Intervening on Affective Involvement and Expression of Emotions in an Adult With Congenital Deafblindness

2014 ◽  
Vol 36 (1) ◽  
pp. 12-20 ◽  
Author(s):  
Marga A. W. Martens ◽  
Marleen J. Janssen ◽  
Wied A. J. J. M. Ruijssenaars ◽  
Mark Huisman ◽  
J. Marianne Riksen-Walraven
Keyword(s):  
Positive Emotions ◽  
Group Home ◽  
Negative Emotions ◽  
Single Subject ◽  
Single Subject Design ◽  
Subject Design ◽  
Expression Of Emotions ◽  
Affective Involvement

This study examined the effects of a 20-week intervention to foster affective involvement during interaction and communication between an adult with congenital deafblindness (CDB) and his caregivers in a group home and a daytime activities center. Using a single-subject design, we examined whether the intervention increased affective involvement between the participant and his caregivers, and whether the participant’s positive emotions increased and his negative emotions decreased. In both settings, an increase in affective involvement and very positive emotions coincided with the onset of the intervention, with the clearest effects in the daytime activities center. Negative emotions decreased in the daytime activities center. During follow-up, affective involvement decreased in both settings but remained above baseline. The caregivers indicated that it was easier to share positive emotions than negative emotions. This study demonstrates that it is possible to foster affective involvement with an adult with CDB, both during interaction and communication.

An Online Intervention to Support Student-Athlete Mental Health: Implementation, Evaluation, and Critical Reflection

2020 ◽  
Vol 4 (S1) ◽  
pp. S1-54-S1-61
Author(s):  
Ben Laslett ◽  
Mark Uphill
Keyword(s):  
Mental Health ◽  
Student Athletes ◽  
Well Being ◽  
Multiple Baseline ◽  
Probe Design ◽  
Single Subject ◽  
Single Subject Design ◽  
Subject Design ◽  
Mental Well Being

This study examined the influence of two interventions (therapeutic letter to self; values targeting) on student-athletes’ mental health using two variants of a single-subject design: a multiple-baseline single-subject design and a probe design. Four high-ability student-athletes (two males and two females) who competed in various sports (e.g., soccer and cycling) completed two preintervention measures (Mental Health Continuum Short Form; Clinical Outcomes Routine Evaluation 10) at baseline. These measures were then readministered after Intervention 1, Intervention 2, and at a 2-week follow-up using a probe design. Mental well-being (Short Warwick-Edinburgh Mental Well-Being Scale) was assessed every 2 days from start to finish using a multiple-baseline across-participants design. Data were analyzed via visual inspection methods, specifically, immediacy of effect, mean change, effect sizes, and percentage of overlapping data. Results indicated that two participants who completed the study (Nina and Tim) showed an increase in total mental health and a decrease in psychological distress from baseline to follow-up. Findings are discussed with respect to prior research and study limitations.

scholarly journals Use of Virtual Reality to Improve Upper-Extremity Control in Children With Cerebral Palsy: A Single-Subject Design

2007 ◽  
Vol 87 (11) ◽  
pp. 1441-1457 ◽  
Author(s):  
Yu-Ping Chen ◽  
Lin-Ju Kang ◽  
Tien-Yow Chuang ◽  
Ji-Liang Doong ◽  
Shwn-Jan Lee ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Cerebral Palsy ◽  
Training Program ◽  
Single Subject ◽  
Single Subject Design ◽  
Subject Design ◽  
Children With Cerebral Palsy ◽  
Vr Training ◽  
Normal Cognition

Background and Purpose Virtual reality (VR) creates an exercise environment in which the intensity of practice and positive feedback can be systematically manipulated in various contexts. The purpose of this study was to investigate the training effects of a VR intervention on reaching behaviors in children with cerebral palsy (CP). Participants Four children with spastic CP were recruited. Method A single-subject design (A-B with follow-up) was used. All children were evaluated with 3 baseline, 4 intervention, and 2 follow-up measures. A 4-week individualized VR training program (2 hours per week) with 2 VR systems was applied to all children. The outcome measures included 4 kinematic parameters (movement time, path length, peak velocity, and number of movement units) for mail-delivery activities in 3 directions (neutral, outward, and inward) and the Fine Motor Domain of the Peabody Developmental Motor Scales–Second Edition (PDMS-2). Visual inspection and the 2-standard-deviation–band method were used to compare the outcome measures. Results Three children who had normal cognition showed improvements in some aspects of reaching kinematics, and 2 children’s change scores on the PDMS-2 reached the minimal detectable change during the intervention. The improvements in kinematics were partially maintained during follow-up. Discussion and Conclusion A 4-week individualized VR training program appeared to improve the quality of reaching in children with CP, especially in children with normal cognition and good cooperation. The training effects were retained in some children after the intervention.

scholarly journals Teknik Menggambar Untuk Menurunkan Emosi Marah Pada Peserta Didik Di SMA Negeri-2 Palangkaraya

2019 ◽  
Vol 4 (2) ◽  
pp. 4-9
Author(s):  
Karyanti Karyanti ◽  
Yanti Agustina
Keyword(s):  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Subject Design

