scholarly journals Quantitative Techniques and Graphical Representations for Interpreting Results from Alternating Treatment Design

2021 ◽  
Author(s):  
Rumen Manolov ◽  
René Tanious ◽  
Patrick Onghena
Keyword(s):  
Graphical Representations ◽  
Alternating Treatment Design ◽  
Treatment Design

The Effects of an Aided Augmentative System on Communication and Speech in a Preschool Child with Developmental Delay: A Case Study

1999 ◽  
Vol 23 (1) ◽  
pp. 25-46
Author(s):  
Mark Carter
Keyword(s):  
Preschool Children ◽  
Developmental Delay ◽  
Communication System ◽  
Lower Proportion ◽  
Graphic Symbol ◽  
Symbol Use ◽  
Alternating Treatment Design ◽  
Treatment Design ◽  
Sustained Increase

The effect of an aided graphic augmentative communication system on communication and speech in a 4‐year 7‐month‐old child with developmental delay was evaluated in this case study. An alternating treatment design was used across 2 mealtime settings (morning tea and lunch) over a 6‐week period with counterbalancing of aided and unaided conditions. Once graphic symbol use emerged, there were slightly higher levels of unprompted communication and requests in the aided condition and a lower proportion of acts contained nonsymbolic communication. There was also a higher number of different words + symbols used in the aided condition. The introduction of the graphic symbols did not appear to have detrimental effects on speech but there was no evidence of sustained increase in frequency of speech or spoken vocabulary in the aided condition. Substantial increases were noted in the number of unprompted communicative turns and range of total vocabulary over the course of the study in both conditions. The need for further research on the effects of AAC on speech and communication in preschool children is highlighted.

scholarly journals Acute Comparative Effect of Foam Rolling and Static Stretching on Range of Motion in Rowers

2021 ◽  
Vol 13 (7) ◽  
pp. 3631
Author(s):  
Alfonso Penichet-Tomas ◽  
Basilio Pueo ◽  
Marta Abad-Lopez ◽  
Jose M. Jimenez-Olmedo
Keyword(s):  
Range Of Motion ◽  
Repeated Measures ◽  
Static Stretching ◽  
Foam Rolling ◽  
Significant Difference ◽  
Post Test ◽  
Alternating Treatment Design ◽  
Stroke Amplitude ◽  
Treatment Design ◽  
Over Time

Rowers’ anthropometric characteristics and flexibility are fundamental to increase stroke amplitude and optimize power transfer. The aim of the present study was to analyze the effect of foam rolling and static stretching on the range of motion over time. Eight university rowers (24.8 ± 3.4 yrs., height 182.3 ± 6.5 cm, body mass 79.3 ± 4.6 kg) participated in an alternating treatment design study with two-way repeated measures ANOVA. The sit and reach test was used to measure the range of motion. Both in the foam rolling and in the static stretching method, a pre-test (T0), a post-test (T1), and a post-15-min test (T2) were performed. A significant effect was observed on the range of motion over time (p < 0.001), but not for time x method interaction (p = 0.680). Significant differences were found between T0 and T1 with foam rolling and static stretching (p < 0.001, d = 0.4); p < 0.001, d = 0.6). The differences between T0 and T2 were also significant with both methods (p = 0.001, d = 0.4; p < 0.001, d = 0.4). However, no significant difference was observed between T1 and T2 (p = 1.000, d = 0.1; p = 0.089, d = 0.2). Foam roller and static stretching seem to be effective methods to improve the range of motion but there seems to be no differences between them.

Comparing the Effects of Two Reading Interventions Using a Randomized Alternating Treatment Design

2019 ◽  
Vol 86 (4) ◽  
pp. 355-373
Author(s):  
Youjia Hua ◽  
Michelle Hinzman ◽  
Chengan Yuan ◽  
Kinga Balint Langel
Keyword(s):  
Visual Analysis ◽  
Reading Interventions ◽  
Single Case ◽  
Vocabulary Instruction ◽  
Internal Validity ◽  
Randomization Tests ◽  
Research Designs ◽  
Single Case Research ◽  
Alternating Treatment Design ◽  
Treatment Design

An emerging body of research suggests that incorporating randomization schemes in single-case research designs strengthens study internal validity and data evaluation. The purpose of this study was to test the utility and feasibility of a randomized alternating-treatment design in an investigation that compared the combined effects of vocabulary instruction and the paraphrasing strategies on expository comprehension of six students with reading difficulties. We analyzed the data using three types of randomization tests as well as visual analysis. The visual analysis and randomization tests confirmed the additional benefit of vocabulary instruction on expository comprehension for one student. However, the effects were not replicated across the other five students. We found that proper randomization schemes can improve both internal validity and data analysis strategies of the alternating-treatment design.

