scholarly journals PERAN RASA SYUKUR DAN DUKUNGAN SOSIAL TERHADAP KESEPIAN PADA LANJUT USIA DI PANTI WREDA

2021 ◽  
Vol 19 (2) ◽  
pp. 1151
Author(s):  
Sri Karina
Keyword(s):  
Social Desirability ◽  
Single Case ◽  
Experiment Design ◽  
Whodas 2.0

Lansia (lanjut usia) merupakan periode perkembangan dewasa akhir. Pada masa dewasa akhir terjadi tahap perkembangan integrity versus despair. Seringkali lansia mengalami ketidakberdayaan dikarenakan menurunnya fungsi fisik dan terbatasnya mobilitas. Lansia yang tinggal di panti wreda cenderung lebih rentan mengalami kesepian karena jauh dari  keluarga. Penelitian ini bertujuan untuk melihat gambaran rasa syukur dan dukungan sosial guna mengurangi kesepian pada lansia di panti wreda. Penelitian ini menggunakan single case experiment design A-B dengan satu orang partisipan. Penelitian ini menggunakan WHODAS 2.0 dan UCLA Loneliness. Hasil yang diperoleh adalah partisipan sudah tidak bisa berfungsi secara baik dan tidak bisa melakukan kegiatan secara mandiri. Tingkat kesepian berada pada kategori sedang dan aspek paling tinggi berada pada aspek social desirability. Berdasarkan hasil maka penelitan memberikan 3 sesi terkait rasa syukur dan 1 sesi terkait dukungan sosial. Setelah intervensi, diperoleh hasil bahwa rasa syukur dan dukungan sosial berpengaruh mengurangi kesepian pada lansia di Panti Wreda.

scholarly journals Single Subject Research: Alternatif Penelitian Pendidikan Matematika di Masa New Normal

2021 ◽  
Vol 2 (2) ◽  
pp. 78-89
Author(s):  
Sri Adi Widodo ◽  
K Kustantini ◽  
Krida Singgih Kuncoro ◽  
Fiki Alghadari
Keyword(s):  
Single Case ◽  
Experiment Design ◽  
Single Subject ◽  
New Normal ◽  
Single Subject Research

Setelah mengkonfirmasi kasus positif pada tanggal 2 Maret 2020, pembelajaran dalam jaringan dan pembelajran jarak jauh merupakan salah satu alternatif pembelajaran yang dilakukan di Indonesia. Terlepas dari kekurangan dan kelebihannya, pembelajaran ini merupakan salah satu alternatif agar pembelajaran tetap berlangsung selama masa pandemik COVID-19. Berkaitan dengan kondisi ini, penelitian di bidang pendidikan juga harus beradaptasi dengan beberapa fenomena baru seperti pembelajaran tatap muka terbatas, sehingga peneliti perlu memikirkan desain penelitian yang relevan dengan kondisi pandemi COVID-19. Single subject research atau sering disebut dengan Single Case Experiment Design merupakan salah satu alternatif metode penelitian yang dapat dilakukan selama pandemi COVID-19, dimana salah satu karakteristik penelitian ini adalah fokus pada satu subyek, sehingga tidak perlu menggunakan subyek yang rekatif besar untuk melakaukan eksperimen.

scholarly journals The Effectiveness of Reminiscence Therapy in Improving Elderly’s Well-Being

Humaniora ◽  
2019 ◽  
Vol 10 (3) ◽  
pp. 191
Author(s):  
Etty Sabariah Firdaus ◽  
Nilam Widyarini ◽  
Martina Dwi Mustika
Keyword(s):  
Quantitative Analysis ◽  
Qualitative Analysis ◽  
Single Case ◽  
Well Being ◽  
The Elderly ◽  
Experiment Design ◽  
Subjective Well Being ◽  
Elderly Individuals ◽  
Reminiscence Therapy ◽  
Oxford Happiness Questionnaire

The research discussed Subjective well-being (SWB) with reminiscence therapy in the elderly. This research used a single-case experiment design to examine the effectiveness of reminiscence therapy in improving the well-being of active, elderly aged 70 years old and over. There were two participants in this research, one male and one female. This intervention consisted of five meetings held once a week for ±90 minutes each session. Quantitative analysis using the Oxford Happiness Questionnaire and qualitative analysis through observation and interviews showed an improvement in participants’ subjective well-being following the intervention. Therefore, the results of this research are likely that reminiscence therapy is effective in improving the subjective well-being of elderly individuals.

