Beyond ASD: Evidence for the Effectiveness of Social Narratives

2017 ◽  
Vol 39 (3) ◽  
pp. 199-217 ◽  
Author(s):  
Kathleen N. Zimmerman ◽  
Jennifer R. Ledford
Keyword(s):  
Challenging Behavior ◽  
Single Case ◽  
Implementation Fidelity ◽  
Autism Spectrum ◽  
Single Case Design ◽  
High Quality Research ◽  
Social Narratives ◽  
New Synthesis ◽  
Social Narrative ◽  
Case Design

Social narratives (e.g., Social Stories™) are common antecedent-based interventions promoted for the purposes of improving prosocial behaviors and reducing challenging behavior for children with and without disabilities. Although they are commonly prescribed and used, their effectiveness has almost exclusively been assessed for children with autism spectrum disorder (ASD). The purpose of this review was to synthesize the literature on social narrative interventions for children without ASD using a new synthesis framework: the Single Case Analysis and Review Framework (SCARF). Specifically, the review assessed the quality, rigor, and outcomes of single case design studies measuring the effectiveness of social narratives for decreasing challenging behavior or increasing prosocial behavior in children without ASD. Conclusions suggest cautious use of social narratives in isolation for children without ASD due to variable outcomes and absence of a sufficient number of rigorous studies. Future high-quality research is needed to address questions surrounding effective instructional components, participant characteristics, and implementation fidelity.

Video Self-Modeling to Treat Aggression in Students Significantly Impacted by Autism Spectrum Disorder

2019 ◽  
Vol 34 (4) ◽  
pp. 215-225 ◽  
Author(s):  
Kate M. Sadler
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Abilities ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Aggressive Behaviors ◽  
Single Case Design ◽  
Middle School Children ◽  
Case Design ◽  
Video Self Modeling

Research suggests that individuals with autism spectrum disorder (ASD) are at risk of exhibiting aggressive behaviors due to deficits in social communication and restricted and repetitive interests. Individuals with greater symptom severity and/or low cognitive abilities are at the greatest risk of developing aggressive behaviors that tend to be resistant to treatment. Additional research to treat persistently high rates of aggressive behaviors in this population is needed. Video self-modeling (VSM) is an evidence-based practice that has proven effective for individuals with ASD. This study implemented a VSM intervention with three middle school children significantly impacted by ASD who displayed aggressive behaviors using single case design with intersubject replication. Findings demonstrated that all three children decreased in aggressive behavior and maintained that decrease postintervention. Further educational implications are addressed on the use of VSM for addressing aggressive behaviors in children significantly impacted by ASD.

Interventions Targeting Expressive Communication in Adults With Autism Spectrum Disorders: A Systematic Review

2019 ◽  
Vol 62 (6) ◽  
pp. 1959-1978
Author(s):  
Kaitlyn P. Wilson ◽  
Jessica R. Steinbrenner ◽  
Tamar Kalandadze ◽  
Lara Handler
Keyword(s):  
Autism Spectrum Disorder ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Case Design ◽  
Adults With Autism ◽  
Design Studies ◽  
Group Design ◽  
Expressive Communication ◽  
Case Design

PurposeThe aims of this systematic review are to (a) synthesize the literature on interventions targeting expressive communication in adults with autism spectrum disorder and (b) evaluate the effectiveness of the interventions.MethodThe literature search resulted in 7,196 articles. The research team used 2 reviewers and consensus for title/abstract review, full-text review, and quality review. To be included, studies had to (a) include at least 1 adult (18 years of age and above) with an autism spectrum disorder; (b) examine an intervention, treatment, or model of care; (c) provide outcome data related to expressive communication modalities/domains; (d) be experimental or quasi-experimental; and (e) be published in English. Twenty-two studies (14 single-case design and 8 group design), with a total of 256 participants and varied interventions and outcome variables, met criteria for inclusion. Effect sizes are presented for group design studies, and visual analysis results are outlined for single-case design studies.ResultsExamination of treatment effects in the included studies showed positive effects, overall; however, there was great variability between studies. Single-case design studies showed evidence of functional relations in all but 1 study, with most showing medium to large effects, as well as maintenance and generalization of gains. Group design studies showed a wide range of effects from near-zero to large effects. Differences in intervention strategies and durations, as well as in participant characteristics and outcome measures, presented barriers to aggregation.ConclusionsThis review highlights the need for increased high-quality research examining interventions targeting expressive communication in adults with autism spectrum disorder and also pinpoints interventions with potential for future study and use in this population.

A Meta-Analysis of Educator Training to Improve Implementation of Interventions for Students With Disabilities

2016 ◽  
Vol 38 (3) ◽  
pp. 131-144 ◽  
Author(s):  
Matthew E. Brock ◽  
Erik W. Carter
Keyword(s):  
Students With Disabilities ◽  
Performance Feedback ◽  
Single Case ◽  
Meta Analysis ◽  
Implementation Fidelity ◽  
Single Case Design ◽  
Group Design ◽  
Educator Training ◽  
Effective Training ◽  
Case Design

Teachers and paraprofessionals need effective training to improve their implementation of interventions for students with disabilities. Reviews of the single-case design literature have identified some features associated with effective training for these educators, but the group-design literature has received little attention. This meta-analysis systematically reviews group-design studies testing the efficacy of training to improve implementation of interventions for students with disabilities. The mean effect size of educator training on implementation fidelity was g = 1.08, and results from meta-regression analysis suggest training that involves a combination of two specific training strategies (i.e., modeling and performance feedback) was associated with improved implementation fidelity. Increased duration of training was not associated with larger effects. Considered alongside findings from the single-case design literature, these results suggest that how educators are trained is a more important consideration than the number of hours they spend in training.

