHD improved at the conclusion of the study. In light of the findings, limitations and implications for future research were discussed.
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Strømlid, Caroline. "Effects of Behavior Specific Praise Statements. : Teaching three teachers to use BSPS in class." Thesis, Stockholms universitet, Psykologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-170704.
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Being a teacher is not an easy job. There is an increased emphasis on evidence-based methods. Teacher praise is an effective classroom management tool. Behavior specific praise statements is a low intensity teacher delivered strategy where teachers say or write the precise behavior exhibited and how it met an expectation or affected academic/social achievement. This study aimed to increase Behavior Specific Praise Statements among three teachers in Mathematic, English and Social subject studies on student’s social behavior as a group. An intervention consisting of an hour of counseling, post-it notes, and self-registration was given. The teachers decided their own pre-set criteria. Two teachers sat a criterion of three and one teacher sat a criterion of six. The results showed that the intervention had an effect on the teachers use of BSPS. However, one teacher did not reach the pre-set criteria. Practical implications are discussed.
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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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Dowdy, Arthur G. "EVALUATING THE EFFECTS OF PUBLICATION BIAS IN SINGLE-CASE RESEARCH DESIGN FOR EVIDENCE-BASED PRACTICES IN AUTISM SPECTRUM DISORDER." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/489012.
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Special Education<br>Ed.D.<br>In single-case research design (SCRD), experimental control is demonstrated when the researcher’s application of an intervention, known as the independent variable, reliably produces a change in behavior, known as the dependent variable, and the change is not otherwise explained by confounding or extraneous variables. SCRD studies that fail to demonstrate experimental control may not be published because researchers may be unwilling to submit these papers for publication due to null findings and journals may be unwilling and unlikely to publish null outcomes (i.e., publication bias). The lack of submission and publication of null findings, leading to a disproportion of positive studies in the published research literature, is known as the “file drawer effect” (Rosenthal, 1979; Ferguson & Heene, 2012). Recently, researchers and policy organizations have identified evidence-based practices (EBPs) for children with autism spectrum disorder (ASD) based on systematic reviews of SCRD studies (Odom, Collet-Klingenberg, Rogers, & Hatton, 2010). However, if SCRD studies that do not demonstrate experimental control (i.e., null studies) are disproportionately unpublished due to the file drawer effect, this may result in a misrepresentation of positive findings, leading interventions to be deemed evidence-based that, actually, lack sufficient empirical support (Sham & Smith, 2014; Shadish, Zelinsky, Vevea, & Kratochwill, 2016). Social narratives, exercise, self-management, and response interruption/redirection are interventions for children with ASD that has been named EBPs according to the National Autism Standards (NAC; 2009) and National Professional Development Center on Autism Spectrum Disorder (NPDC; 2010); however, these interventions have not yet been evaluated for potential publication bias. The study employed and extended methods similar to Sham and Smith (2014), comparing the procedures and results of published articles and unpublished dissertations and theses for interventions identified as EBPs to evaluate the methodological rigor and evaluate the possibility of publication bias, file drawer effect, and lack of replication. Specifically, the results of published and unpublished studies were compared to determine if published studies showed greater treatment effect, which would indicate the file drawer effect. Also, SCRD quality indicators were employed to evaluate whether studies that were published tend to be of higher quality, as this would mitigate possible publication bias shown by larger effect sizes (ES) in published studies. The outcome resulted in three out of four EBPs (social narratives, antecedent exercise, and response interruption and redirection), yielding different ES when published studies were compared to unpublished studies; in contrast, self-management yielded a similar ES for published and unpublished studies. For social narratives and antecedent exercise, unpublished studies presented at lower estimated ES than published studies; whereas for response interruption and redirection, unpublished studies presented at a higher estimated ES compared to published studies. Generally, study quality presented at similar levels for published and unpublished studies for each EBP, with the exception of antecedent exercise. Differences were identified for antecedent exercise study quality based upon visual and statistical analyses. Lastly, there do not appear to be observed differences in treatment outcomes between published and unpublished studies when study quality was considered in the analysis. Implications of the results are discussed with respect to the file drawer effect and publication bias in EBPs, and the call to increase publications in peer-reviewed journals of negative findings and replication studies, which leads to identifying and establishing boundary criteria for EBPs.<br>Temple University--Theses
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Gongola, Leah C. "The influence of a differential reinforcement of other behaviors (DRO) protocol with an embedded token economy to reduce challenging behaviors among children with autism." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227547641.
