Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

Instructing Facilitators to Support the Communication of People Who Use Augmentative Communication Systems

1992 ◽  
Vol 35 (4) ◽  
pp. 865-875 ◽  
Author(s):  
Janice Light ◽  
John Dattilo ◽  
Jane English ◽  
Lisa Gutierrez ◽  
Jane Hartz
Keyword(s):  
Natural Environment ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Significant Others ◽  
Multiple Baseline ◽  
Single Subject ◽  
Multiple Baseline Design ◽  
Alternative Communication ◽  
Baseline Design ◽  
Turn Taking

A single-subject multiple-baseline design, replicated across three dyads, was used to examine the efficacy of instructing facilitators (i.e., significant others) to promote communication with people who use augmentative and alternative communication (AAC) systems. Facilitators were instructed in four 1-hour sessions to decrease their conversational control and provide more opportunities for the participants using AAC systems to communicate. Following instruction, facilitators decreased their rates of turn-taking and initiations and increased the proportion of turns that were responsive. Participants using AAC systems increased the frequency of their initiations. Following intervention, turn-taking and initiation patterns in the dyads were more reciprocal. Generalization occurred to the natural environment. Results suggest that facilitator instruction is an effective and efficient means of promoting greater participation in daily interactions by people who use AAC systems.

Covert Speech Behavior during Video-Viewing Tasks with and without An Overt Speech Soundtrack

1995 ◽  
Vol 81 (3_suppl) ◽  
pp. 1267-1271 ◽  
Author(s):  
Jerry R. Livesay
Keyword(s):  
Pilot Study ◽  
Multiple Baseline ◽  
Single Subject ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Speech Activity ◽  
Test Conditions ◽  
Video Viewing ◽  
Significant Difference ◽  
Overt Speech

This pilot study tested the prediction that covert speech activity measured by lip EMG(μv) is significantly greater during the presentation of prerecorded speech than in a ‘speechless’ video-viewing test condition and conditions of rest. A single-subject multiple-baseline design was used and nondominant forearm EMG(μv) activity was also measured for comparison purposes. Analysis showed a significant increase in lip EMG(μv) activity in 1 out of 2 rest-to-test conditions involving the presentation of prerecorded overt speech. There was no significant difference in the subjects' mean lip EMG(μv) values across 3 test conditions, however.

scholarly journals Rehabilitation in Bilingual Aphasia: Evidence for Within- and Between-Language Generalization

2013 ◽  
Vol 22 (2) ◽  
Author(s):  
Swathi Kiran ◽  
Chaleece Sandberg ◽  
Teresa Gray ◽  
Elsa Ascenso ◽  
Ellen Kester
Keyword(s):  
Effect Size ◽  
Multiple Baseline ◽  
Single Subject ◽  
Multiple Baseline Design ◽  
Unrelated Control ◽  
Baseline Design ◽  
English Bilingual ◽  
Language Patterns ◽  
Bilingual Aphasia

Purpose The goal of this study was to examine if there was a principled way to understand the nature of rehabilitation in bilingual aphasia such that patterns of acquisition and generalization are predictable and logical. Method Seventeen Spanish–English bilingual individuals with aphasia participated in the experiment. For each participant, three sets of stimuli were developed for each language: (a) English Set 1, (b) English Set 2 (semantically related to each item in English Set 1), (c) English Set 3 (unrelated control items), (d) Spanish Set 1 (translations of English Set 1), (e) Spanish Set 2 (translations of English Set 2; semantically related to each item in Spanish Set 1), and (f) Spanish Set 3 (translations of English Set 3; unrelated control items). A single-subject experimental multiple baseline design across participants was implemented. Treatment was conducted in 1 language, but generalization to within- and between-language untrained items was examined. Results Treatment for naming on Set 1 items resulted in significant improvement (i.e., effect size >4.0) on the trained items in 14/17 participants. Of the 14 participants who showed improvement, within-language generalization to semantically related items was observed in 10 participants. Between-language generalization to the translations of trained items was observed in 5 participants, and between-language generalization to the translations of the untrained semantically related items was observed in 6 participants. Conclusion The results of this study demonstrated within- and between-language patterns that were variable across participants. These differences are indicative of the interplay between facilitation (generalization) and inhibition.

