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

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 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.

PENGARUH ASERTIVE TRAINING TERHADAP PENINGKATAN MOTIVASI BELAJAR ANAK YANG BERPERILAKU MALADAPTIF DI KELURAHAN TAMANSARI KECAMATAN BANDUNG WETAN KOTA BANDUNG

2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Winda Januarti
Keyword(s):  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Subject Design ◽  
Assertive Training

Tujuan penelitian untuk memperoleh gambaran secara empiris, sehingga mampu melakukan analisis tentang Asertive Training terhadap peningkatan motivasi belajar anak yang berperilaku maladaptif di Kelurahan Tamansari Kecamatan Bandung Wetan Kota Bandung. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen melalui rancangan subyek tunggal (single subject design) dan menggunakan model multiple baseline cross subjects untuk mengukur target perilaku. Subyek dalam penelitian ini adalah subyek satu yakni AM; subyek dua yakni JR; dan subyek tiga yakni NJ. Teknik pengumpulan data yang digunakan adalah wawancara, observasi dan studi dokumentasi. Hasil penelitian menunjukkan bahwa Asertive Training berpengaruh terhadap peningkatan motivasi belajar anak berperilaku maladaptif. Tingkatan pengaruh pada masing-masing subyek bervariasi dengan subyek AM dengan skor tertinggi yakni aspek komitmen, subyek JR dengan skor tertinggi yakni aspek komitmen beajar dan inisiatif belajar, subyek NJ dengan skor tertinggi yakni aspek inisiatif dan optimis belajar. Secara keseluruhan JR merupakan subyek yang memiliki tingkat pengaruh tertinggi dari intervensi Asertive Traning terhadap motivasi belajar, diantara kedua subyek yang lain. Hal ini tidak terlepas dari faktor-faktor pendukung subyek. Melalui intervensi Asertive Training, anak mampu mengelola emosi, perasaan dan tingkah laku yang berkaitan dengan pendidikan. Kata Kunci: Anak, Motivasi Belajar, Assertive Training, Perilaku Maladaptif

PENERAPAN PARENT-CHILD INTERACTION THERAPY TERHADAP PENINGKATAN KELEKATAN ANAK DENGAN IBU ASUH DI SOS CHILDREN’S VILLAGE JAKARTA

2018 ◽  
Vol 16 (2) ◽  
Author(s):  
R. Dika Permatadiraja
Keyword(s):  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Parent Child Interaction Therapy ◽  
Child Interaction ◽  
Subject Design ◽  
Parent Child Interaction ◽  
Parent Child

Abstrak Tujuan penelitian untuk memperoleh gambaran secara empiris, sehingga mampu melakukan analisis tentang Parent-Child Interaction Therapy (PCIT) terhadap peningkatan kelekatan anak dan ibu asuh di SOS Children’s Village Jakarta. Tahapan yang dilakukan melalui dua fase yakni Child-Directed Interaction (CDI) serta Parent-Directed Interaction (PDI).Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen melalui rancangan subjek tunggal (single subject design) dan menggunakan model multiple baseline cross subjects untuk mengukur target perilaku. Subjek dalam penelitian ini adalah keluarga satu yakni PH dan ibu SU; keluarga dua yakni NM dan ibu MA; dan keluarga tiga yakni NA dan ibu AR. Teknik pengumpulan data yang digunakan adalah wawancara, observasi dan studi dokumentasi.Hasil penelitian menunjukkan bahwa PCIT berpengaruh terhadap peningkatan kelekatan anak dan ibu asuh. Tingkatan pengaruh pada masing-masing subjek bervariasi dengan subjek PH dan ibu SU memiliki pengaruh tertinggi pada aspek kehangatan, subjek NM dan ibu MA memiliki pengaruh tertinggi pada aspek kehangatan dan ketanggapan; serta NA dan ibu AR memiliki pengaruh tertinggi pada aspek rasa aman. Secara keseluruhan NM dan ibu MA merupakan subjek yang memiliki tingkat pengaruh tertinggi dari intervensi PCIT terhadap kelekatan, diantara kedua subjek yang lain. Hal ini tidak terlepas dari faktor-faktor pendukung subjek. Hasil dari peningkatan kelekatan berdampak pada gaya pengasuhan yang penuh dengan kehangatan serta membentuk pola kelekatan ibu asuh terhadap anak yang selalu mendampingi, sensitif, responsif, penuh cinta dan kasih sayang.Kata kunci: anak, kelekatan, Parent-Child Interaction Therapy, pengasuhan keluarga pengganti

