EMG Feedback Alone and in Combination with Posture Feedback: A Comparative Treatment Study in a Case of Torticollis

1993 ◽  
Vol 10 (1) ◽  
pp. 32-38
Author(s):  
Ephrem Fernandez ◽  
Michael Llamas
Keyword(s):  
Marked Improvement ◽  
Single Case ◽  
Trapezius Muscle ◽  
Single Case Design ◽  
Forward Flexion ◽  
Elderly Female ◽  
Emg Feedback ◽  
Comparative Treatment ◽  
Case Design

A single-case design was used to explore the effects of EMG feedback versus EMG-plus-posture feedback in the treatment of overt symptoms of torticollis in an elderly female patient. It was found that EMG levels of the sternomastoid muscle were inversely related to EMG of the trapezius muscle, rather than systematically related to components of treatment. Resting posture showed a pattern of improvement, especially with regard to shoulder asymmetry and forward flexion. Also, the patient's voluntary control over posture showed marked improvement between pre- and postphases of treatment; this was maintained at follow-up 8 weeks after treatment. Implications are raised for further research, in particular, the importance of assessing multiple aspects of posture and recording EMG from more than one site simultaneously.

scholarly journals Investigation of Integrated Behavior Therapy for Selective Mutism: A Replicated Single-Case Study Design

2017 ◽  
Vol 9 (2) ◽  
pp. 82 ◽  
Author(s):  
Allison K. Siroky ◽  
John S. Carlson ◽  
Aimee Kotrba
Keyword(s):  
Behavior Therapy ◽  
Treatment Effectiveness ◽  
Single Case ◽  
Selective Mutism ◽  
Single Case Design ◽  
Future Studies ◽  
End Of Treatment ◽  
Case Design

Selective Mutism (SM) is a rare but potentially debilitating disorder characterized by a lack of speech in certain settings where speaking is expected. This study examined the effectiveness of a shortened version (12 sessions over 18 weeks) of Integrated Behavior Therapy for Selective Mutism (IBTSM; Bergman, 2013) in increasing speech and relieving anxiety for two four-year-old males with SM via a replicated single-case design. Treatment effectiveness, integrity, and acceptability were measured at baseline, throughout treatment, and at a three-month follow-up. Treatment integrity was excellent for both cases. SM severity ratings decreased from baseline to end-of-treatment, and again at follow-up, for each case. Verbal communication increased at end-of-treatment and follow-up, and significant decreases in social anxiety were seen across both cases by the three-month follow-up. Parents rated the shortened IBTSM as highly acceptable, effective, and efficient. Future studies should explore the effectiveness of varying lengths of IBTSM.

scholarly journals El uso de una página web como alternativa para el tratamiento del abuso de alcohol en adolescentes: un estudio de caso único

2021 ◽  
Vol 7 (2) ◽  
pp. 23-32
Author(s):  
Cinthia Judith Ibarra Villalpando ◽  
Kalina Isela Martínez Martínez ◽  
María Silvia Carreño-García ◽  
Itzel Guadalupe Romo Hernández
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Intervention Program ◽  
Single Case ◽  
Single Case Design ◽  
Adolescent Students ◽  
Information And Communication ◽  
Brief Advice ◽  
Case Design

Introduction: the usage of Information and Communication Technology (ICT) to treat psychological problems such as addictions, is a recent issue that has allowed the recognition that the use of this type of tools is effective towards the problem they claim to solve, in a similar way as traditional therapy treatments do. Objective: to evaluate the efficacy of the Brief Intervention Program for Adolescents who Abuse Drugs (PIBA) and the Brief Advice in the Web Page modality regarding the barriers in the implementation of drug abuse treatments by the COVID-19 pandemic. Method: we started from a A-B-A single-case design with high school adolescent students who reported abusive use and associated consequences. The study consisted of four stages 1) evaluation, 2) admission, 3) PIBA or Brief Advice and 4) follow-up. Results: the results obtained showed a decrease in the pattern of alcohol consumption and an increase in self-efficacy to control consumption in various risk situations. Discussion and conclusions: the program provided the necessary tools for adolescents to maintain their consumption goal.