Layanan Konseling Kelompok Dengan Teknik Menggambar Untuk Menurunkan Emosi Marah Peserta Didik di SMA Negeri-2 Palangka Raya Tahun Ajaran 2017/2018. Penelitian ini bertujuan untuk mengetahui keberhasilan Layanan Konseling Kelompok Dengan Teknik Menggambar Untuk Menurunkan Emosi Marah Peserta Didik Di SMA Negeri-2 Palangka Raya. Rancangan penelitian ini menggunakan Single Subject Design (SSD) dengan Multiple Baseline Across Subject. Subjek dalam penelitian ini adalah 9 pesera didik di kelas X MIPA-6 SMA Negeri 2 Palangkaraya tahun ajaran 2017/2018 yang teridentifikasi sebagai peserta didik yang berperilaku emosi marah dalam kategori cendrung tinggi, masing-masing diidentifikasi dari rubic observasi analisis analisis visual dengan memperhatikan perubahan level dan trend. Hasil analisis menunjukan kesembilan subjek pada fase baseline memiliki perilaku emosi marah yang cendrung tinggi. Pada fase intervensi terakhir kesembilan subjek mengalami penurunan kategori dari kategori tinggi menjadi sedang dan dari kategori sedang menjadi rendah. Pada fase berikutnya yaitu pada fase maintenance atau fase follow up, pergerakan data stabil seperti data pada pengukuran intervensi. Berdasarkan data tersebut trend dan level mengalami penurunan yang cukup tajam. Hal ini dapat disimpulkan bahwa layanan konseling kelompok dengan teknik menggambar dapat mengurangi emosi marah peserta didik di kelas X MIPA-6 SMA Negeri 2 Palangkaraya

The Playing Tough and Clean Hockey Program

2009 ◽  
Vol 23 (4) ◽  
pp. 543-561 ◽  
Author(s):  
Larry Lauer ◽  
Craig Paiement
Keyword(s):  
Negative Emotions ◽  
Emotional Responses ◽  
Ice Hockey ◽  
Single Subject ◽  
Single Subject Design ◽  
Aggressive Behaviors ◽  
Emotional Skills ◽  
Subject Design ◽  
Hockey Players ◽  
Youth Hockey

The Playing Tough and Clean Hockey Program was developed to teach youth hockey players ages 12 and older to play within the rules and enhance their ability to respond positively to their negative emotions (i.e., through emotional toughness). Hockey players were taught cognitive and emotional skills within a 3 R’s routine to decrease aggressive acts. Three youth ice hockey players identified as frequently exhibiting aggressive behaviors participated in 10 sessions. A single-subject design was used to analyze participants’ aggressive behaviors as well as emotional toughness. Results reveal slight improvements in all participants, with the largest reductions in retaliatory and major aggressive acts. Several key implications for practice are provided including the use of routines and managing emotional responses.

scholarly journals Behavior-analytic intervention for women with fibromyalgia and insomnia: a single subject design

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Luziane de Fátima Kirchner ◽  
Maria de Jesus Dutra dos Reis
Keyword(s):  
Clinical Status ◽  
Self Report ◽  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Baseline Design ◽  
Subject Design ◽  
Interpersonal Environment ◽  
Insomnia Severity

AbstractThis study evaluated the effects in the pain and sleep, and the clinic significance after an analytic-behavioral intervention to manage the condition of the physical and interpersonal environment related to pain. Four women with fibromyalgia and insomnia participated in a study with intervention withdrawal multiple baseline design and initial, intermediate, final, and follow-up assessments. Self-report instruments were used to assess pain intensity and disability, sleep quality, and insomnia severity, besides the actigraphy. Data showed that the intervention (20 sessions) was effective in reducing the sleep and pain problems in all participants by shifting two participants from clinical to non-clinical status in sleep indicators. The gains were maintained or increased in follow-up measures. However, the results should take into consideration the clinical condition and other variables that may have individually impacted the results.

Three Treatment Approaches for Obsessions

1990 ◽  
Vol 4 (4) ◽  
pp. 377-392 ◽  
Author(s):  
Fugen Neziroglu ◽  
Jeffrey Neuman
Keyword(s):  
Repeated Measures ◽  
Behavioral Treatment ◽  
Single Subject ◽  
Single Subject Design ◽  
Rational Emotive Therapy ◽  
Independent Variables ◽  
Subject Design ◽  
Self Reports ◽  
Dependent Variables

Obsessions are considered more difficult to treat than compulsions because of their intangible and subjective nature and the special problems which they pose for gaining stimulus control. This study applied a single subject design with repeated measures for each of six patients. Exposure to imagery, thought stopping, and rational-emotive therapy (RET) were the independent variables. Three separate treatment phases were employed, which consisted of baseline, intervention, and follow-up. The dependent variables were self-reports of the frequency, intensity and duration of obsessions. For three patients RET appeared to be an effective strategy. For one of the three exposure was effective but further gains were made during RET. Three patients did not respond to any of the treatments. It appears that RET may be effective with obsessional patients who have historically been quite resistant to behavioral treatment. It seems that thought stopping is an ineffective approach and that exposure needs to be investigated further.

