Implementing Electronic Check-In/Check-Out to Reduce Challenging School Bus Behavior

2021 ◽  
pp. 016264342110044
Author(s):  
Brittany Hott ◽  
Kathleen M. Randolph ◽  
Janet Josephson ◽  
Sarah Heiniger
Keyword(s):  
Visual Analysis ◽  
Hot Spot ◽  
Single Case ◽  
Functional Relation ◽  
Case Manager ◽  
Rural Students ◽  
Future Research ◽  
Wireless Internet ◽  
Target Behaviors ◽  
Overlapping Data

The purpose of this study was to explore the efficacy of an electronic check-in, check-out (eCICO) intervention. The district’s case manager (i.e., guidance counselor) implemented the eCICO intervention remotely via FaceTime on an iPad in collaboration with the bus driver who facilitated student wireless internet access to a mobile hot spot. Results of the single-case multiple baseline across behaviors study suggest a functional relation between eCICO and the target bus behaviors of two rural students with emotional and behavioral disabilities. Further, low rates of target behaviors were maintained after eCICO was withdrawn. Implications for implementing eCICO interventions, limitations, and future research directions are discussed. Results of the study are reported using visual analysis, Tau-U, and percentage of non-overlapping data points.

Effects of Video Modeling for Young Adults With Autism in Community Employment Settings

2020 ◽  
Vol 43 (4) ◽  
pp. 209-225
Author(s):  
Leslie Ann Bross ◽  
Jason C. Travers ◽  
Howard P. Wills ◽  
Jonathan M. Huffman ◽  
Emma K. Watson ◽  
...  
Keyword(s):  
Young Adults ◽  
Customer Service ◽  
Video Modeling ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Adults With Autism ◽  
Target Behaviors ◽  
Young Adults With Autism

This single case design study evaluated the effects of a video modeling (VM) intervention on the customer service skills of five young adults with autism spectrum disorder (ASD). Verbalization of greeting, service, and closing phrases contextualized to community employment settings were the target behaviors. A systematic approach to visual analysis indicated the presence of a functional relation for all participants. Coworkers, job coaches, and supervisors successfully applied the VM intervention during the generalization condition. Maintenance probes conducted at 2 and 4 weeks indicated that most customer service skills were maintained. Results indicated VM was also effective in enhancing the quality of interactions with customers. Implications for research and practice related to the competitive employment of young adults with ASD are discussed.

A Systematic Review of Interventions to Promote Varied Social-Communication Behavior in Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 43 (6) ◽  
pp. 790-818 ◽  
Author(s):  
Katie Wolfe ◽  
Sara Pound ◽  
Meka N. McCammon ◽  
Laura C. Chezan ◽  
Erik Drasgow
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Design Standards ◽  
Communication Behaviors

Individuals with autism spectrum disorder (ASD) may engage in repetitive social-communication behaviors that can limit their skill acquisition, access to reinforcement, and access to less restrictive settings. Basic and applied research indicates that variability, or the extent to which responses are topographically different from one another, is influenced by antecedent and consequence interventions. Our purpose in this study is to systematically review the literature on interventions to increase variable social-communication behaviors in individuals with ASD. We identified 32 studies through a database search and screened them using the What Works Clearinghouse (WWC) Single-Case Design Standards. Eighteen studies containing 55 cases met WWC Design Standards. We coded the descriptive characteristics and strength of evidence based on visual analysis from each of these 18 studies and calculated effect sizes using Tau-U. Our results indicate that most cases (65%) provide strong evidence of a functional relation between the interventions and varied social-communication behaviors, and the median Tau-U was .82. We discuss the implications of our results for practice and for future research on interventions designed to increase variability with this population.

Using Modified Schema-Based Instruction with Technology-Based Supports to Teach Data Analysis

2019 ◽  
Vol 44 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Jenny R. Root ◽  
Sarah K. Cox ◽  
Stephanie Gonzalez
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Future Research ◽  
Support Needs ◽  
Problem Solving Skills ◽  
Social Studies Textbooks ◽  
Based Instruction

Data analysis inherently requires problem solving, yet it is the most understudied mathematical skill for individuals with extensive support needs. The current study taught elementary students with extensive support needs (i.e., autism and intellectual disability) to solve math word problems requiring analysis of scaled pictographs through modified schema-based instruction on an iPad. Results of the single-case multiple probe across participants design found a functional relation between the iPad-based math intervention and math problem solving, with a large effect size (Tau-U = .96) confirming visual analysis. In addition, participants were able to generalize problem-solving skills when they were presented with data analysis problems from grade-level social studies textbooks and visual supports were faded. Implications for practice and future research in teaching mathematics to learners with extensive support needs are discussed.

