The Effects of Centering on the Free-Throw Shooting Performance of Young Athletes

2009 ◽  
Vol 23 (1) ◽  
pp. 118-136 ◽  
Author(s):  
Karen Haddad ◽  
Patsy Tremayne
Keyword(s):  
Age Groups ◽  
Multiple Baseline ◽  
Single Subject ◽  
Psychological Skills ◽  
Young Athletes ◽  
Basketball Players ◽  
Convenience Sample ◽  
Baseline Design ◽  
Free Throw ◽  
Sydney Australia

The present study investigated the effectiveness of a centering breath on the free throw shooting percentage of young athletes age 10–11 years. A convenience sample was used involving young representative basketball players (juniors who were trialed, selected, and identified as the most talented basketball players in their age group). They consisted of 2 females and 3 males (M = 10 years and 7 months, SD = 6months), from a basketball stadium located in Sydney, Australia. The participants trained at least twice a week and played representative games against other metropolitan associations on the weekends. A single subject multiple-baseline design was used, and through the use of visual inspection the centering breath was shown to be a useful tool for improving all participants’ performance to varying degrees. The findings indicate that it may be advantageous to explore the effectiveness of centering or other psychological skills in a variety of sport skills (closed versus open), and for children of different age groups.

Effects of a Cognitive Intervention Package on the Free-Throw Performance of Varsity Basketball Players during Practice and Competition

1992 ◽  
Vol 75 (3_suppl) ◽  
pp. 1243-1253 ◽  
Author(s):  
Dwight W. Kearns ◽  
Jane Crossman
Keyword(s):  
Cognitive Intervention ◽  
Multiple Baseline ◽  
Control Group ◽  
Single Subject ◽  
Intervention Package ◽  
Basketball Players ◽  
Baseline Design ◽  
Free Throw ◽  
Game Condition ◽  
Larger Sample

To examine the effects of a cognitive intervention package on the free-throw shooting performance of basketball players, with 3 Canadian male university caliber basketball players ages 20, 22, and 24 years, during practice and in competition single-subject multiple-baseline design was implemented. Each subject was introduced to the imagery-rehearsal intervention at different times during the 14-week competitive basketball season. Free-throw data were collected during 50 practice sessions and 32 games. Data from both practice and competitive situations were examined using a comparison of graphed means. In the practice condition an increase in free-throw performance for all three subjects occurred during the posttreatment intervention. In the game condition, Subjects A and B showed posttreatment improvement. The cognitive intervention package consisting of visualization and relaxation can be an effective strategy for improving free-throw performance of some basketball players. Further research should involve control-group examination using a larger sample across a variety of tasks.

The Effects of Goal-Setting and Imagery Training Programs on the Free-Throw Performance of Female Collegiate Basketball Players

1996 ◽  
Vol 10 (4) ◽  
pp. 382-397 ◽  
Author(s):  
Bart S. Lerner ◽  
Andrew C. Ostrow ◽  
Michael T. Yura ◽  
Edward F. Etzel
Keyword(s):  
Goal Setting ◽  
Multiple Baseline ◽  
Single Subject ◽  
Personal Goals ◽  
Basketball Players ◽  
Baseline Phase ◽  
Free Throw ◽  
Imagery Training ◽  
Intervention Goal ◽  
Collegiate Basketball

The purposes of this study were to investigate the effects of goal-setting and imagery programs, as well as a combined goal-setting and imagery training program, on the free-throw performance among female collegiate basketball players over the course of an entire season. A multiple-baseline, single-subject A-B-A design was employed in which participants were randomly assigned to one of three interventions: (a) goal-setting (n = 4), (b) imagery (n = 4), or (c) goal-setting and imagery (n = 4). Free-throw data were collected during practice sessions. Data were examined by way of changes in mean, level, trend, latency, and variability between baseline and intervention, and then between intervention and a second baseline phase. Three participants in the goal-setting program, and one participant in the goal-setting and imagery program, increased their mean free-throw performance from baseline to intervention. However, three participants in the imagery program decreased their mean free-throw performance from baseline to intervention. Goal discrepancy scores also were investigated. A positive correlation was found between participants’ free-throw performance and personal goals.

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.

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.

Expansion Points Intervention in Young Children with Speech Sound Disorders: A Multiple Baseline Design

2021 ◽  
Vol 42 (05) ◽  
pp. 419-430
Author(s):  
Klaire M. Brumbaugh ◽  
Ashley Gibson
Keyword(s):  
Outcome Measures ◽  
Speech Sound ◽  
Multiple Baseline ◽  
Single Subject ◽  
Conversational Speech ◽  
Speech Sound Disorders ◽  
Post Intervention ◽  
Baseline Design ◽  
Intervention Efficacy ◽  
Study Intervention

AbstractThe purpose of this investigation was to evaluate the efficacy of expansion points (EXP) intervention with a modified criterion for preschool children with speech sound disorders (SSD). Three preschool-aged children were enrolled in a single-subject multiple baseline intervention study. Intervention took place over 16 sessions. Pre- and post-intervention data are provided. Three outcome measures (generalization to probe words and gains in percent consonants correct, PCC, in words and in conversation) were evaluated to measure the effectiveness of the EXP intervention. All three of the participants demonstrated gains by the end of the intervention phase when measuring PCC in single words. Two of the three participants demonstrated gains in PCC in conversational speech. Progress on individual phonemes was variable across participants. Utilizing the EXP approach, two of the three children showed gains in all three outcome measures. One child showed variable performance in one outcome measure, improvement in one, and a decrease in one. Findings suggest that EXP should be further explored to evaluate intervention efficacy.