Reducing Aphasic Perseverations: A Case Study

2011 ◽  
Vol 21 (4) ◽  
pp. 176-183 ◽  
Author(s):  
Maria L. Muñoz
Keyword(s):  
Single Subject ◽  
Single Subject Design ◽  
Target Response ◽  
Subject Design ◽  
Perseverative Response ◽  
Semantic Feature Analysis ◽  
Verbal Output ◽  
Systematic Reduction

The purpose of this study was to measure outcomes resulting from a treatment designed to reduce aphasic perseverations by decreasing activation of the perseverative response and increasing activation of the target response. A single-subject design was used. A Spanish-speaking male with moderate-to-severe receptive-expressive aphasia participated in this study. Treatment involved the use of systematic reduction of interstimulus interval paired with semantic feature analysis. The treatment resulted in a decrease in perseveration, but only minor increases in naming accuracy on trained and untrained stimuli. In addition, an increase in overall verbal output was observed. Decreased perseveration was maintained during follow-up. Outcomes suggest the treatment successfully reduces perseveration and increases verbal output. Additional research is needed to evaluate the effectiveness of this treatment.

scholarly journals Efektivitas Teknik Forward Chaining Pada Kemampuan Menggunakan Kemeja Pada Anak Dengan Disabilitas Intelektual

2019 ◽  
Vol 7 (1) ◽  
pp. 18-27
Author(s):  
Jaslinder Jaslinder ◽  
Rini Hildayani
Keyword(s):  
Positive Reinforcement ◽  
Single Subject ◽  
Single Subject Design ◽  
Forward Chaining ◽  
Subject Design ◽  
Reinforcement Program

Penelitian ini dilatarbelakangi adanya keterbatasan pada anak dengan disabilitas intelektual tingkat sedang yang belum mampu memakai kemeja secara mandiri. Pada sisi lain, kemeja merupakan salah satu pakaian wajib yang harus anak pakai setiap hari, terutama saat ke sekolah. Penelitian ini menggunakan program modifikasi perilaku dengan teknik forward chaining yang tujuannya mengajarkan anak untuk dapat memakai kemeja secara mandiri. Manfaat dari penelitian ini adalah membantu anak agar lebih mandiri dalam berpakaian dan dapat berfungsi dengan lebih optimal. Desain penelitian yang digunakan dalam penelitian ini adalah single subject design dengan desain penelitian A-B. Partisipan dalam penelitian ini adalah seorang anak laki-laki berusia 6 tahun 5 bulan dengan diagnosis disabilitas intelektual tingkat sedang. Program modifikasi perilaku dalam penelitian ini menggabungkan teknik forward chaining dengan beberapa teknik lainnya, seperti prompt dan positive reinforcement. Program ini terdiri dari 7 tahapan, dengan masing-masing tiga kali percobaan pada setiap tahapannya. Analisis keberhasilan efektivitas program menggunakan analisis visual dengan membandingkan data yang diperoleh ketika baseline, intervensi, dan follow up. Hasil dari penelitian ini menunjukkan bahwa penerapan teknik forward chaining bersamaan dengan prompt dan positive reinforcement terbukti efektif dalam membantu anak menguasai kemampuan untuk memakai kemeja secara mandiri. 

scholarly journals Metode Backward Chaining untuk Meningkatkan Keterampilan Bina Diri Berpakaian Anak Tunagrahita Sedang

2020 ◽  
Vol 1 (2) ◽  
pp. 119-127
Author(s):  
Adelin Australiati Saragih
Keyword(s):  
Single Subject ◽  
Single Subject Design ◽  
Backward Chaining ◽  
Subject Design

Penelitian ini dilatarbelakangi oleh seorang anak tunagrahita kategori sedang yang belum mampu memakai pakaian khususnya pakaian berkancing secara mandiri . Orang di sekitar anak yaitu orang tua dan guru terbiasa untuk memberikan bantuan saat melihat anak tidak bisa melakukannya. Hal ini menyebabkan anak kurang mampu mengembangkan keterampilan bina diri secara optimal. Penelitian ini merupakan penelitian eksperimen dengan menggunakan single subject design dengan desain A-B. Adapun metode yang digunakan untuk mengajarkan berpakaian pada anak tunagrahita yaitu dengan intervensi modifikasi perilaku backward chaining yang melibatkan empat langkah sederhana memakai pakaian berkancing. Keberhasilan dari pemberian metode ini dilihat dari perubahan perilaku yang ditunjukkan anak sebelum diberikan intervensi(fase baseline) dengan saat dijalankannya/ setelah intervensi (fase treatment dan follow up). Hasil yang didapatkan menunjukkan bahwa metode backward chaining dapat meningkatkan keterampilan berpakaian anak tunagrahita kategori sedang. Orang tua dan guru dari anak tunagrahita juga memberikan kesempatan pada anak untuk memakai pakaian secara mandiri dengan dibantu oleh pemberian petunjuk (prompt) dan penguatan positif.

Sign in / Sign up

Export Citation Format

Share Document