Children's Responses to Telegraphic and Grammatically Complete Prompts to Imitate

2014 ◽  
Vol 23 (1) ◽  
pp. 15-26 ◽  
Author(s):  
Shelley L. Bredin-Oja ◽  
Marc E. Fey
Keyword(s):  
Early Stage ◽  
Single Case ◽  
Semantic Relation ◽  
Language Delay ◽  
Function Word ◽  
Function Words ◽  
Intervention Technique ◽  
Grammatical Morphemes ◽  
Alternating Treatment Design ◽  
Treatment Design

PurposeThe purpose of this study was to determine whether children in the early stage of combining words are more likely to respond to imitation prompts that are telegraphic than to prompts that are grammatically complete and whether they produce obligatory grammatical morphemes more reliably in response to grammatically complete imitation prompts than to telegraphic prompts.MethodFive children between 30 and 51 months of age with language delay participated in a single-case alternating treatment design with 14 sessions split between a grammatical and a telegraphic condition. Alternating orders of the 14 sessions were randomly assigned to each child. Children were given 15 prompts to imitate a semantic relation that was either grammatically complete or telegraphic.ResultsNo differences between conditions were found for the number of responses that contained a semantic relation. In contrast, 3 of the 5 children produced significantly more grammatical morphemes when presented with grammatically complete imitation prompts. Two children did not include a function word in either condition.ConclusionProviding a telegraphic prompt to imitate does not offer any advantage as an intervention technique. Children are just as likely to respond to a grammatically complete imitation prompt. Further, including function words encourages children who are developmentally ready to imitate them.

Comparison of Two Cognitive Strategies in Treatment of a Patient with Generalized Anxiety Disorder

1983 ◽  
Vol 53 (1) ◽  
pp. 19-26 ◽  
Author(s):  
Cynthia G. Last ◽  
David H. Barlow ◽  
Gerald T. O'Brien
Keyword(s):  
Anxiety Disorder ◽  
Generalized Anxiety Disorder ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Generalized Anxiety ◽  
Differential Effectiveness ◽  
Patient Reported ◽  
Alternating Treatment Design ◽  
Treatment Design

The relative efficacy of two cognitive strategies—coping self-statements and paradoxical intention—for reducing anxiety were compared using an alternating treatment design for a patient with generalized anxiety disorder. While cognitive restructuring appeared to be effective clinically in treating this patient, results did not suggest an advantage in effectiveness of one cognitive strategy over the other. However, although measures did not indicate a differential effectiveness between the two cognitive strategies, the patient reported that she found the coping self-statement strategy more helpful, a preference that continued at 1-yr. follow-up.

Rapid Reduction of Off-Task Behavior in Retarded Children by Use of Light-Out

1985 ◽  
Vol 56 (2) ◽  
pp. 499-509 ◽  
Author(s):  
Philip W. Drash ◽  
Mary R. Murrin ◽  
Sheldon E. Jordan ◽  
Hewitt B. Clark
Keyword(s):  
Positive Reinforcement ◽  
Response Rate ◽  
Discrete Trial Training ◽  
Discrete Trial ◽  
Rapid Reduction ◽  
Therapeutic Implications ◽  
Task Behavior ◽  
Lever Pressing ◽  
Alternating Treatment Design ◽  
Treatment Design

The effectiveness of a light-out procedure in reducing periods of off-task behavior in retarded children was evaluated. Four children ages 3 to 10 yr. (mean IQ 32) were trained on a lever-pressing task as an analogue to discrete-trial training procedures. Positive reinforcement sessions were alternated with concurrent escape/avoidance procedures during which light-out was contingent upon nonresponding in an alternating treatment design. The light-out contingency rapidly and effectively reduced the length of time off-task and slightly increased response rate. Educational and therapeutic implications for retarded and autistic children include adaptation of the procedure for decreasing off-task behavior during discrete-trial training, such as in speech and language remediation.

Use of the Alternating Treatment Design to Evaluate Intervention in Low Vision Rehabilitation

1992 ◽  
Vol 86 (10) ◽  
pp. 435-439 ◽  
Author(s):  
S.J. LaGrow ◽  
S. Murray
Keyword(s):  
Visually Impaired ◽  
Low Vision ◽  
Low Vision Rehabilitation ◽  
Vision Rehabilitation ◽  
Alternating Treatment Design ◽  
Treatment Design

This article illustrates the use of the alternating treatment design to assess the effectiveness of individualized interventions in low vision rehabilitation. The design was used to determine if enlarging copy with a photocopier and adding contrast would be effective in reducing the amount of time a visually impaired student required to read a map and graph. Two levels of magnification were compared to determine the level of intervention to be provided.

Translucency and Complexity

2002 ◽  
Vol 33 (4) ◽  
pp. 291-303 ◽  
Author(s):  
Orit E. Hetzroni ◽  
Raymond W. Quist ◽  
Lyle L. Lloyd
Keyword(s):  
Instructional Methods ◽  
Communication Disorders ◽  
Single Subject ◽  
Clinical Implications ◽  
High Complexity ◽  
Computer Based ◽  
Based Instruction ◽  
Instructional Formats ◽  
Alternating Treatment Design ◽  
Treatment Design

Purpose: A single-subject alternating treatment design was used to (a) evaluate the influence of translucency (i.e., the guessability of the symbol when the referent is known) and complexity (i.e., the number of lines or strokes that compose the symbol) on Blissymbol acquisition and (b) compare the effectiveness of computer-based instruction (CBI) and traditional teacher-based instruction (TBI) on students' accuracy in identifying Blissymbols. Method: Three students with communication disorders were taught to identify 40 Blissymbols using the two instructional formats. Results: Findings revealed that high translucency Blissymbols were learned significantly faster than low translucency Blissymbols for all participants. High complexity assisted learning when translucency was high, but hindered learning when translucency was low. These results were evident in both interventions. Clinical Implications: Both interventions were found to be effective instructional methods for teaching Blissymbols.

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