Moving Forward Four Words at a Time: Effects of a Supplemental Preschool Vocabulary Intervention

2020 ◽  
Vol 51 (1) ◽  
pp. 165-175 ◽  
Author(s):  
Lindsey A. Peters-Sanders ◽  
Elizabeth S. Kelley ◽  
Christa Haring Biel ◽  
Keri Madsen ◽  
Xigrid Soto ◽  
...  
Keyword(s):  
Group Intervention ◽  
Single Case ◽  
Single Case Design ◽  
Vocabulary Intervention ◽  
Iterative Development ◽  
At Risk Children ◽  
Before And After ◽  
Child Friendly ◽  
Interactive Lessons ◽  
Case Design

Purpose This study evaluated the effects of an automated, small-group intervention designed to teach preschoolers challenging vocabulary words. Previous studies have provided evidence of efficacy. In this study, we evaluated the effects of the program after doubling the number of words taught from 2 to 4 words per book. Method Seventeen preschool children listened to 1 prerecorded book per week for 9 weeks. Each storybook had embedded, interactive lessons for 4 target vocabulary words. Each lesson provided repeated exposures to words and their definitions, child-friendly contexts, and multiple opportunities for children to respond verbally to instructional prompts. Participants were asked to define the weekly targeted vocabulary before and after intervention. A repeated acquisition single-case design was used to examine the effects of the books and embedded lessons on learning of target vocabulary words. Results Treatment effects were observed for all children across many of the books. Learning of at least 2 points (i.e., 1 word) was replicated for 74.5% of 149 books tested across the 17 participants. On average, children learned to define 47% of the target vocabulary words (17 out of 36). Conclusions Results support including 4 challenging words per book, as children learned substantially more words when 4 words were taught, in comparison to previous studies. Within an iterative development process, results of the current study take us 1 step closer to creating an optimal vocabulary intervention that supports the language development of at-risk children.

Successful Implicit Vocabulary Intervention for Three Cantonese-Speaking Toddlers: A Replicated Single-Case Design

2020 ◽  
Vol 63 (12) ◽  
pp. 4148-4161
Author(s):  
Christine S.-Y. Ng ◽  
Stephanie F. Stokes ◽  
Mary Alt
Keyword(s):  
Single Case ◽  
Cross Cultural ◽  
Neighborhood Density ◽  
Expressive Vocabulary ◽  
Single Case Design ◽  
Vocabulary Intervention ◽  
Phonological Neighborhood Density ◽  
Phonological Neighborhood ◽  
And Control ◽  
Case Design

Purpose We report on a replicated single-case design study that measured the feasibility of an expressive vocabulary intervention for three Cantonese-speaking toddlers with small expressive lexicons relative to their age. The aim was to assess the cross-cultural and cross-linguistic feasibility of an intervention method developed for English-speaking children. Method A nonconcurrent multiple-baseline design was used with four baseline data points and 16 intervention sessions per participant. The intervention design incorporated implicit learning principles, high treatment dosage, and control of the phonological neighborhood density of the stimuli. The children (24–39 months) attended 7–9 weeks of twice weekly input-based treatment in which no explicit verbal production was required from the child. Each target word was provided as input a minimum of 64 times in at least two intervention sessions. Treatment feasibility was measured by comparison of how many of the target and control words the child produced across the intervention period, and parent-reported expressive vocabulary checklists were completed for comparison of pre- and postintervention child spoken vocabulary size. An omnibus effect size for the treatment effect of the number of target and control words produced across time was calculated using Kendall's Tau. Results There was a significant treatment effect for target words learned in intervention relative to baselines, and all children produced significantly more target than control words across the intervention period. The effect of phonological neighborhood density on expressive word production could not be evaluated because two of the three children learned all target words. Conclusion The results provide cross-cultural evidence of the feasibility of a model of intervention that incorporated a high-dosage, cross-situational statistical learning paradigm to teach spoken word production to children with small expressive lexicons.

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