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.

Using Progressive Time Delay to Increase Levels of Peer Imitation During Play With Preschoolers With Disabilities

2020 ◽  
Vol 125 (3) ◽  
pp. 186-199
Author(s):  
Rachel Francis ◽  
Claire Winchester ◽  
Erin E. Barton ◽  
Jennifer R. Ledford ◽  
Marina Velez
Keyword(s):  
Time Delay ◽  
Visual Analysis ◽  
Functional Relation ◽  
Preschool Age ◽  
Test Procedures ◽  
Play Activity ◽  
Preschool Age Children ◽  
Progressive Time Delay ◽  
Preschoolers With Disabilities ◽  
Multiple Probe

Abstract Research suggests peer imitation can be taught using systematic procedures and can be embedded into ongoing play contexts with preschool-age children. However, additional research is needed to test procedures that may increase levels of peer imitation with toddlers with disabilities and in generalized contexts. We used a multiple probe across participants research design to evaluate the effectiveness of progressive time delay (PTD) to teach peer imitation to preschoolers with disabilities during a play activity with a peer. We also examined the efficacy of PTD in a generalized context (i.e., new peers, implementer, and materials). Visual analysis indicated a functional relation between PTD and unprompted peer imitation; however, generalization was variable across participants. Our results support previous research indicating PTD is effective in teaching children with disabilities to imitate their peers.

Comparing the transfer effects of three nonpharmacological interventions in children with AD/HD: a single-case experimental design

2020 ◽  
Author(s):  
Da-Wei Zhang ◽  
Stuart J. Johnstone ◽  
Hui Li ◽  
Xiangsheng Li ◽  
Li Sun
Keyword(s):  
Experimental Design ◽  
Visual Analysis ◽  
Single Case ◽  
Multiple Baseline ◽  
Neurofeedback Training ◽  
Transfer Effects ◽  
Baseline Phase ◽  
Intervention Phase ◽  
Inhibitory Function ◽  
Home Training

The current study used behavioral and electroencephalograph measures to compare the transferability of cognitive training (CT), neurofeedback training (NFT), and CT combined with NFT in children with AD/HD. Following a multiple-baseline single-case experimental design, twelve children were randomized to a training condition. Each child completed a baseline phase, followed by an intervention phase. The intervention phase consisted of 20 sessions of at-home training. Tau-U analysis and standardized visual analysis were adopted to detect effects. CT improved inhibitory function, and NFT showed improved alpha activity and working memory. The combined condition, who was a reduced 'dose' of CT and NFT, did not show any improvements. The three conditions did not alleviate AD/HD symptoms. While CT and NFT may have near transfer effects, considering the lack of improvement in symptoms, this study does not support CT and NFT on their own as a treatment for children with AD/HD.

Building Professionals’ Capacity: The Cascading Coaching Model

2021 ◽  
pp. 109830072110392
Author(s):  
Moon Y. Chung ◽  
James D. Lee ◽  
Hedda Meadan ◽  
Michelle M. Sands ◽  
Ban Sleiman Haidar
Keyword(s):  
Professional Development ◽  
Single Case ◽  
Family Engagement ◽  
Functional Relation ◽  
Professional Organizations ◽  
Probe Design ◽  
Intervention Package ◽  
Coaching Model ◽  
Behavior Analysts ◽  
Multiple Probe

The importance of family engagement in their children’s education and treatment is emphasized by researchers, professional organizations, and legislatures. Providing services with caregivers via telepractice has gained more support and is becoming especially timely due to the current pandemic and social distancing requirements. Professionals, such as board-certified behavior analysts (BCBAs), who work with caregivers with children with disabilities may benefit from receiving professional development on strategies for building better rapport with caregivers and coaching them to bring about maximum clinical efficacy. The current pilot study replicated an earlier study by Meadan et al. to examine the effects of the Coaching Caregiver Professional Development (CoCarePD) intervention package, in which BCBAs received training and coaching from researchers via telepractice, on their caregiver coaching practices. A single-case, multiple-probe design study across three BCBAs was conducted, and findings support a functional relation between the CoCarePD and BCBAs’ use of coaching practices.

