Volitional Change in Children With Autism: A Single-Case Design Study of the Impact of Hippotherapy on Motivation

2009 ◽  
Vol 25 (2) ◽  
pp. 192-200 ◽  
Author(s):  
Renee R. Taylor ◽  
Gary Kielhofner ◽  
Caitlin Smith ◽  
Sherri Butler ◽  
Susan M. Cahill ◽  
...  
Keyword(s):  
Single Case ◽  
Children With Autism ◽  
Single Case Design ◽  
Design Study ◽  
The Impact ◽  
Case Design

Estimating the Impact of Design Standards on the Rigor of a Subset of Single-Case Research

2020 ◽  
pp. 104420732093404 ◽  
Author(s):  
Collin Shepley ◽  
Kathleen N. Zimmerman ◽  
Kevin M. Ayres
Keyword(s):  
Single Case ◽  
Single Case Design ◽  
Design Standards ◽  
Case Research ◽  
What Works ◽  
What Works Clearinghouse ◽  
Single Case Research ◽  
The Impact ◽  
Case Design

The implementation of research-based practices by teachers in public school classrooms is required under federal law as expressed in the Individuals With Disabilities Education Improvement Act of 2004. To aid teachers in identifying such practices, researchers conduct systematic reviews of the educational literature. Although recent attention has been given to changes in the quality of these reviews, there has been minimal discussion about changes in the quality of the studies that comprise them. Specifically, to what extent have educational policies leading to the creation of experimental design standards resulted in a change in the rigor of educational research? Using a subset of the single-case literature commonly published in special education journals, we estimate the impact of What Works Clearinghouse single-case design standards on the trend in the rigor of single-case studies using a comparative interrupted time series framework. Within this subset of single-case studies, our estimation strategy did not detect a change in the trend of the rigor of single-case research following the establishment of What Works Clearinghouse single-case design standards. Implications are discussed for practitioners and researchers. Study data, syntax, and supplemental materials are available for public use at https://osf.io/xp7wv/.

From Strength to Strength: A Single-Case Design Study of PETTLEP Imagery Frequency

2011 ◽  
Vol 25 (3) ◽  
pp. 305-320 ◽  
Author(s):  
Caroline Wakefield ◽  
Dave Smith
Keyword(s):  
Sport Psychology ◽  
Single Case ◽  
Baseline Period ◽  
Single Case Design ◽  
Design Study ◽  
Performance Effect ◽  
Positive Effect ◽  
Case Design

Imagery is one of the most widely-researched topics in sport psychology. Recent research has been focused on how imagery works and how to apply it to have the greatest possible performance effect. However, the amount of imagery needed to produce optimal effects has been under-researched, particularly in relation to the PETTLEP model of imagery (Holmes & Collins, 2001). This study examined the effects of differing frequencies of PETTLEP imagery on bicep curl performance, using a single-case design. Following a baseline period, participants completed PETTLEP imagery 1×/week, 2×/week, or 3×/week in a counterbalanced pattern. Results indicated that PETTLEP imagery had a positive effect on performance. In addition, as the frequency of imagery increased, a larger performance effect was apparent. These results support the notion that PETTLEP imagery can lead to strength gains if performed at least 1× per week, but that completing imagery more frequently may be more effective.

Understanding individual differences in response to Self-Practice and Self-Reflection (SP/SR) during CBT training

2014 ◽  
Vol 7 ◽  
Author(s):  
Anna Chaddock ◽  
Richard Thwaites ◽  
James Bennett-Levy ◽  
Mark H. Freeston
Keyword(s):  
Professional Training ◽  
Single Case ◽  
Single Case Design ◽  
Experiential Training ◽  
Self Reflection ◽  
Training Strategy ◽  
Cognitive Behaviour ◽  
Considerable Individual Variation ◽  
The Impact ◽  
Case Design

AbstractSelf-Practice/Self-Reflection (SP/SR) has been developed as a self-experiential training strategy to enhance CBT therapists’ skills. SP/SR gives therapists an experience of CBT through practising CBT techniques on themselves, and reflecting on the experience and its implications for clinical practice. Many practitioners report significant professional and personal gains from SP/SR; however, there is considerable individual variation. This study examined individual experiences of SP/SR in order to develop a better understanding of idiosyncratic variations in participants’ approaches to SP/SR, and to inform the design and implementation of future SP/SR programmes. A single-case design was employed to examine the experiences of four trainee cognitive-behaviour therapists who were undertaking SP/SR as part of their professional training in CBT. Quantitative data from self-ratings of skill, and qualitative data from participants’ reflections and attributions following completion of SP/SR were examined. Both the participants, and two additional reviewers were consulted in the interpretation of the results. The impact of SP/SR appeared specific to each participant, reflecting different ways that participants engaged with SP/SR materials. The study suggests that for optimal development, engagement of the personal self and therapist self may be required.

Restoration of balance in stroke patients: a single case design study

1989 ◽  
Vol 3 (2) ◽  
pp. 139-147 ◽  
Author(s):  
W. de Weerdt ◽  
SM Crossley ◽  
NB Lincoln ◽  
MA Harrison
Keyword(s):  
Single Case ◽  
Single Case Design ◽  
Stroke Patients ◽  
Design Study ◽  
Case Design

Evaluating Tau-U With Oral Reading Fluency Data and the Impact of Measurement Error

2018 ◽  
Vol 43 (3) ◽  
pp. 413-438 ◽  
Author(s):  
David A. Klingbeil ◽  
Ethan R. Van Norman ◽  
Katherine E. McLendon ◽  
Sarah G. Ross ◽  
John C. Begeny
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Single Case ◽  
Effect Sizes ◽  
Multiple Baseline ◽  
Large Set ◽  
Single Case Design ◽  
Evidence Based Practices ◽  
The Impact ◽  
Case Design

Recently, researchers have argued that using quantitative effect sizes in single-case design (SCD) research may facilitate the identification evidence-based practices. Indices to quantify nonoverlap are among the most common methods for quantifying treatment effects in SCD research. Tau-U represents a family of effect size indices that were developed to address criticisms of previously developed measures of nonoverlap. However, more research is necessary to determine the extent to which Tau-U successfully addresses proposed limitations of other nonoverlap methods. This study evaluated Tau-U effect sizes, derived from multiple-baseline designs, where researchers used curriculum-based measures of reading (CBM-R) to measure reading fluency. Specifically, we evaluated the distribution of the summary Tau-U statistic when applied to a large set of CBM-R data and assessed how the variability inherent in CBM-R data may influence the obtained Tau-U values. Findings suggest that the summary Tau-U statistic may be susceptible to ceiling effects. Moreover, the results provide initial evidence that error inherent in CBM-R scores may have a small but meaningful influence on the obtained effect sizes. Implications and recommendations for research and practice are discussed.

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