Addressing Feeding Disorders Using High-Probability Sequencing for Children and Adolescents with Developmental Disabilities

2019 ◽  
Vol 44 (3) ◽  
pp. 169-185 ◽  
Author(s):  
Seth King ◽  
Hayley E. Johnson ◽  
Taneal Burch ◽  
Argnue Chitiyo
Keyword(s):  
Developmental Disabilities ◽  
Children And Adolescents ◽  
High Probability ◽  
Single Case ◽  
Experimental Studies ◽  
Autism Spectrum ◽  
Feeding Disorders ◽  
What Works ◽  
History Of ◽  
What Works Clearinghouse

Feeding disorders exhibited by children with developmental disabilities, which include limiting food intake or refusing to consume solid foods, often result in poor health consequences. Interventions for feeding disorders vary in terms of their acceptability to children with disabilities and their families. One specific procedure, the high-probability sequence, is a nonrestrictive approach where requests with which a child has a history of compliance are presented prior to requests associated with noncompliance. This article reviewed research concerning the application of high-probability sequencing for feeding disorders among children and adolescents with developmental disabilities. Experimental studies published between 1970 and 2018 in English as either peer-reviewed articles or dissertations were eligible for descriptive review. Identified articles ( N = 15) evaluated high-probability sequencing using various single-case experimental designs. Participants ( N = 21) were generally preschool-aged children (mean age = 5.7 years) diagnosed with autism spectrum disorder (ASD; n = 9) or other developmental disabilities ( n = 12). Subsequent analysis of articles that met quality indicators of the What Works Clearinghouse ( n = 12) suggests that research does not support the effectiveness of the procedure for increasing food acceptance. Implications for practice and future studies involving high-probability sequencing follow a discussion of findings.

Estimating the Impact of Design Standards on the Rigor of a Subset of Single-Case Research

2020 ◽  
pp. 104420732093404 ◽  
Author(s):  
Collin Shepley ◽  
Kathleen N. Zimmerman ◽  
Kevin M. Ayres
Keyword(s):  
Single Case ◽  
Single Case Design ◽  
Design Standards ◽  
Case Research ◽  
What Works ◽  
What Works Clearinghouse ◽  
Single Case Research ◽  
The Impact ◽  
Case Design

The implementation of research-based practices by teachers in public school classrooms is required under federal law as expressed in the Individuals With Disabilities Education Improvement Act of 2004. To aid teachers in identifying such practices, researchers conduct systematic reviews of the educational literature. Although recent attention has been given to changes in the quality of these reviews, there has been minimal discussion about changes in the quality of the studies that comprise them. Specifically, to what extent have educational policies leading to the creation of experimental design standards resulted in a change in the rigor of educational research? Using a subset of the single-case literature commonly published in special education journals, we estimate the impact of What Works Clearinghouse single-case design standards on the trend in the rigor of single-case studies using a comparative interrupted time series framework. Within this subset of single-case studies, our estimation strategy did not detect a change in the trend of the rigor of single-case research following the establishment of What Works Clearinghouse single-case design standards. Implications are discussed for practitioners and researchers. Study data, syntax, and supplemental materials are available for public use at https://osf.io/xp7wv/.

The Use of Computer-Assisted Instruction to Improve the Reading Comprehension of Students With Learning Disabilities: An Evaluation of the Evidence Base According to the What Works Clearinghouse Standards

2017 ◽  
Vol 38 (4) ◽  
pp. 233-245 ◽  
Author(s):  
Min Kyung Kim ◽  
John William McKenna ◽  
Yujeong Park
Keyword(s):  
Learning Disabilities ◽  
Comparison Group ◽  
Single Case ◽  
Evidence Base ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Students With Learning Disabilities ◽  
What Works ◽  
What Works Clearinghouse ◽  
Assisted Instruction

The purpose of this study was to investigate the evidence base for using computer-assisted instruction (CAI) to improve the reading comprehension of students with learning disabilities (LD). Twelve peer-reviewed studies (seven comparison group studies, five single-case studies) met selection criteria and were evaluated according to the relevant What Works Clearinghouse (WWC) procedures and standards. Results showed that seven studies (five comparison group and two single-case studies) met WWC standards with or without reservations. Key instructional features employed in CAI studies meeting the WWC standards without reservations included practice opportunities, self-correction and immediate corrective feedback, teacher-directed instruction, and contingencies for enhancing student motivation and engagement. Implications for future research and suggestions for using quality indicators to improve the rigor of future CAI investigations are discussed.

