scholarly journals Effectiveness of Acceptance enhanced behavior therapy on Body Focused Repetitive Behavior Disorders (Trichotillomania, Skin Picking, Nail biting): A multiple baseline design with three month follow up

2017 ◽  
Vol 11 (3) ◽  
pp. 13-27
Author(s):  
Paria Faroughi ◽  
Zeynab khanjani ◽  
Touraj Hashemi ◽  
Majied Mahmoud- Aliloo ◽  
◽  
...  
Keyword(s):  
Behavior Therapy ◽  
Behavior Disorders ◽  
Repetitive Behavior ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Skin Picking ◽  
Baseline Design ◽  
Nail Biting

A Cognitive Approach to Reducing Stereotypic Head Rocking

1991 ◽  
Vol 85 (1) ◽  
pp. 17-19 ◽  
Author(s):  
D.B. Ross ◽  
A.J. Koenig
Keyword(s):  
Blind Subject ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Cognitive Approach ◽  
Baseline Design ◽  
Integrated Placement ◽  
The Subject ◽  
Rocking Behavior

The purpose of this study was to introduce a cognitive, nonintrusive method of controlling head-rocking behavior in an 11-year-old blind subject in an integrated placement. The intervention involved having the subject place his hand on his cheek or chin when prompted that he was rocking his head. A multiple-baseline design across four settings, both instructional and social, was employed to evaluate the effects of the procedure. The subject demonstrated significant decreases in head rocking during intervention, as well as generalization during follow-up, when no intervention was employed.

scholarly journals Online cognitive behavior therapy for adolescents with excessive worry: a multiple baseline design feasibility study

mHealth ◽  
2020 ◽  
Vol 6 ◽  
pp. 5-5
Author(s):  
Tove Wahlund ◽  
Maral Jolstedt ◽  
Erik Andersson ◽  
Sarah Vigerland ◽  
Sean Perrin ◽  
...  
Keyword(s):  
Feasibility Study ◽  
Behavior Therapy ◽  
Cognitive Behavior Therapy ◽  
Multiple Baseline ◽  
Cognitive Behavior ◽  
Multiple Baseline Design ◽  
Baseline Design

Effects of Vestibular Stimulation on Sitting Behaviors among Preschoolers with Severe Handicaps

1985 ◽  
Vol 10 (3) ◽  
pp. 137-145 ◽  
Author(s):  
Tracy Kuharski ◽  
Jane Rues ◽  
Debbie Cook ◽  
Doug Guess
Keyword(s):  
Vestibular Stimulation ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Severe Handicaps ◽  
The Subject

A multiple baseline design across subjects was used to assess the effect of vestibular stimulation on the acquisition of erect and symmetrical sitting of preschoolers with severe and multiple handicaps. The subjects were three children aged 3-5 with various handicapping conditions. Measurements of erect and symmetrical sitting were taken in separate 3-minute time samples following vestibular stimulation. All three subjects made gains in erect sitting. Results from the symmetrical sitting measure were less conclusive. The two subjects with athetosis appeared to maintain these gains across a 4-month follow-up period while the subject with hypertonicity did not.

Promotion of Pressure-relief Exercising in a Spinal Injury Patient: A Multiple Baseline Across Settings Design

1983 ◽  
Vol 11 (4) ◽  
pp. 329-336 ◽  
Author(s):  
Sally Carr ◽  
Barbara Wilson
Keyword(s):  
Spinal Injury ◽  
Multiple Baseline ◽  
Pressure Sores ◽  
Multiple Baseline Design ◽  
Verbal Feedback ◽  
Pressure Relief ◽  
Baseline Design ◽  
Injury Patient

A multiple baseline design was used to investigate the efficacy of a verbal feedback procedure in increasing the performance of pressure relief exercises in a spinal injury patient. Results showed that the procedure resulted in substantial increases in rates of lifting, with concommittent improvements in pressure sores. At 2½ months follow-up the patient's skin was still clear, but it is unlikely that this can be attributed to continued good performance of pressure-relief exercises.

Treatment of flying phobia using virtual reality: data from a 1-year follow-up using a multiple baseline design

2004 ◽  
Vol 11 (5) ◽  
pp. 311-323 ◽  
Author(s):  
C. Botella ◽  
J. Osma ◽  
A. Garcia-Palacios ◽  
S. Quero ◽  
R.M. Baños
Keyword(s):  
Virtual Reality ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design

Specific Intervention for Multiplication Skill with Learning-Disabled Students

1999 ◽  
Vol 84 (2) ◽  
pp. 662-662 ◽  
Author(s):  
Jianyi Huang ◽  
Li Chao
Keyword(s):  
Visual Analysis ◽  
Nonparametric Test ◽  
Learning Disabled ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Specific Intervention ◽  
Disabled Students ◽  
Baseline Design

A multiple baseline design was used to assess the intervention of individual tutoring to help two learning-disabled students (15 and 16 years old) improve their multiplication of 1 -digit numbers over nine days of 10-min. instruction. Observation or visual analysis indicated 40 to 50% improvement after the intervention, and a nonparametric test of randomization showed that the students' improvement was retained during the 2-wk. follow-up.

Reducing Inappropriate Behaviour in the Home with a Token Economy

1988 ◽  
Vol 5 (4) ◽  
pp. 160-164
Author(s):  
K.E. Rustab ◽  
T.F. McLaughlin
Keyword(s):  
Token Economy ◽  
Multiple Baseline ◽  
Disruptive Behaviour ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Spelling Performance ◽  
Academic Responding

The effects of a token program implemented in the home by a teacher were examined. The effects of a home token program were evaluated using a multiple baseline design across reading, spelling and handwriting lessons while disruptive behaviour was recorded. The results indicated that inappropriate behaviours decreased when the token program was implemented. Follow-up data indicated some increase in inappropriate behaviours. Spelling performance was higher in the student's classroom during the token program in the home than during baseline. This indicated some generalisation from the home token program to academic responding in the classroom.

Effects of a Taped-Words Treatment on Reading Proficiency

1989 ◽  
Vol 55 (4) ◽  
pp. 321-325 ◽  
Author(s):  
Edward S. Shapiro ◽  
Barry L. McCurdy
Keyword(s):  
Behavior Disorders ◽  
Reading Proficiency ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Audio Tape ◽  
Baseline Design ◽  
Reading Vocabulary ◽  
10Th Grade ◽  
Word Lists

In an effort to increase reading proficiency, five 9th- and 10th-grade students with behavior disorders were instructed to read along with an audio tape of vocabulary words recorded at 80 words per minute. Effects of the taped-words intervention on rate of reading vocabulary words as well as generalization effects of reading passages containing some of the same vocabulary words were assessed within a multiple baseline design. Results suggested significant effects due to practice. Minimal generalization from reading word lists to reading passages was demonstrated. The results of the present study are compared with similar investigations.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

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