scholarly journals DIR/FLOORTIME UNTUK MENINGKATKAN KOMUNIKASI ANTARA ANAK DENGAN AUTISME DAN IBU DENGAN PROFIL SENSORI BERBEDA

2019 ◽  
Vol 3 (3) ◽  
pp. 177
Author(s):  
Ezra Dessabela Isnannisa ◽  
Lia Mawarsari Boediman
Keyword(s):  
Autism Spectrum Disorder ◽  
Individual Differences ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Case Design ◽  
Case Design ◽  
Structured Play

Kesulitan menjalin komunikasi adalah salah satu fitur utama pada Autism Spectrum Disorder (ASD). Anak dengan ASD cenderung memiliki gangguan pemrosesan sensori yang berdampak pada defisit kemampuan komunikasi. Hal tersebut membuat anak membutuhkan bantuan pengasuh untuk meregulasi diri sebelum dapat menjalin komunikasi dengan orang lain. Salah satu intervensi yang membantu meningkatkan kemampuan komunikasi adalah Developmental, Individual Differences, Relationship (DIR)/Floortime. Intervensi ini mempertimbangkan keunikan profil sensori dan perkembangan functional emotional partisipan sebagai landasan pembuatan program, serta melibatkan pengasuh secara aktif. Secara lebih lanjut, penelitian ini bertujuan untuk mengevaluasi efektivitas DIR/Floortime untuk meningkatkan komunikasi antar anak usia 4 tahun 2 bulan dengan autisme dan ibu dengan profil sensori yang berbeda.  Penelitian ini menggunakan single case design dan multiple baselines across situations untuk mengevaluasi penerapan DIR/Floortime pada situasi free dan semi-structured play. Lembar Observasi Circle of Communication (CoC) digunakan untuk menghitung jumlah komunikasi dua arah yang terjalin antara anak dan ibu. Skor kapasitas perkembangan functional emotional anak dan ibu juga diukur menggunakan Functional Emotional Assesment Scale untuk mengetahui kapasitas perkembangan yang melandasi kemampuan komunikasi. Hasil penelitian mengindikasikan bahwa DIR/Floortime efektif untuk meningkatkan jumlah dan kualitas komunikasi antara anak dan ibu. Setelah intervensi, anak lebih sering melakukan kontak mata, melakukan inisiasi dan respons verbal, serta tampak lebih engaged dalam berinteraksi bersama ibu. Keterlibatan aktif ibu dalam intervensi membuat ibu langsung merasakan perubahan positif pada anak saat berinteraksi. Hal tersebut memotivasi ibu yang sebelumnya cenderung pasif dalam berinteraksi untuk lebih dapat mengikuti minat dan tingkat keaktifan anak.

Comparing embedded and non-embedded visual scene displays for one adult diagnosed with autism spectrum disorder: A clinical application of single case design

2019 ◽  
Vol 36 (1) ◽  
pp. 3-18
Author(s):  
Jolene K Hyppa-Martin ◽  
Angela M Stromberg ◽  
Mo Chen ◽  
Mark I Mizuko
Keyword(s):  
Autism Spectrum Disorder ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Visual Scene ◽  
Single Case Design ◽  
Speech Generating Device ◽  
Alternating Treatment Design ◽  
Case Design ◽  
Treatment Design

This study provides an example of using single case experimental design to guide data-driven, low-inference interventions for an individual using customized displays on a speech-generating device and can serve as an example for interventionists who need to compare intervention strategies to identify approaches that are most appropriate for a specific learner. This study compared the performance of locating vocabulary in embedded and non-embedded visual scene displays (VSDs) on a speech-generating device by one 19-year-old male diagnosed with autism spectrum disorder. A single case experimental alternating treatment design was applied and the participant was taught to locate 48 vocabulary items that were equally divided among eight VSDs (i.e. four embedded and four non-embedded VSDs, each containing six vocabulary items). Accuracy and latency data for locating target VSDs and vocabulary items were measured over 12 intervention sessions and one maintenance session. Results show that the participant was initially more accurate and faster in locating vocabulary among embedded VSDs, when compared to non-embedded VSDs. However, over the course of 12 intervention sessions and the maintenance session, his performance became similar among both embedded and non-embedded VSDs. Implications regarding the clinical utility of the single case alternating treatment design and limitations are discussed.

A Practitioner’s Guide to Understanding the Evidence

2019 ◽  
pp. 29-49
Author(s):  
John L. Davis
Keyword(s):  
Empirical Research ◽  
Evidence Based Practice ◽  
Single Case ◽  
Critical Element ◽  
Evidence Based ◽  
Single Case Design ◽  
High Quality Research ◽  
Evidence Based Practices ◽  
History Of ◽  
Case Design

A critical element in bridging the research to practice gap is by enhancing practitioner’s ability to identify evidence-based practices. The term evidence-based refers to any practice, intervention, or strategy that is derived from or informed by empirical or data based research. The evidence-based practice model of intervention and decision-making is an approach where practitioners make recommendations based on high-quality research evidence to support the needs of students and teachers to effect positive change. The chapter describes the history of the evidence-based practice movement with respect to educational policy. Next, an overview of empirical research is provided. The description of empirical research includes various types of research designs utilized in school settings (e.g., single-case design, group design) and accompanying quality indicators. The chapter also provides a discussion of the relative strengths of single-case design in identifying evidence-based practice. Finally, the chapter describes the use of resources that practitioners may consult when determining the empirical basis for intervention strategies.

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