scholarly journals Konseling Pendekatan Terapi Realitas untuk Mengatasi Prokrastinasi Akademik

2020 ◽  
Vol 11 (1) ◽  
pp. 8-15
Author(s):  
Novia Solichah
Keyword(s):  
Single Case ◽  
Experiment Design

Prokrastinasi akademik ditandai dengan ketidakmampuan mengatur waktu, menentukan prioritas, fokus terhadap tugas yang dimiliki, mengarahkan diri dan mengatur tindakannya sehingga banyak tugas yang tertunda. Penelitian ini bertujuan untuk mengetahui efektifitas konseling dengan pendekatan terapi realitas untuk mengatasi prokrastinasi akademik pada mahasiswa. Penekanan terapi realitas adalah membuat individu bertanggung jawab atas tindakan yang dipilih. Penelitian kuantitatif eksperimental ini menggunakan single case experiment design. Pengumpulan data dilakukan melalui serangkaian asesmen yaitu wawancara, tes intelegensi IST, tes grafis, EPPS, Tes Informal, dan asesmen pendidikan. Setelah intervensi, subjek menunjukkan perubahan yang positif dalam pengerjaan tugas. Dengan kata lain, konseling dengan pendekatan realitas mampu membantu permasalahan prokrastinasi akademik.

Correlations between person-descriptive items are predictable from the product of their mid-point-centered social desirability values

2020 ◽  
pp. 089020702096233
Author(s):  
Daniel Leising ◽  
Diana Vogel ◽  
Vincent Waller ◽  
Johannes Zimmermann
Keyword(s):  
Social Desirability ◽  
Internal Consistency ◽  
Psychological Assessment ◽  
Single Case ◽  
Effect Sizes ◽  
Relative Importance ◽  
Average Effect ◽  
Attitude Factor ◽  
Good Internal Consistency ◽  
Shared Variance

This paper presents a series of pre-registered analyses testing the same theoretically derived hypothesis: If (a) the attitudes that perceivers have toward targets contribute to the variance of judgments on most items, and (b) items’ rated social desirability values align very closely with the extent to which that is the case, then the product of two items’ mid-point-centered social desirability values should predict the amount of shared variance, and thus the correlation, between these items. This hypothesis applies equally to other ratings and self-ratings. Across samples, effect sizes ranged from r = .36 to r = .80 (average r = .61) and were statistically significant in every single case. We also found that the average effect is much larger for other-ratings ( r = .71) than for self-ratings ( r = .49). This difference was also replicable and is likely rooted in the greater relative importance of the attitude factor in other-ratings, as compared to self-ratings. An exploratory item resampling analysis suggested that scales may achieve good internal consistency, and correlate substantially with other scales, based solely on shared attitude variance. We discuss the relevance of these findings across different domains of psychological assessment, and possible ways of dealing with the issue.

scholarly journals Efektivitas Social Skills Training (SST) untuk Mereduksi Intensitas Bullying Pada Remaja

2020 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Rizky Septia Hardhiyanti ◽  
Lena N Pandjaitan ◽  
Lutfi Arya
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Single Case ◽  
Skills Training ◽  
Experiment Design ◽  
Self Report ◽  
Whole School ◽  
Whole School Approach

Salah satu tindak kekerasan yang sering terjadi di sekolah adalah bullying. Permasalahan bullying tidak hanya dialami oleh siswa di sekolah regular, melainkan banyak pula yang terjadi pada siswa di sekolah inklusi khususnya terhadap siswa berkebutuhan khusus. Bullying merupakan salah satu bentuk permasalahan hubungan sosial, yang disebabkan oleh rendahnya keterampilan sosial yang dimiliki oleh pelaku. Maka salah satu cara yang diprediksi dapat mereduksi yakni dengan meningkatkan fungsi sosial melalui program intervensi berupa social skills training. Tujuan dari penelitian adalah untuk melihat efektivitas social skills training dalam mereduksi intensitas bullying pada remaja. Partisipan dalam penelitian ini berjumlah tiga orang yang berada pada rentang usia remaja. Partisipan merupakan pelaku bullying pada jenjang sekolah menengah pertama di salah satu sekolah inklusi. Partisipan akan mengikuti social skills training selama enam sesi yang berdurasi sekitar 90-120 menit tiap sesinya. Penelitian ini menggunakan single case experiment design, dengan pengumpulan data dilakukan dengan teknik wawancara, observasi, dan juga self-report melalui pengisian skala perilaku bullying dan skala keterampilan sosial. Hasil analisis menunjukkan bahwa social skills training memiliki pengaruh pada penurunan intensitas bullying, hanya saja penurunan tidak terjadi secara signifikan. Penanganan permasalahan bullying sebaiknya tidak hanya ditujukan kepada pelaku ataupun korban, melainkan dengan whole-school approach, sehingga pihak sekolah dan orang tua dapat turut serta dalam penanggulangan masalah bullying yang terjadi.

