Using multilevel models to analyze single-case design data.

2014 ◽  
pp. 221-246 ◽  
Keyword(s):  
Multilevel Models ◽  
Single Case ◽  
Single Case Design ◽  
Design Data ◽  
Case Design

A primer for using multilevel models to meta‐analyze single case design data with AB phases

2020 ◽  
Vol 53 (3) ◽  
pp. 1799-1821
Author(s):  
Jessica L. Becraft ◽  
John C. Borrero ◽  
Shuyan Sun ◽  
Anlara A. McKenzie
Keyword(s):  
Multilevel Models ◽  
Single Case ◽  
Single Case Design ◽  
Design Data ◽  
Case Design

scholarly journals Analisis Praktik Jual Beli Produk Pertanian Bayar Panen dalam Perspektif Hukum Ekonomi Islam di Desa Barurejo Kecamatan Siliragung Kabupaten Banyuwangi

2018 ◽  
Vol 10 (1) ◽  
pp. 180
Author(s):  
Lely Ana Ferawati Ekaningsih ◽  
Aula Izatul Aini ◽  
Imroatul Mutiah
Keyword(s):  
Data Analysis ◽  
Single Case ◽  
Agricultural Products ◽  
Mutual Benefit ◽  
Single Case Design ◽  
Design Data ◽  
Analysis Techniques ◽  
Islamic Economic ◽  
Case Design

This study aims to determine the practice of implementing the sale and purchase of agricultural products to pay harvest/respite in Barurejo Village, Siliragung District, Banyuwangi Regency. To find out about the legal views of Islamic economics on the implementation of buying and selling pay harvest. The type of research used in this study is a case study that is single-case design. Data analysis using interactive model analysis techniques. The results of the study, namely the practice of buying and selling are in accordance with the terms and also the pillars of sale and purchase, and buying and selling of this harvest does not contain elements of persecution, because both parties benefit from each other. In the practice of buying and selling agricultural products, the harvest in Barurejo Village, Siliragung Subdistrict, Banyuwangi Regency is in accordance with the objectives of Islamic economic law, namely a sense of empathy among people to create mutual benefit where the price increase the seller gets the price in lieu of the length of payment and the buyer gets the desired item without issuing money in cash, adding a relatively small amount of price and not burdening one party

Development of an in-vivo metric to aid visual inspection of single-case design data: Do we need to run more sessions?

2018 ◽  
Vol 102 ◽  
pp. 8-15 ◽  
Author(s):  
Lucy Barnard-Brak ◽  
David M. Richman ◽  
Todd D. Little ◽  
Zhanxia Yang
Keyword(s):  
Visual Inspection ◽  
Single Case ◽  
Single Case Design ◽  
Design Data ◽  
Case Design

A Priori Justification for Effect Measures in Single-Case Experimental Designs

2020 ◽  
Author(s):  
Rumen Manolov ◽  
Mariola Moeyaert ◽  
Joelle E. Fingerhut
Keyword(s):  
Single Case ◽  
A Priori ◽  
Data Gathering ◽  
Complex Nature ◽  
Selective Reporting ◽  
Single Case Design ◽  
Design Data ◽  
Effect Measure ◽  
User Friendly ◽  
Case Design

Due to the complex nature of single-case experimental design data, numerous effect measures are available to quantify and evaluate the effectiveness of an intervention. An inappropriate choice of the effect measure can result in a misrepresentation of the intervention effectiveness and this can have far-reaching implications for theory, practice and policymaking. As guidelines for reporting appropriate justification for selecting an effect measure are missing, the first aim is to identify the relevant dimensions for effect measure selection and justification prior to data gathering. The second aim is to use these dimensions to construct a user-friendly flowchart or decision tree guiding applied researchers in this process. The use of the flowchart is illustrated in the context of a preregistered protocol. This study is the first study that attempts to propose reporting guidelines to justify the effect measure choice, before collecting the data, to avoid selective reporting of the largest quantifications of an effect. A proper justification, less prone to confirmation bias, and transparent and explicit reporting can enhance the credibility of the single-case design study findings.

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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