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.

scholarly journals Online Marriage Education During COVID-19 Home Lockdown: A Multiple-Baseline Single-Case Experimental Design

2020 ◽  
Vol 14 (2) ◽  
pp. 150-168
Author(s):  
Jennifer Harley Chalmers
Keyword(s):  
Experimental Design ◽  
Visual Analysis ◽  
Single Case ◽  
Statistical Significance ◽  
Weighted Average ◽  
The Philippines ◽  
Multiple Baseline ◽  
Marriage Education ◽  
Preliminary Study ◽  
Flexible Delivery

Flexible-delivery marriage education (ME) has many advantages over traditional alternatives in reaching couples during the time of COVID-19 lockdown or other national emergencies. In an effort to add to the research of flexible-delivery ME, this exploratory study evaluated an online class adapted from an empirically-validated, marriage curriculum (Four Gifts of Love Class, [FGL]) under home lockdown conditions lasting over 2 months caused by COVID-19 government restrictions. Using a concurrent multiple-baseline single-case experimental design, three distressed couples residing in the Philippines completed seven online lessons over 7 weeks while experiencing home lockdown. Visual analysis of the data suggested that all three couples responded positively to the intervention. The Tau-U and SMDall analyses for each couple ranged from a small to large effect size on measures of marital adjustment (weighted average Tau-U = .50, p < .05; BC-SMD = 0.34) and romantic love (weighted average Tau-U = .52, p < .01; BC-SMD = 0.31), with increases reaching clinical and statistical significance for one couple out of the three. In addition, there was no attrition. The promising results from this preliminary study suggested that the online adaptation of FGL as a flexible-delivery ME could mitigate marital decline, especially during times of calamity when traditional-delivery ME is unavailable and marital decline is predicted. Further study of this program and other online ME programs are recommended to expand the limited research in this area of flexible-delivery ME.

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.

The Effects of Schema-Based Instruction on the Mathematical Problem Solving of Students With Emotional and Behavioral Disorders

2017 ◽  
Vol 43 (2) ◽  
pp. 277-289 ◽  
Author(s):  
Corey Peltier ◽  
Kimberly J. Vannest
Keyword(s):  
Problem Solving ◽  
Behavioral Disorders ◽  
Visual Analysis ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Mathematical Problem ◽  
Special Education Teacher ◽  
Second Grade ◽  
Intervention Package ◽  
Based Instruction

The current study examines the effects of schema instruction on the problem-solving performance of four second-grade students with emotional and behavioral disorders. The existence of a functional relationship between the schema instruction intervention and problem-solving accuracy in mathematics is examined through a single case experiment using a multiple baseline across participants design. Visual analysis and a non-parametric effect size (ES) demonstrate improvement in problem-solving accuracy for grade-level word problems involving addition and subtraction of two-digit integers without regrouping. Tau- U ESs for four participants ranged from 63% to 98%. The students and special education teacher reported the intervention package was socially valid.

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.

Teaching Parents Enhanced Milieu Teaching With Words and Signs Using the Teach-Model-Coach-Review Model

2016 ◽  
Vol 36 (4) ◽  
pp. 192-204 ◽  
Author(s):  
Courtney A. Wright ◽  
Ann P. Kaiser
Keyword(s):  
Parent Training ◽  
Single Case ◽  
Functional Relation ◽  
Multiple Baseline ◽  
Evidence Based Practices ◽  
Baseline Design ◽  
Milieu Teaching ◽  
Review Model ◽  
Communication Interventions ◽  
Enhanced Milieu Teaching

Measuring treatment fidelity is an essential step in research designed to increase the use of evidence-based practices. For parent-implemented communication interventions, measuring the implementation of the teaching and coaching provided to the parents is as critical as measuring the parents’ delivery of the intervention to the child. Both levels of measurement are important in translating research into effective practice. In a single-case multiple-baseline design, the effectiveness of the teach-model-coach-review model for teaching Enhanced Milieu Teaching (EMT) Words and Signs to parents of young children with Down syndrome was evaluated. Implementation of parent training was completed with high fidelity. In addition, there was a functional relation between the implementation of the parent training and parents’ use of the specific EMT intervention strategies. The findings of this study replicate and extend previous studies suggesting systematic teaching and coaching can be effective in improving parent use of naturalistic communication strategies.

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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