Moving Forward Four Words at a Time: Effects of a Supplemental Preschool Vocabulary Intervention

2020 ◽  
Vol 51 (1) ◽  
pp. 165-175 ◽  
Author(s):  
Lindsey A. Peters-Sanders ◽  
Elizabeth S. Kelley ◽  
Christa Haring Biel ◽  
Keri Madsen ◽  
Xigrid Soto ◽  
...  
Keyword(s):  
Group Intervention ◽  
Single Case ◽  
Single Case Design ◽  
Vocabulary Intervention ◽  
Iterative Development ◽  
At Risk Children ◽  
Before And After ◽  
Child Friendly ◽  
Interactive Lessons ◽  
Case Design

Purpose This study evaluated the effects of an automated, small-group intervention designed to teach preschoolers challenging vocabulary words. Previous studies have provided evidence of efficacy. In this study, we evaluated the effects of the program after doubling the number of words taught from 2 to 4 words per book. Method Seventeen preschool children listened to 1 prerecorded book per week for 9 weeks. Each storybook had embedded, interactive lessons for 4 target vocabulary words. Each lesson provided repeated exposures to words and their definitions, child-friendly contexts, and multiple opportunities for children to respond verbally to instructional prompts. Participants were asked to define the weekly targeted vocabulary before and after intervention. A repeated acquisition single-case design was used to examine the effects of the books and embedded lessons on learning of target vocabulary words. Results Treatment effects were observed for all children across many of the books. Learning of at least 2 points (i.e., 1 word) was replicated for 74.5% of 149 books tested across the 17 participants. On average, children learned to define 47% of the target vocabulary words (17 out of 36). Conclusions Results support including 4 challenging words per book, as children learned substantially more words when 4 words were taught, in comparison to previous studies. Within an iterative development process, results of the current study take us 1 step closer to creating an optimal vocabulary intervention that supports the language development of at-risk children.

A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

2019 ◽  
Vol 62 (9) ◽  
pp. 3397-3412
Author(s):  
Michelle I. Brown ◽  
David Trembath ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Visual Analysis ◽  
Single Case ◽  
Eye Contact ◽  
Preliminary Evidence ◽  
Storybook Reading ◽  
Book Selection ◽  
Turn Taking ◽  
Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

Successful Implicit Vocabulary Intervention for Three Cantonese-Speaking Toddlers: A Replicated Single-Case Design

2020 ◽  
Vol 63 (12) ◽  
pp. 4148-4161
Author(s):  
Christine S.-Y. Ng ◽  
Stephanie F. Stokes ◽  
Mary Alt
Keyword(s):  
Single Case ◽  
Cross Cultural ◽  
Neighborhood Density ◽  
Expressive Vocabulary ◽  
Single Case Design ◽  
Vocabulary Intervention ◽  
Phonological Neighborhood Density ◽  
Phonological Neighborhood ◽  
And Control ◽  
Case Design

Purpose We report on a replicated single-case design study that measured the feasibility of an expressive vocabulary intervention for three Cantonese-speaking toddlers with small expressive lexicons relative to their age. The aim was to assess the cross-cultural and cross-linguistic feasibility of an intervention method developed for English-speaking children. Method A nonconcurrent multiple-baseline design was used with four baseline data points and 16 intervention sessions per participant. The intervention design incorporated implicit learning principles, high treatment dosage, and control of the phonological neighborhood density of the stimuli. The children (24–39 months) attended 7–9 weeks of twice weekly input-based treatment in which no explicit verbal production was required from the child. Each target word was provided as input a minimum of 64 times in at least two intervention sessions. Treatment feasibility was measured by comparison of how many of the target and control words the child produced across the intervention period, and parent-reported expressive vocabulary checklists were completed for comparison of pre- and postintervention child spoken vocabulary size. An omnibus effect size for the treatment effect of the number of target and control words produced across time was calculated using Kendall's Tau. Results There was a significant treatment effect for target words learned in intervention relative to baselines, and all children produced significantly more target than control words across the intervention period. The effect of phonological neighborhood density on expressive word production could not be evaluated because two of the three children learned all target words. Conclusion The results provide cross-cultural evidence of the feasibility of a model of intervention that incorporated a high-dosage, cross-situational statistical learning paradigm to teach spoken word production to children with small expressive lexicons.