The Relationship Between Stimulability and Phonological Acquisition in Children With Normally Developing and Disordered Phonologies

1999 ◽  
Vol 8 (4) ◽  
pp. 347-363 ◽  
Author(s):  
Adele W. Miccio ◽  
Mary Elbert ◽  
Karen Forrest
Keyword(s):  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Phonological Acquisition ◽  
Phonological Disorders ◽  
Learning Patterns ◽  
Subject Design ◽  
Relationship Of ◽  
The Relationship ◽  
Treatment Aspect

The relationship between stimulability and phonological acquisition was investigated in eight children, four with phonological disorders who were aged 3;10 (years;months) to 5;7 and four with normally developing phonologies who were aged 3;6 to 4;1. Children with disordered phonologies received treatment on one nonstimulable fricative. A multiple baseline, across subjects, single-subject design was used for experimental control of the treatment aspect of this study. Children with normally developing phonologies were examined at the beginning of the study and upon termination of treatment for the children with disorders. These data were obtained to determine the relationship of stimulability to normal acquisition. In both cases stimulable sounds underwent the most change and stimulability was related to the learning patterns observed. This study supports the hypothesis that nonstimulable sounds are least likely to change without treatment. The results also suggest that stimulability for production of a sound may signal that it is being acquired naturally.

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.

Self-Modeling: Influence on Psychological Responses and Physical Performance

2003 ◽  
Vol 17 (2) ◽  
pp. 220-241 ◽  
Author(s):  
Nilam Ram ◽  
Penny McCullagh
Keyword(s):  
Cognitive Processes ◽  
Multiple Baseline ◽  
Cognitive Resources ◽  
Single Subject ◽  
Single Subject Design ◽  
Physical Domain ◽  
Performance Outcome ◽  
Think Aloud Protocol ◽  
Subject Design ◽  
Accuracy Performance

Although self-modeling has been effective in modifying behaviors in a variety of settings, little research has been completed in the physical domain. The purpose of this study was to test the effectiveness of self-modeling on performance and self-efficacy using a sport skill and to explore the cognitive processes underlying self-modeling. A multiple baseline single-subject design was used wherein five intermediate level volleyball players were given a self-modeling intervention. Performance outcome results indicated that self-modeling may contribute to increases in serve accuracy. Performance form and selfefficacy results were inconclusive. Using a think-aloud protocol, it was noted that although the participants found the images of themselves “shocking,” the images command cognitive resources. Postintervention interviews revealed that participants found the self-modeling intervention useful and that it led to changes in behavior and motivation.

scholarly journals Collaborating with Parents in Reducing Children's Challenging Behaviors: Linking Functional Assessment to Intervention

2011 ◽  
Vol 2011 ◽  
pp. 1-10 ◽  
Author(s):  
Angel Fettig ◽  
Michaelene M. Ostrosky
Keyword(s):  
Functional Assessment ◽  
Challenging Behaviors ◽  
Intervention Strategies ◽  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Subject Design ◽  
Study Results ◽  
The Relationship ◽  
Levels Of Support

The relationship between a functional assessment-based parent intervention and preschoolers' challenging behaviors was examined in the current study. A single subject design with a multiple baseline across 2 parent-child dyads was implemented. The researchers collaborated with parents to design the FA-based interventions and parents received varying levels of support throughout the study. Results indicate that parents were able to implement the functional assessment-based interventions, and these interventions effectively reduced children's challenging behaviors. In addition, parents continued implementing the intervention strategies following termination of the intervention, and children's challenging behaviors remained low.

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.

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