scholarly journals Effect Size for Single-Subject Design in Phonological Treatment

2015 ◽  
Vol 58 (5) ◽  
pp. 1464-1481 ◽  
Author(s):  
Judith A. Gierut ◽  
Michele L. Morrisette ◽  
Stephanie L. Dickinson
Keyword(s):  
Effect Size ◽  
Experimental Treatment ◽  
Single Subject ◽  
Single Subject Design ◽  
Phonological Disorders ◽  
Single Subject Research ◽  
Potential Child ◽  
Subject Design ◽  
Standard Mean Difference ◽  
Phonological Treatment

PurposeThe purpose of this study was to document, validate, and corroborate effect size (ES) for single-subject design in treatment of children with functional phonological disorders; to evaluate potential child-specific contributing variables relative to ES; and to establish benchmarks for interpretation of ES for the population.MethodData were extracted from the Developmental Phonologies Archive for 135 preschool children with phonological disorders who previously participated in single-subject experimental treatment studies. Standard mean differenceall with correction for continuitywas computed to gauge the magnitude of generalization gain that accrued longitudinally from treatment for each child with the data aggregated for purposes of statistical analyses.ResultsES ranged from 0.09 to 27.83 for the study population. ES was positively correlated with conventional measures of phonological learning and visual inspection of learning data on the basis of procedures standard to single-subject design. ES was linked to children's performance on diagnostic assessments of phonology but not other demographic characteristics or related linguistic skills and nonlinguistic skills. Benchmarks for interpretation of ES were estimated as 1.4, 3.6, and 10.1 for small, medium, and large learning effects, respectively.ConclusionFindings have utility for single-subject research and translation of research to evidence-based practice for children with phonological disorders.

The Relationship Between Stimulability and Phonological Acquisition in Children With Normally Developing and Disordered Phonologies

1999 ◽  
Vol 8 (4) ◽  
pp. 347-363 ◽  
Author(s):  
Adele W. Miccio ◽  
Mary Elbert ◽  
Karen Forrest
Keyword(s):  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Phonological Acquisition ◽  
Phonological Disorders ◽  
Learning Patterns ◽  
Subject Design ◽  
Relationship Of ◽  
The Relationship ◽  
Treatment Aspect

The relationship between stimulability and phonological acquisition was investigated in eight children, four with phonological disorders who were aged 3;10 (years;months) to 5;7 and four with normally developing phonologies who were aged 3;6 to 4;1. Children with disordered phonologies received treatment on one nonstimulable fricative. A multiple baseline, across subjects, single-subject design was used for experimental control of the treatment aspect of this study. Children with normally developing phonologies were examined at the beginning of the study and upon termination of treatment for the children with disorders. These data were obtained to determine the relationship of stimulability to normal acquisition. In both cases stimulable sounds underwent the most change and stimulability was related to the learning patterns observed. This study supports the hypothesis that nonstimulable sounds are least likely to change without treatment. The results also suggest that stimulability for production of a sound may signal that it is being acquired naturally.

SSDOnt: An Ontology for Representing Single-Subject Design Studies

2018 ◽  
Vol 57 (01/02) ◽  
pp. 55-61
Author(s):  
Jesus Bermúdez ◽  
Arantza Illarramendi ◽  
Idoia Berges
Keyword(s):  
Description Logic ◽  
Formal Model ◽  
Reference Model ◽  
Single Subject ◽  
Single Subject Design ◽  
Design Studies ◽  
Single Subject Research ◽  
Ontology Language ◽  
Subject Design ◽  
Research Studies

Summary Background: Single-Subject Design is used in several areas such as education and biomedicine. However, no suited formal vocabulary exists for annotating the detailed configuration and the results of this type of research studies with the appropriate granularity for looking for information about them. Therefore, the search for those study designs relies heavily on a syntactical search on the abstract, keywords or full text of the publications about the study, which entails some limitations. Objective: To present SSDOnt, a specific purpose ontology for describing and annotating single-subject design studies, so that complex questions can be asked about them afterwards. Methods: The ontology was developed following the NeOn methodology. Once the requirements of the ontology were defined, a formal model was described in a Description Logic and later implemented in the ontology language OWL 2 DL. Results: We show how the ontology provides a reference model with a suitable terminology for the annotation and searching of single-subject design studies and their main components, such as the phases, the intervention types, the outcomes and the results. Some mappings with terms of related ontologies have been established. We show as proof-of-concept that classes in the ontology can be easily extended to annotate more precise information about specific interventions and outcomes such as those related to autism. Moreover, we provide examples of some types of queries that can be posed to the ontology. Conclusions: SSDOnt has achieved the purpose of covering the descriptions of the domain of single-subject research studies.