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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Jan. 20, 2010). Advisor: Lyle Barton. Keywords: Differential Reinforcement of Other behaviors; DRO; behavior intervention; autism; single subject design. Includes bibliographical references (p. 135-149).
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Goff, Rachel A. "Examining the Effectiveness of Intensive Language Action Therapy in Individuals with Nonfluent Aphasia." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4817.
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Abstract
Background: Individuals with nonfluent aphasia may have significant difficulties with functional spoken communication tasks in their daily life. Aphasia treatment held in a group setting may provide an enriched communicative context wherein the requirements of spoken language are similar to those within functional day-to-day communicative situations. Thus engaging in a spoken language activity in a group setting may directly target generalization of trained skills to those required in real-life, social communication situations. The present study is concerned with an aphasia group treatment that requires focused practice of spoken language during a social-functional communication task. Intensive Language Action Therapy (ILAT) has demonstrated positive communication outcomes in some individuals with chronic aphasia. However, it remains to be seen which clinical measures best index outcomes for ILAT. The purpose of the current study was to determine the effectiveness of ILAT in individuals with nonfluent aphasia by exploring multiple, potential ILAT outcomes. The outcomes included change in performance on assessments of directly trained spoken social-functional communication abilities (proximal outcomes), untrained social-functional communication abilities and language abilities (primary outcomes), and cognitive-communication abilities (secondary outcome). Additionally, the project aimed to explore the participants' perceptions of ILAT (secondary outcome).
Methods and Procedures: ILAT was implemented with four individuals with nonfluent aphasia, using a single-subject multiple baseline design. The treatment was conducted daily for 10 consecutive week days, totaling 25 hours of treatment. Treatment probes (i.e., using trained and untrained picture cards and an unrelated control-task of nonword repetition), a pre/post assessment battery, and a post-treatment survey/interview were administered to assess performance on the treatment task, generalization to other potential ILAT outcomes, and participants' perceptions.
Outcomes & Results: Increased accuracy was observed for trained and untrained items. However, two of the four participants were not able to reach a criteria determined a priori for treatment performance. Performance on items that were untrained resulted in some improvements in performance for all participants. Three of the four participants demonstrated small effect sizes in response to ILAT. One participant who demonstrated a medium effect size in response to ILAT also demonstrated a clinical significant change in discourse abilities, a measure of spoken social-functional communication abilities. All participants demonstrated improvements on at least one primary outcomes measure. Two participants, however, demonstrated a decline. All participants, however, perceived a positive experience with ILAT on a qualitative posttreatment survey/interview.
Conclusions: Patterns were found between skills directly trained during ILAT, proximal outcomes, and performance on primary and secondary outcome measures of language, social-functional communication, and cognitive-communication, meant to assess generalization of trained skills to similar or potentially related untrained skills. A substantial amount of change (e.g., at least a medium effect size) on proximal outcome measures may be required in order for improvements to occur in primary and secondary outcome measures. Participants' perceptions of a positive treatment experience associated with the ILAT program further supports the value of the treatment. Future research should aim to further examine the influence of ILAT treatment components and participants' characteristics.
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Harris, Kathleen I. "The Effects of Peer-Mediated Intervention In Promoting Social Skills For Children With Disabilities." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1279075092.
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Marshall, Esther. "An Examination of the Effects of Using Systematic and Engaging Early Literacy to Teach Tier 3 Students to Read Consonant-Vowel-Consonant (CVC) Words." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3060.
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A single-subject-multiple-baseline-across-behaviors design was used to examine the effects of using Systematic and Engaging Early Literacy (SEEL) instruction to help Tier 3 kindergarten students learn to read CVC words. Four students designated as Tier 3 by their teachers participated in the study. They were grouped into two dyads and received SEEL instruction focusing on specific word reading targets for approximately 20 minutes four days per week over a seven-week time period. The instruction included meaningful, interactive activities and incorporated high levels of play, multiple exposures to the target, explicit instruction, and student-teacher conversational exchanges. Baseline assessment data were collected prior to the application of the intervention for each of the targets and assessment data continued to be collected after each intervention session. All students learned to read the target words and three of the students generalized their learning to other targets. A moderate to large effect size of 0.54 was obtained using Cohen's r value. The need for adequate exposure to targets and time to practice was highlighted, along with the value of revisiting targets and addressing individual student's needs when working in small groups.