Teaching and Promoting Generalization of Peer Imitation With Preschoolers With Disabilities

2021 ◽  
pp. 105381512110550
Author(s):  
Mollie J. Todt ◽  
Erin E. Barton ◽  
Jennifer R. Ledford ◽  
Gabriela N. Robinson ◽  
Emma B. Skiba
Keyword(s):  
Instructional Strategies ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Multiple Baseline ◽  
Typically Developing ◽  
Intervention Package ◽  
Progressive Time Delay ◽  
Preschoolers With Disabilities ◽  
Reinforcer Assessments

Researchers have identified effective instructional strategies for teaching peer imitation, including embedded classroom-based interventions. However, there is a dearth of strategies that have been effective for teaching generalization of imitation skills to novel contexts. Building on previous research, we examined the use of progressive time delay to increase peer imitation in the context of a play activity for four preschoolers with disabilities. We conducted preference and reinforcer assessments to identify effective reinforcers for each child prior to intervention. We conducted a multiple baseline across participants design meeting contemporary single case standards and used visual analysis to identify a functional relation: the intervention package was associated with an increase in the participants’ peer imitation in training contexts. The intervention also led to levels of peer imitation comparable to those of typically developing peers, as measured by a normative peer sample, and generalization to novel contexts.

Adapting Phonological Awareness Interventions for Children With Down Syndrome Based on the Behavioral Phenotype: A Promising Approach?

2015 ◽  
Vol 53 (4) ◽  
pp. 271-288 ◽  
Author(s):  
Christopher J. Lemons ◽  
Seth A. King ◽  
Kimberly A. Davidson ◽  
Cynthia S. Puranik ◽  
Deborah Fulmer ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Single Case ◽  
Functional Relation ◽  
Behavioral Phenotype ◽  
Future Research ◽  
Single Case Design ◽  
Children With Down Syndrome ◽  
Alphabetic Language ◽  
Case Design

Abstract Many children with Down syndrome demonstrate deficits in phonological awareness, a prerequisite to learning to read in an alphabetic language. The purpose of this study was to determine whether adapting a commercially available phonological awareness program to better align with characteristics associated with the behavioral phenotype of Down syndrome would increase children's learning of phonological awareness, letter sounds, and words. Five children with Down syndrome, ages 6 to 8 years, participated in a multiple baseline across participants single case design experiment in which response to an adapted phonological awareness intervention was compared with response to the nonadapted program. Results indicate a functional relation between the adapted program and phonological awareness. Suggestions for future research and implications for practice are provided.

scholarly journals Scientometric Analysis of Dental Implant Research over the Past 10 Years and Future Research Trends

2021 ◽  
Vol 2021 ◽  
pp. 1-13
Author(s):  
Xin Huang ◽  
Jin Bai ◽  
Xu Liu ◽  
Zhaosong Meng ◽  
Yuli Shang ◽  
...  
Keyword(s):  
Dental Implants ◽  
Dental Implant ◽  
High Frequency ◽  
Visual Analysis ◽  
Hot Spot ◽  
Research Field ◽  
Future Research ◽  
Scientometric Analysis ◽  
Mesh Terms ◽  
Sinus Floor

Background. We conducted a bibliometrics analysis to explore the recent trends in dental implant research which could help researchers have a clear grasp of the relevant research hotspots and prospects. Material and Methods. Altogether, 15,770 articles on dental implants, from January 1, 2010, to October 31, 2019, were selected from the Web of Science Core Collection. We used BICOMB software to extract the high-frequency MeSH terms and construct binary and coword matrices. gCLUTO software was used for biclustering and visual analysis, Ucinet 6 software for social network analysis, SCIMAT software for strategic diagram building, Citespace 5.5 software to form timeline visualization, and VOSviewer software, eventually, for bibliometrics cocitation network. Results. Altogether, 72 high-frequency keywords were extracted from the selected articles and 4 clusters and 7 subcategories were identified through biclustering analysis in the dental implant research field. The use of the strategic diagram also enabled us to find the research hotspot and development trends. Conclusions. The survival rate of dental implants and subsequent restoration have always been the core focus of research. Sinus floor elevation and guided bone regeneration are worthy of constant exploration owing to their reliability. With continuous improvement in technology, immediate loading could become a future research hot spot.

scholarly journals Assessing Consistency in Single-Case A-B-A-B Phase Designs

2019 ◽  
Vol 44 (4) ◽  
pp. 518-551 ◽  
Author(s):  
René Tanious ◽  
Tamal Kumar De ◽  
Bart Michiels ◽  
Wim Van den Noortgate ◽  
Patrick Onghena
Keyword(s):  
Effect Size ◽  
Visual Analysis ◽  
Single Case ◽  
Experimental Designs ◽  
Future Research ◽  
Experimental Phase ◽  
Current Article