A Meta-Analysis of Single-Case Research on Applied Behavior Analytic Interventions for People With Down Syndrome

2021 ◽  
Vol 126 (2) ◽  
pp. 114-141
Author(s):  
Nicole Neil ◽  
Ashley Amicarelli ◽  
Brianna M. Anderson ◽  
Kailee Liesemer
Keyword(s):  
Down Syndrome ◽  
Challenging Behavior ◽  
Single Case ◽  
Meta Analysis ◽  
Challenging Behaviors ◽  
Future Research ◽  
Case Research ◽  
What Works ◽  
What Works Clearinghouse ◽  
Single Case Research

Abstract This systematic review evaluates single-case research design studies investigating applied behavior analytic (ABA) interventions for people with Down syndrome (DS). One hundred twenty-five studies examining the efficacy of ABA interventions on increasing skills and/or decreasing challenging behaviors met inclusion criteria. The What Works Clearinghouse standards and Risk of Bias in N-of-1 Trials scale were used to analyze methodological characteristics, and Tau-U effect sizes were calculated. Results suggest the use of ABA-based interventions are promising for behavior change in people with DS. Thirty-six high-quality studies were identified and demonstrated a medium overall effect. A range of outcomes was targeted, primarily involving communication and challenging behavior. These outcomes will guide future research on ABA interventions and DS.

A Parametric Single-Case Analysis and Social Validation of the High-Probability Request Sequence

2021 ◽  
pp. 109830072110626
Author(s):  
Alissa N. Baida ◽  
Sharon Azizi ◽  
Joshua Jessel
Keyword(s):  
High Probability ◽  
Single Case ◽  
Case Analysis ◽  
Autism Spectrum ◽  
Social Validation ◽  
Intellectual And Developmental Disabilities ◽  
Adult Instruction ◽  
Request Sequence ◽  
Low Probability ◽  
Different Levels

Noncompliance with adult instruction is a common problem exhibited by individuals diagnosed with intellectual and developmental disabilities. The high-probability (high-p) request sequence was designed to increase compliance with low-probability (low-p) instructions by rapidly presenting high-p instructions immediately prior to the targeted low-p instruction. This study evaluated the use of three different levels of the high-p request sequence (i.e., one instruction, three instructions, and six instructions) to increase the compliance of five children who were diagnosed with autism spectrum disorder (ASD). Results indicated that all three levels of the high-p request sequence were often successful in increasing compliance with low-p instructions; however, when given the opportunity to choose, participants and caregivers (i.e., mothers and therapists) tended to prefer the high-p request sequence with three instructions.

The What Works Clearinghouse Single-Case Design Pilot Standards

2014 ◽  
Vol 35 (3) ◽  
pp. 145-152 ◽  
Author(s):  
John H. Hitchcock ◽  
Robert H. Horner ◽  
Thomas R. Kratochwill ◽  
Joel R. Levin ◽  
Samuel L. Odom ◽  
...  
Keyword(s):  
Single Case ◽  
Single Case Design ◽  
What Works ◽  
What Works Clearinghouse ◽  
Case Design

scholarly journals Comparison and Preference: Manual Signing, Picture Exchange, and Speech-Generating Devices as Communication Modes for Children with Developmental Disabilities

2021 ◽  
Author(s):  
◽  
Larah van der Meer
Keyword(s):  
Developmental Disabilities ◽  
Communication Systems ◽  
Single Case ◽  
Autism Spectrum ◽  
Self Determination ◽  
Future Research ◽  
Positive Effects ◽  
Choice Making ◽  
Children With Asd ◽  
Picture Exchange