The Effects of Physical Exercise on Stereotypic Behaviors in Autism: Small-n Meta-Analyses

2019 ◽  
Vol 35 (1) ◽  
pp. 26-35 ◽  
Author(s):  
Christopher W. Tarr ◽  
Ashlea Rineer-Hershey ◽  
Karen Larwin
Keyword(s):  
Physical Exercise ◽  
Effect Size ◽  
Effect Sizes ◽  
Single Subject ◽  
Single Subject Design ◽  
Current Investigation ◽  
Design Studies ◽  
Aggregate Score ◽  
Subject Design ◽  
Meta Analyses

Physical exercise has shown the potential to reduce stereotypic behaviors. The current investigation conducted three meta-analyses on the effects of physical exercise on stereotypic behaviors in individuals with autism. Study 1 produced four aggregate score studies ( n = 54) that included nine effect sizes ranging from d = –.85 to .31. Study 1 yielded an overall effect size of d = –.463. Study 2 produced six single subject design studies ( n = 13) that included 48 effect sizes ranging from d = −1 to .5156. Study 2 yielded an overall effect size of d = –.456. Study 3 combined all 10 studies ( n = 67) that included effect sizes ranging from d = −1 to .5156. The n = 10 articles combined produced an overall effect size of d = –.456. The effect sizes demonstrate that physical exercise does have the potential to decrease stereotypic behaviors in individuals with autism.

scholarly journals Terapi Brief Mindfulness-Based Body Scan untuk Menurunkan Stres Atlet Bola Basket Wanita Profesional

2018 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Dian Kartika Amelia Arbi ◽  
Tri Kurniati Ambarini
Keyword(s):  
Perceived Stress ◽  
Effect Size ◽  
Single Subject ◽  
Single Subject Design ◽  
Body Scan ◽  
Subject Design ◽  
Overlapping Data

Tujuan dari intervensi ini adalah untuk menguji efektivitas terapi mindfulness-based body scan untuk mengurangi stres pada atlet bola basket wanita profesional. Intervensi ini menggunakan desain single subject design. Setiap partisipan intervensi berlatih 5 menit mindfulness breathing, 15 menit body scan, dan STOP sebagai teknik untuk menghadapi situasi stres. Pada setiap sesi terapi, partisipan akan diberikan skala perceived stress (PSS-10) untuk mengukur perubahan tingkat stres pada setiap sesinya. Hasil dari analisis visual dalam intervensi ini menunjukkan bahwa terdapat penurunan stres pada partisipan setelah terapi mindfulness-based body scan. Penulis menganalisis data dengan teknik percentage of non-overlapping data (PND) untuk mengukur effect size dan hasil analisis menunjukkan efek terapi yang relatif besar untuk menurunkan stres partisipan.

Moving to Educational Validity: A Reply to Test, Spooner, and Cooke

1987 ◽  
Vol 12 (2) ◽  
pp. 103-106 ◽  
Author(s):  
Ian M. Evans ◽  
Luanna H. Meyer
Keyword(s):  
Educational Outcomes ◽  
Internal Validity ◽  
Severe Disabilities ◽  
Single Subject ◽  
Single Subject Design ◽  
Single Subject Research ◽  
Subject Design ◽  
Research Designs ◽  
Research Findings ◽  
Students With Severe Disabilities

Our article on educational validity summarized the major questions to be addressed for the evaluation of educational outcomes in programs for students with severe disabilities (Voeltz & Evans, 1983). In particular, we argued that the predominant emphasis upon single-subject research designs and the demonstration of the internal validity of intervention experiments were not sufficient for educational validity—a concept that requires systematic attention to larger issues of meaning-fulness in relationship to criterion environments. In this paper we respond to the arguments of Test, Spooner, and Cooke (1987) that single-subject design methodologies are capable of expansion to address educational validity. Based upon both theory and empirical data, we maintain that the serious limitations of the existing traditional methodologies continue to be problematic, so that we encourage movement toward a more comprehensive evaluative framework. Such a framework is critical to ensure that services and practices for persons with severe disabilities will be guided by research findings as well as social values.

The Use of Single-Subject Design in Rehabilitation Counseling Research

2019 ◽  
Vol 33 (3) ◽  
pp. 168-179
Author(s):  
Michael Gerald ◽  
Noel Estrada-Hernández ◽  
John Wadsworth
Keyword(s):  
Rehabilitation Counseling ◽  
Single Subject ◽  
Single Subject Design ◽  
Evidence Based Practices ◽  
Rehabilitation Professionals ◽  
Single Subject Research ◽  
Subject Design ◽  
Data Collection And Analysis ◽  
Study Designs ◽  
Single Subject Designs

BackgroundThe utility of single-subject designs as a practical methodology for rehabilitation professionals working in the field and one that allows researchers the flexibility to identify or change treatments in the event their participant or client is not responding has been established for nearly a century (Dixon, 2002). However, a content analysis of the presence of single-subject research in rehabilitation research has been absent from the rehabilitation literature.PurposeThe purpose of this article is to describe the usability of single study designs as a research tool that contributes to the identification of Evidence-Based Practices (EBPs) in rehabilitation counseling.MethodsThrough manual and electronic searches of the literature, the authors identified journals and subsequently articles that clearly stated the use of single-subject design as their method of data collection and analysis.ResultsBetween 2001 to 2016, there have been a total of eight articles published that have either utilized single-subject experimental designs or provided an overview of the methods.ConclusionsA critical review of the rehabilitation literature indicated that single-subject methodologies have been recognized as contributing to the identification of EBPs, yet studies utilizing a single-subject methodology continue to be rare. The paucity of single-subject design may be the result of a lack of training opportunities, lack of models in the rehabilitation literature, and assumptions that single-subject design utility is limited to behavioral research.

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