Previous research has introduced several effect size measures (ESMs) to quantify data aspects of single-case experimental designs (SCEDs): level, trend, variability, overlap, and immediacy. In the current article, we extend the existing literature by introducing two methods for quantifying consistency in single-case A-B-A-B phase designs. The first method assesses the consistency of data patterns across phases implementing the same condition, called CONsistency of DAta Patterns (CONDAP). The second measure assesses the consistency of the five other data aspects when changing from baseline to experimental phase, called CONsistency of the EFFects (CONEFF). We illustrate the calculation of both measures for four A-B-A-B phase designs from published literature and demonstrate how CONDAP and CONEFF can supplement visual analysis of SCED data. Finally, we discuss directions for future research.

Phonological awareness intervention using a standard treatment protocol for individuals with Down syndrome

2021 ◽  
pp. 026565902110330
Author(s):  
Alison Hessling Prahl ◽  
Ragan Jones ◽  
C Melanie Schuele ◽  
Stephen Camarata
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Small Group ◽  
Group Intervention ◽  
Standard Treatment ◽  
Visual Analysis ◽  
Single Case ◽  
Treatment Protocol ◽  
Functional Relation ◽  
Children With Down Syndrome

This multiple baseline across-participants single case desgin study examined the effect of small group, phonological awareness intervention on the phonological awareness skills of three school-age children with Down syndrome. Each child with Down syndrome was paired with a typical peer to participate in small group intervention, three sessions per week for seven weeks. Lessons from a single unit in the Intensive Phonological Awareness Program were adapted to incorporate repeated exposure to the curriculum and increased opportunities for practice. A functional relation between the intervention and improved phonological awareness skills was not established based on visual analysis of the probe data across the three participants. However, an increasing therapeutic trend following delayed treatment effects as well as an increase in phase means from baseline to intervention was observed for each participant. This investigation provides preliminary guidance for adapting phonological awareness standard treatment protocols for children with Down syndrome by providing repeated opportunities for practice and including peers in small group intervention.

A Systematic Review of Effects of Social Stories Interventions for Individuals With Autism Spectrum Disorder

2015 ◽  
Vol 33 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Cathy H. Qi ◽  
Erin E. Barton ◽  
Margo Collier ◽  
Yi-Ling Lin ◽  
Charisse Montoya
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Visual Analysis ◽  
Causal Relation ◽  
Single Case ◽  
Social Stories ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Design Standards

The purpose of this systematic review was to synthesize 22 single-case research design (SCRD) studies on social stories intervention for individuals with autism spectrum disorder (ASD). We used the What Works Clearinghouse (WWC) SCRD standards to analyze study rigor and evidence of a causal relation. We calculated four nonoverlap indices to evaluate intervention, maintenance, and generalization effects. Results suggested that all studies met the WWC design standards with or without reservations. Seven studies (32%) provided strong or moderate evidence of a causal relation. Nonoverlap indices calculations indicated social stories intervention was effective. Using the WWC 5-3-20 guidelines to determine evidence of social stories, social stories intervention would not be considered an evidence-based practice (EBP) for individuals with ASD based on visual analysis, but would be deemed an EBP based on nonoverlap indices. It is worth noting that WWC used visual analysis, not nonoveralap indices, to determine whether an intervention meets the 5-3-20 replication rule. Findings of the systematic review showed there were discrepancies. Implications for future research and practice are discussed.

Comparing Visual and Statistical Analysis of Multiple Baseline Design Graphs

2018 ◽  
Vol 43 (3) ◽  
pp. 361-388 ◽  
Author(s):  
Katie Wolfe ◽  
Tammiee S. Dickenson ◽  
Bridget Miller ◽  
Kathleen V. McGrath
Keyword(s):  
Statistical Analysis ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Statistical Analyses ◽  
Improvement Rate ◽  
Baseline Design ◽  
Case Research ◽  
Single Case Research ◽  
Strong Agreement

A growing number of statistical analyses are being developed for single-case research. One important factor in evaluating these methods is the extent to which each corresponds to visual analysis. Few studies have compared statistical and visual analysis, and information about more recently developed statistics is scarce. Therefore, our purpose was to evaluate the agreement between visual analysis and four statistical analyses: improvement rate difference (IRD); Tau-U; Hedges, Pustejovsky, Shadish (HPS) effect size; and between-case standardized mean difference (BC-SMD). Results indicate that IRD and BC-SMD had the strongest overall agreement with visual analysis. Although Tau-U had strong agreement with visual analysis on raw values, it had poorer agreement when those values were dichotomized to represent the presence or absence of a functional relation. Overall, visual analysis appeared to be more conservative than statistical analysis, but further research is needed to evaluate the nature of these disagreements.

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