<p>Children with autism spectrum disorder (ASD) and related developmental disabilities (DD), who do not speak or have very limited spoken language, are often candidates for augmentative and alternative communication (AAC). Three common modes of AAC are manual signing (MS), picture exchange (PE), and speech-generating devices (SGDs). Studies suggest that children with ASD and other DD might demonstrate comparable proficiency in learning to use each of these communication systems. Because there may not be one single mode of AAC that appears to be most readily taught to, and learnt by, these children, decisions regarding which AAC mode to implement might need to be based upon an assessment of the individual's preferences for using different AAC systems.  Giving students the opportunity to self-select their most preferred AAC mode could also be viewed as one way of promoting self-determination in AAC intervention and this in turn might significantly influence progress in learning to communicate and maintenance of newly acquired AAC skills. The three empirical intervention studies that are presented in the present thesis each made use of systematic instructional procedures, based upon the principles of applied behaviour analysis (ABA), to teach children with ASD and other DD to request (mand) preferred items using MS, PE, and SGD. A key aspect of the studies was the assessment of each child's preference for using one of the three AAC modes via a structured choice-making protocol. This choice-making protocol was designed to determine whether children made greater progress, showed increased communication ability, and continued to use AAC during follow-up sessions when their preferences for different AAC options were assessed and incorporated into the intervention process.  Utilising single-case research methodology (combined multiple-baseline and alternating-treatments designs), a total of 12 participants (9 boys, 3 girls, aged 4 to 13 years) received interventions that were designed to compare acquisition, maintenance, and preference for MS, PE, and SGD. Overall, the results of the three studies demonstrated that seven of the 12 (58%) participants learnt to use, and reached criterion, for use of each AAC option. Five participants did not reach criterion for MS. Two participants did not reach criterion for PE and one of these participants did not reach criterion for SGD. Eight of the 12 (67%) participants appeared to show a preference for using the SGD. Preference for using PE was demonstrated by three out of eight (38%) participants (PE was only assessed in Studies 2 and 3). Finally, one out of the 12 (8%) participants appeared to show a preference for using MS.  These data suggest greater proficiency and better maintenance when children used their preferred communication option. These findings highlight some potentially positive effects of enabling some degree of self-determination with respect to aspects of the use of AAC systems in communication intervention. Given the encouraging intervention outcomes for the present series of three studies, future research and practice should continue to seek ways of increasing opportunities for self-determination in AAC and related interventions for individuals with ASD/DD.</p>

scholarly journals Current Perspectives on Physical Activity and Exercise Recommendations for Children and Adolescents With Autism Spectrum Disorders

2014 ◽  
Vol 94 (6) ◽  
pp. 875-889 ◽  
Author(s):  
Sudha M. Srinivasan ◽  
Linda S. Pescatello ◽  
Anjana N. Bhat
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorders ◽  
Developmental Disabilities ◽  
Physical Fitness ◽  
Children And Adolescents ◽  
Autism Spectrum ◽  
Assessment Tools ◽  
Systematic Research ◽  
Exercise Interventions ◽  
Spectrum Disorders

Recent evidence suggests that childhood obesity is increasing in children who are developing typically as well as in children with developmental disabilities such as autism spectrum disorders (ASDs). Impairments specific to autism as well as general environmental factors could lead to an imbalance between the intake and expenditure of energy, leading to obesity. In this article, we describe the mechanisms by which autism-specific impairments contribute to obesity. The evidence on exercise interventions to improve physical fitness, address obesity, and reduce autism-specific impairments in children and adolescents with ASDs is discussed. Limited evidence is currently available for exercise interventions in individuals with ASDs. Therefore, literature on other pediatric developmental disabilities and children who are developing typically was reviewed to provide recommendations for clinicians to assess physical activity levels, to promote physical fitness, and to reduce obesity in children and adolescents with ASDs. There is a clear need for further systematic research to develop sensitive assessment tools and holistic multisystem and multifactorial obesity interventions that accommodate the social communication, motor, and behavioral impairments of individuals with ASDs.

What Works Clearinghouse Standards and Generalization of Single-Case Design Evidence

2015 ◽  
Vol 24 (4) ◽  
pp. 459-469 ◽  
Author(s):  
John H. Hitchcock ◽  
Thomas R. Kratochwill ◽  
Laura C. Chezan
Keyword(s):  
Single Case ◽  
Single Case Design ◽  
What Works ◽  
What Works Clearinghouse ◽  
Case Design

A Historical Perspective on the Use of Randomized Trials in Social Science Settings

2000 ◽  
Vol 46 (3) ◽  
pp. 315-329 ◽  
Author(s):  
Ann Oakley
Keyword(s):  
Social Science ◽  
Randomized Trials ◽  
Experimental Studies ◽  
Early Years ◽  
Control Groups ◽  
Social Experiments ◽  
What Works ◽  
The Social ◽  
History Of ◽  
The 1960S

Similar to medicine, social science has historically grappled with controlling for chance and bias in assessing the effectiveness of interventions. Questions about what works and how to evaluate the evidence underlie all areas of policy intervention. In the early years of the 20th century, social science in North America developed an established tradition of quantitative sociology that included experimental studies. This was followed by a number of social experiments from the 1960s to the 1980s. The history of prospective experimental studies with control groups applied to the social domain contains important lessons for experimental social science in the 21st century.

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