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Sheehy, Susan Budassi. "A nurse-coached exercise intervention to increase muscle strength, improve quality of life, and increase self-efficacy in people with tetraplegic spinal cord injuries: A single subject design study." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1411.
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Thesis advisor: Mary E. Duffy<br>Ten people with tetraplegic spinal cord injuries participated in a nurse-coached exercise intervention/single subject design study over a period of six months. Four pieces of exercise equipment were used: the RT300S Functional Electrical Stimulation Bike, the VIta Glide, the NuStep TRS 4000, and the Easy Stand Evolv Glider. Measurement of variables of the Manual Muscle Test (MMT), Catz-Itzkovich Spinal Cord Independence Measures (CI-SCIM), and Moorong Self-Efficacy Scale (MSES) were collected at baseline, at three months into the exercise intervention, and at six months (at the conclusion of the intervention). Results were determined by visual analysis of graphs, in keeping with single subject design methods, and statistical analysis of combined data. Of those muscles that demonstrated some strength at baseline, 75% experienced increased strength at three and/or six months into the intervention. Of those muscles that demonstrated no strength at baseline and that were adjacent to muscles that demonstrated some strength at baseline, 66% were found to have increased strength at three and/or six months. Nine of ten participants experienced upward trends in CI-SCIM scores overall (p<.0001). The results of the subscales of Self-Care (p<.0001) and Mobility (p<.0001) indicated statistically significant changes over time. The subscale Respiratory and Sphincter Management was not statistically significant (p>.05). Visual analysis of graphs demonstrated that each of ten participants experienced strong improvements in self-efficacy scores from baseline to three months and from three months to six months into the intervention. R-ANOVA (p<.0001) confirmed statistical significance across ten participants. The Sheehy Spinal Cord Injury Functional Improvement Via Exercise (SCI-FIVE) Model was constructed prior to the study and validated throughout the course of the study. The results of the study validated all components of the Model and demonstrated increased muscle strength, increased self-efficacy, and improved quality of life for the ten study participants who participated in a nurse-coached exercise intervention for people with tetraplegic spinal cord injuries<br>Thesis (PhD) — Boston College, 2010<br>Submitted to: Boston College. Connell School of Nursing<br>Discipline: Nursing
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Asplund, Emilia. "Val med föremål och bilder hos barn i Tanzania med cerebral pares : En interventionsstudie." Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69219.
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Previous research has shown that children with multiple disabilities have been able to learn to make choices. Practising choice making is a good way to introduce an intervention using Alternative and Augmentative Communication (AAC). Choice making with objects should then be trainded before choice making with pictures. The present study is a single subject experimental design and was accomplished at a center for children with disabilities in Tanzania during 12 weeks. The primary purpose was to examine if the number of choices made by two boys with cerebral palsy increased after communicationintervention with objects and pictures. The participants were trained to make choices over two intervention phases and the staff were given lectures on two occasions and through tuitions. The number of choices made by the participants as well as the choices offered by the staff, were measured continuously at predetermined activities. The results show that the number of choices with objects and pictures increased in both participants. It was also observed that the interaction between the children and the staff increased. Aspects that are discussed are whether the staff’s ability to offer choices affects the result and that the factors which separate what a “none-choice” is could be defined more clearly.
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Davis, Maren Hyatt. "An Examination of the Effectiveness of Systematic and Engaging Early Literacy (SEEL) with Children with ASD." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5670.