Effects of Daily and Reduced Frequency Implementation of the Good Behavior Game in Kindergarten Classrooms

2019 ◽  
Vol 44 (4) ◽  
pp. 471-495 ◽  
Author(s):  
Kamila Dadakhodjaeva ◽  
Keith C. Radley ◽  
Daniel H. Tingstrom ◽  
Brad A. Dufrene ◽  
Evan H. Dart
Keyword(s):  
Student Behavior ◽  
Age Groups ◽  
Multiple Baseline ◽  
Good Behavior Game ◽  
Frequency Data ◽  
Baseline Design ◽  
Reduced Frequency ◽  
Wide Range ◽  
Effective Group ◽  
Frequency Phase

An effective group contingency, the Good Behavior Game (GBG), has been implemented successfully with a wide range of age groups. However, improvements in student behavior are often not observed when the GBG is abruptly terminated, and research has yet to evaluate the effects of the GBG when the frequency of implementation is reduced. The purpose of the current study was to evaluate the effect of the GBG, implemented daily initially then on a less frequent schedule. The study utilized a multiple baseline design across three kindergarten classrooms to evaluate the effectiveness and maintenance of the GBG at reducing classwide and target student disruptive behavior (DB) and increasing classwide and target student academic engagement. Reduced Frequency data were collected while withholding implementation of the GBG. The results indicate that the GBG was highly effective in improving classwide behavior, which was maintained throughout the final Reduced Frequency phase in which the GBG was reduced in frequency, and moderately effective in improving target student behavior during both phases.

Systematic Individualized Narrative Language Intervention on the Personal Narratives of Children With Autism

2014 ◽  
Vol 45 (1) ◽  
pp. 67-86 ◽  
Author(s):  
Douglas B. Petersen ◽  
Catherine L. Brown ◽  
Teresa A. Ukrainetz ◽  
Christine Wise ◽  
Trina D. Spencer ◽  
...  
Keyword(s):  
Personal Narratives ◽  
Children With Autism ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Single Subject ◽  
Story Grammar ◽  
Baseline Design ◽  
Verbal Scaffolding ◽  
Narrative Language ◽  
Systematic Reduction

Purpose The purpose of this study was to investigate the effect of an individualized, systematic language intervention on the personal narratives of children with autism. Method A single-subject, multiple-baseline design across participants and behaviors was used to examine the effect of the intervention on language features of personal narratives. Three 6- to 8-year-old boys with autism participated in 12 individual intervention sessions that targeted 2–3 story grammar elements (e.g., problem, plan) and 3–4 linguistic complexity elements (e.g., causal subordination, adverbs) selected from each participant's baseline performance. Intervention involved repeated retellings of customized model narratives and the generation of personal narratives with a systematic reduction of visual and verbal scaffolding. Independent personal narratives generated at the end of each baseline, intervention, and maintenance session were analyzed for presence and sophistication of targeted features. Results Graphical and statistical results showed immediate improvement in targeted language features as a function of intervention. There was mixed evidence of maintenance 2 and 7 weeks after intervention. Conclusion Children with autism can benefit from an individualized, systematic intervention targeting specific narrative language features. Greater intensity of intervention may be needed to gain enduring effects for some language features.

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.

The Effects of an Imagery Rehearsal, Relaxation, and Self-Talk Package on Basketball Game Performance

1990 ◽  
Vol 12 (2) ◽  
pp. 157-166 ◽  
Author(s):  
Gail Kendall ◽  
Dennis Hrycaiko ◽  
Garry L. Martin ◽  
Tom Kendall
Keyword(s):  
Social Validity ◽  
Multiple Baseline ◽  
Single Subject ◽  
Intervention Package ◽  
Basketball Players ◽  
Basketball Game ◽  
Self Talk ◽  
Validity Measures ◽  
Game Performance ◽  
Imagery Rehearsal

This study investigated the effects of an imagery rehearsal, relaxation, and self-talk package on the performance of a specific defensive basketball skill during competition. Subjects were four female intercollegiate basketball players. A single-subject multiple-baseline-across-individuals design was employed to evaluate the intervention package. The intervention was clearly effective in enhancing a basketball skill during games, and social validity measures were very positive. The need for further research in this area is discussed.

scholarly journals Targeting Complex Orthography in the Treatment of a Bilingual Aphasia with Acquired Dysgraphia: The Case of a Malay/English Speaker with Conduction Aphasia

2020 ◽  
Vol 10 (7) ◽  
pp. 109
Author(s):  
Mohd Azmarul A Aziz ◽  
Rogayah A Razak ◽  
Maria Garraffa
Keyword(s):  
Spoken Language ◽  
Multiple Baseline ◽  
Single Subject ◽  
Single Word ◽  
Systematic Treatment ◽  
Baseline Design ◽  
Incremental Improvement ◽  
Conduction Aphasia ◽  
Bilingual Aphasia ◽  
Word Writing

Background: Disruption of spoken language in people with aphasia tends to interfere with the ability to write, which is referred to as dysgraphia. This study examined the effectiveness of the anagram and copy treatment (ACT), administered in English on a bilingual Malay/English patient with conduction aphasia (GM). ACT is the arrangement of component letters presented in scrambled order (i.e., an anagram) so that the patient could use the letters to form target words, followed by repeated copying of the word. Methods: A single-subject multiple-baseline design was used with sets of English words (both nouns and verbs) sequentially targeted for treatment. Prior to the treatment, a series of single word writing and reading baselines were conducted in two languages: English and Malay. The ACT treatment was done in English, the language reported as more dominant for reading by the patient. Probes assessing generalizations to untrained pictures were presented at 8th, 13th, and 18th sessions. Results: GM showed steady and incremental improvement in the writing of trained nouns and verbs, with generalizations to untrained English nouns and verbs. Conclusions: Single word writing treatment in a non-transparent language may improve dysgraphia among adults with bilingual aphasia through the administration of a structured and systematic treatment.

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