Bang for Your Buck: A Single-Case Experimental Design Study of Practice Amount and Distribution in Treatment for Childhood Apraxia of Speech

2019 ◽  
Vol 62 (9) ◽  
pp. 3160-3182 ◽  
Author(s):  
Edwin Maas ◽  
Christina Gildersleeve-Neumann ◽  
Kathy Jakielski ◽  
Nicolette Kovacs ◽  
Ruth Stoeckel ◽  
...  
Keyword(s):  
Single Case ◽  
Evidence Base ◽  
Distributed Practice ◽  
Single Subject ◽  
Single Subject Design ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Opposite Pattern ◽  
Massed Practice ◽  
Treatment Conditions

Purpose The aim of this study was to examine 2 aspects of treatment intensity in treatment for childhood apraxia of speech (CAS): practice amount and practice distribution. Method Using an alternating-treatments single-subject design with multiple baselines, we compared high versus low amount of practice, and massed versus distributed practice, in 6 children with CAS. Conditions were manipulated in the context of integral stimulation treatment. Changes in perceptual accuracy, scored by blinded analysts, were quantified with effect sizes. Results Four children showed an advantage for high amount of practice, 1 showed an opposite effect, and 1 showed no condition difference. For distribution, 4 children showed a clear advantage for massed over distributed practice post treatment; 1 showed an opposite pattern, and 1 showed no clear difference. Follow-up revealed a similar pattern. All children demonstrated treatment effects (larger gains for treated than untreated items). Conclusions High practice amount and massed practice were associated with more robust speech motor learning in most children with CAS, compared to low amount and distributed practice, respectively. Variation in effects across children warrants further research to determine factors that predict optimal treatment conditions. Finally, this study adds to the evidence base supporting the efficacy of integral stimulation treatment for CAS. Supplemental Material https://doi.org/10.23641/asha.9630599

A Phonomotor Approach to Apraxia of Speech Treatment

2020 ◽  
Vol 29 (4) ◽  
pp. 2109-2130
Author(s):  
Lauren Bislick
Keyword(s):  
Phase I ◽  
Treatment Effects ◽  
Single Case ◽  
Motor Planning ◽  
The Other ◽  
Multimodal Approach ◽  
Apraxia Of Speech ◽  
Duration Of Treatment ◽  
Treatment Gains ◽  
Future Work

Purpose This study continued Phase I investigation of a modified Phonomotor Treatment (PMT) Program on motor planning in two individuals with apraxia of speech (AOS) and aphasia and, with support from prior work, refined Phase I methodology for treatment intensity and duration, a measure of communicative participation, and the use of effect size benchmarks specific to AOS. Method A single-case experimental design with multiple baselines across behaviors and participants was used to examine acquisition, generalization, and maintenance of treatment effects 8–10 weeks posttreatment. Treatment was distributed 3 days a week, and duration of treatment was specific to each participant (criterion based). Experimental stimuli consisted of target sounds or clusters embedded nonwords and real words, specific to each participants' deficit. Results Findings show improved repetition accuracy for targets in trained nonwords, generalization to targets in untrained nonwords and real words, and maintenance of treatment effects at 10 weeks posttreatment for one participant and more variable outcomes for the other participant. Conclusions Results indicate that a modified version of PMT can promote generalization and maintenance of treatment gains for trained speech targets via a multimodal approach emphasizing repeated exposure and practice. While these results are promising, the frequent co-occurrence of AOS and aphasia warrants a treatment that addresses both motor planning and linguistic deficits. Thus, the application of traditional PMT with participant-specific modifications for AOS embedded into the treatment program may be a more effective approach. Future work will continue to examine and maximize improvements in motor planning, while also treating anomia in aphasia.

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