Examining the effectiveness of an imagery intervention in enhancing athletes’ eudaimonic well-being

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Despina Kouali ◽  
Craig Hall ◽  
Sarah Deck
Keyword(s):  
Positive Impact ◽  
Well Being ◽  
Statistical Analyses ◽  
Soccer Players ◽  
Multiple Baseline ◽  
Single Subject ◽  
Multiple Baseline Design ◽  
Post Intervention ◽  
Baseline Design ◽  
Intervention Phase

AbstractObjectivesThe purpose of the present study was to examine the effectiveness of an imagery intervention on eudaimonic well-being (EWB) of soccer players using a single-subject multiple baseline design.MethodsFive female varsity level soccer players (Mage=19.80, SD=1.64) participated in the study. Each athlete engaged in eight individual imagery sessions (i.e., intervention phase) aimed at increasing EWB.ResultsVisual and statistical analyses demonstrated a small increase on EWB for two participants. However, post-intervention interviews revealed that all the players believed the intervention was beneficial and had a positive impact on their EWB.ConclusionsThe utility of employing imagery interventions for enhancing athletes’ EWB in various contexts within and outside sport was highlighted.

Multiple baseline design

TVZ ◽  
2021 ◽  
Vol 131 (1) ◽  
pp. 52-53
Author(s):  
Katrien Cuyvers
Keyword(s):  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design

Facilitating Prelinguistic Communication Skills in Young Children With Developmental Delay

1993 ◽  
Vol 36 (1) ◽  
pp. 83-97 ◽  
Author(s):  
Steven F. Warren ◽  
Paul J. Yoder ◽  
Gail E. Gazdag ◽  
Kyoungran Kim ◽  
Hazel A. Jones
Keyword(s):  
Communication Skills ◽  
Multiple Baseline ◽  
Single Subject ◽  
Classroom Teachers ◽  
Baseline Design ◽  
Intervention Approach ◽  
Vocal Imitation ◽  
Milieu Teaching ◽  
Prelinguistic Communication ◽  
Stimulus Materials

Very little research has focused on the development and evaluation of intervention strategies designed to facilitate the acquisition of prelinguistic communication skills. We conducted two experiments to determine the effects of a milieu teaching approach on the acquisition and generalization of specific prelinguistic communication skills. In the first experiment, we utilized this intervention approach within a multiple baseline design to teach prelinguistic requesting, commenting, and vocal imitation to a single subject with Down syndrome and language delay. The results indicated that the intervention approach was effective at facilitating the child’s use of these skills within the treatment setting. Therefore, in the second experiment we conducted a more comprehensive analysis of this approach with 4 subjects with mental retardation. Three of these subjects were taught to request, and 1 subject was taught both to request and to comment. The effects were experimentally evaluated with multiple baseline across subjects design. The results indicated that the intervention was effective in eliciting the intervention targets within the training setting for all 4 subjects. All 4 subjects showed evidence of generalization across stimulus materials, setting, teachers, and interaction style. There was also evidence of reciprocal effects on how classroom teachers in the generalization setting interacted with the subjects as a result of changes in the child’s communication behavior.

The Multiple Baseline Design for Evaluating Population-Based Research

2007 ◽  
Vol 33 (2) ◽  
pp. 162-168 ◽  
Author(s):  
Nathan G. Hawkins ◽  
Robert W. Sanson-Fisher ◽  
Anthony Shakeshaft ◽  
Catherine D’Este ◽  
Lawrence W. Green
Keyword(s):  
Population Based ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design
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