Aggregating the idiographic data of single-subject research

Abstract The aim of this study was to clarify whether fingerspelling provides a sophisticated mechanism that promotes the development of detailed orthographic knowledge for deaf individuals even in the absence of paralleling phonological knowledge. An intervention program comprised of various procedures chaining between fingerspelled sequences; their written correlates and meaning were administered in a multiple probe single-subject research design across semantic categories to four children with severe to profound prelingual hearing loss (age 4.2–6 years). Results demonstrate the occurrence of rapid orthographic learning during intervention and reliable retention of it in maintenance checks, despite the participants’ insufficiently developed phonological skills. Observations of the participants’ behavior further suggest fingerspelling to function as an effective mediator in the initial development of robust detailed orthographic lexicon. Analyzes also indicate that “learning through action” and “relevance to the task” provide two key factors in relation to the promotion of orthographic learning, with their absence creating an obvious vacuum in this regard. Insights from the study are discussed with reference to their implication for the development of learning materials and learning environments for prelingually deaf and other novice learners.

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Pilot Study of the Physiological Subscale of the Revised Children's Manifest Anxiety Scale

Psychological Reports ◽

10.1177/0033294187060003-261.1 ◽

1987 ◽

Vol 60 (3_part_2) ◽

pp. 1299-1304

Author(s):

Steven W. Lee ◽

Wayne C. Piersel

Keyword(s):

Pilot Study ◽

Skin Temperature ◽

Research Design ◽

Anxiety Scale ◽

Single Subject ◽

Single Subject Research ◽

Manifest Anxiety

The physiological subscale of the Revised Children's Manifest Anxiety Scale was examined using a matched single-subject research design. As predicted, a high scorer on the physiological subscale had a significantly higher resting EMG and did not significantly recover as did the low scorer on the physiological subscale on EMG. Contradictory findings were observed on skin temperature measures. Findings are discussed relative to the scope and shortcomings of the investigation, and directions for research are suggested.

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Emerging Evidence from Single-Subject Research in the Field of Deaf-Blindness

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x0710101103 ◽

2007 ◽

Vol 101 (11) ◽

pp. 690-700 ◽

Cited By ~ 14

Author(s):

Amy T. Parker ◽

Roseanna Davidson ◽

Devender R. Banda

Keyword(s):

Single Subject ◽

Single Subject Research

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Single-Subject Research in Gifted Education

Gifted Child Quarterly ◽

10.1177/0016986211398331 ◽

2011 ◽

Vol 55 (2) ◽

pp. 158-162 ◽

Cited By ~ 7

Author(s):

Brandi Simonsen ◽

Catherine A. Little

Keyword(s):

Gifted Education ◽

Single Subject ◽

Single Subject Research

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Mom, you're only remembering the bad behavior! the utility of distributed lag models in single-subject research

Journal of Psychopathology and Behavioral Assessment ◽

10.1007/bf00959830 ◽

1986 ◽

Vol 8 (3) ◽

pp. 169-183 ◽

Cited By ~ 2

Author(s):

William M. Furey ◽

Rex Forehand ◽

John Baskin ◽

Michael Tauber

Keyword(s):

Single Subject ◽

Single Subject Research ◽

Distributed Lag ◽

Distributed Lag Models

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Object-Related Play Skills of Youths with Mental Retardation

Remedial and Special Education ◽

10.1177/074193259401500306 ◽

1994 ◽

Vol 15 (3) ◽

pp. 177-188 ◽

Cited By ~ 12

Author(s):

D. Michael Malone ◽

John Langone

Keyword(s):

Mental Retardation ◽

Literature Search ◽

Single Subject ◽

Positive Outcomes ◽

Play Skills ◽

Inclusion Criteria ◽

Single Subject Research ◽

Toy Play ◽

Play Behaviors ◽

Assertive Training

Areview of single-subject research designed to enhance the object-related play of youths with mental retardation is presented. Eleven studies, obtained from a literature search of appropriate journals, references of relevant articles, and computer databases, met inclusion criteria. Studies were organized by intervention type: (a) response to the introduction of toys, (b) programmed reinforcement of toy play, and (c) direct or assertive training procedures. Positive outcomes in the form of improved play behaviors were consistently reported across intervention type. The apparent responsiveness of participants' play skills to intervention indicates a need for further research in appropriate interventions.

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