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One population with challenges in learning to read is children with autism spectrum disorder (ASD). The purpose of this study was to examine the effects of using Systematic and Engaging Early Literacy (SEEL) intervention activities to improve phonological awareness and phonics skills with three children with ASD. Previous studies have looked at the effectiveness of using SEEL with other young children with diverse backgrounds; however, this is the first study to focus on using SEEL intervention with children with ASD. The study used a single-subject, multiple-baseline-across-behaviors design to compare performance on phonic patterns before and after intervention. Three young, male students who had a diagnosis on the autism spectrum and delays in literacy skills participated in the study. A number of different, yet comparable literacy targets were selected for each of the participants and assessment tasks were created to probe the participants’ ability to demonstrate reading and phonological awareness for these target patterns. Baseline assessment data were collected prior to participants receiving individualized intervention, and performance on each task was monitored using the same assessment each subsequent session. SEEL instruction focusing on one target at a time was used to teach participants to read or decode the target words and give appropriate responses to phonological awareness tasks. Intervention sessions were held once a week and lasted approximately 30-45 minutes. Each SEEL lesson was adapted to meet the needs of the individual child; however, all sessions contained SEEL principles of contextualized play, frequent auditory and visual exposures to the targets, explicit teaching using the target words, and engaged and reciprocal participation with opportunities to create original oral and written phrases. An analysis of the results show marked improvement in performance with the selected targets for two of the participants. This study provides further insight into the efficacy of using SEEL with different populations in need of early literacy intervention, especially those with multiple behavioral and skill-based variables to consider. It also discusses some additional factors and challenges to consider for future research in using SEEL with children with ASD.
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Abuchacra, Marcelo Corrêa. "Efeitos de uma intervenção comportamental sobre o comportamento de chute no gol" em jogadores de futebol em formação." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/16763.
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Made available in DSpace on 2016-04-29T13:17:57Z (GMT). No. of bitstreams: 1
Marcelo Correa Abuchacra.pdf: 903654 bytes, checksum: bd2be7d5bb3d97ab8913c4f3dc3024c3 (MD5)
Previous issue date: 2016-01-26<br>The present study aims to investigate the influence of a conditioned reinforcement on the
performance of base categories soccer players at the behavior of completion of the goal.
To measure the accuracy of the kicks, the goal will be divided into four targets (lower right,
lower left, upper right and upper left), according to the Battery of tests Mor-Christian. . Investigation
of the performance of the participants will be held through a multiple base line
design, consisting of a baseline and a subsequent step of conditioned reinforcement. At
the end of the sections in the second phase, the participants can exchange the points accumulated
on the task for money. Data obtained by each participant in each stage of the
research will be analyzed and compared, in order to check the influence of the conditioned
reinforcement on the performance of participants regarding the amount of hits to established
targets<br>O presente trabalho tem por objetivo investigar a influência de um reforço condicionado
sobre a precisão do comportamento de "chute no gol" em jogadores de futebol em formação.
Para medir a precisão dos chutes, o gol será dividido em quatro alvos (inferior direito,
inferior esquerdo, superior direito e superior esquerdo) de acordo com a "Bateria de
testes de Mor-Christian . O experimento compreenderá duas fases: 1) linha de base e 2)
reforço condicionado. Na fase do reforço condicionado, será empregado um delineamento
de base múltipla entre os alvos. Ao final das sessões realizadas na etapa dois, os participantes
poderão trocar os pontos acumulados na tarefa por dinheiro. Os dados obtidos por
cada participante, em cada etapa da pesquisa, serão analisados e comparados entre si,
com o objetivo de verificar a influência do reforço condicionado no desempenho dos participantes
em relação a quantidade de acertos aos alvos estabelecidos
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Wheeler, John J., Michael R. Mayton, Julie Downey, and Joshua E. Reese. "Evaluating Treatment Integrity Across Interventions Aimed at Social and Emotional Skill Development in Learners with Emotional and Behaviour Disorders." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/313.
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This study contributes to the existing literature on treatment integrity (TI) by presenting TI findings across interventions aimed at the development of social emotional skills in learners with emotional and behavioural disorders. Social and emotional skills were selected as the target for our investigation given the significance of these skills in relation to the academic and behavioural success of learners and the challenges most often faced in these skill areas by students with emotional and behaviour disorders (E/BD). The study analysed single-subject experimental studies from 2000 to 2009 in two leading journals in the field of emotional and behaviour disorders: Behavior Disorders and The Journal of Emotional Behavioral Disorders. The degree to which studies operationally defined independent variables and evaluated and reported measures of treatment integrity and associated risk factors is reported. Thirty-three studies met the inclusion criteria for the present study and TI was evaluated across six variables (1) year published, (2) dependent variable(s), (3) independent variables(s), (4) participant characteristics, (5) treatment agent and (6) assessment of TI. Results indicated that approximately 49% of the studies monitored and reported TI, meaning that they provided a description of the TI procedure and resultant data. Findings from the study point to the need for attention to TI both in the description of methods used and in the reporting of TI data.