Meta-analysis on Power Card Intervention of Single Subject Design for Students with Autism Spectrum Disorder

2021 ◽  
Vol 21 (3) ◽  
pp. 69-97
Author(s):  
JiEun Baek
Keyword(s):  
Autism Spectrum Disorder ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Single Subject Design ◽  
Subject Design ◽  
Students With Autism

scholarly journals Weighted Blankets and Sleep Quality in Children with Autism Spectrum Disorders: A Single-Subject Design

Children ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 10
Author(s):  
Bryan M. Gee ◽  
Kimberly Lloyd ◽  
Jesse Sutton ◽  
Tyler McOmber
Keyword(s):  
Autism Spectrum Disorder ◽  
Sleep Quality ◽  
Visual Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Single Subject Design ◽  
Study Objective ◽  
Subject Design

The purpose of the study was to explore the efficacy of weighted blanket applications and sleep quality in children with autism spectrum disorder and behavioral manifestations of sensory processing deficits. Two 4-year-old participants diagnosed with autism spectrum disorder who also experienced sleep disturbances took part in a single-subject design study. Objective sleep measures and caregiver surveys were tracked for a baseline period of eight days, followed by a 14-day weighted blanket intervention and a seven-day withdrawal phase. Caregiver reports and objective data were evaluated using visual analysis and the percentage of non-overlapping data methods. The results suggest minimal changes in sleep patterns as a result of the weighted blanket intervention. The findings based on using a weighted blanket intervention were enhanced morning mood after night use and a significantly decreased time to fall asleep for participants, though they were not strong enough to recommend for clinical use. Future directions include single-subject and cohort-designed studies exploring the efficacy of weighted blankets with increasing sleep quality among children with autism.

scholarly journals Impact of Family-Centered Early Intervention in Infants with Autism Spectrum Disorder: A Single-Subject Design

2020 ◽  
Vol 2020 ◽  
pp. 1-7
Author(s):  
Ho Il Park ◽  
Hae Yean Park ◽  
Eunyoung Yoo ◽  
Areum Han
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Intervention ◽  
Social Interaction ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Single Subject Design ◽  
Subject Design ◽  
Social Interaction Skills ◽  
Family Centered

Objective. Autism spectrum disorder is a neurodevelopmental disorder that affects communication, social skills, and behavior and can present in early childhood. The present study is aimed at investigating the effects of family-centered early intervention on the quality of social interaction and social interaction skills in infants with suspected autism spectrum disorder using a single-subject design. Method. As a single-subject design study, evaluations were conducted at baseline phase A, intervention phase B, baseline phase A′, and follow-up phase. The family-centered early intervention program was implemented during the intervention phase. Family-centered early intervention programs included home environmental modification, play video recording and training, task and feedback, related information training, and question and answer. The Modified Checklist for Autism in Toddlers, Revised, with Follow-Up and Evaluation of Social Interaction was used for evaluation. Result. Three participants completed the study. After applying the family-centered early intervention program, the quality of social interaction and social interaction skills of all participants improved. In addition, the risk of autism spectrum disorder in all participants was reduced. Conclusion. Family-centered early intervention was confirmed to have a positive effect on the improvement of social interaction skills in infants with suspected autism spectrum disorder.

scholarly journals The Effectiveness of the Semantic Concept Map Method in Concept Teaching to Students with Autism Spectrum Disorders

2021 ◽  
Vol 10 (4) ◽  
pp. 170
Author(s):  
Fatih KOÇAK ◽  
Hakan SARI
Keyword(s):  
Autism Spectrum Disorder ◽  
Concept Map ◽  
Graphical Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Semantic Concept ◽  
Single Subject Research ◽  
Students With Autism ◽  
Multiple Probe

This study aimed to examine the effectiveness of the semantic concept map method in teaching the family concepts of life studies lessons to students with Autism Spectrum Disorder. A multiple probe model with probe phase between subjects, one of the single-subject research methods, was used. The subjects of the study are 10-year-old three boys diagnosed with ASD. Inter-observer reliability and implementation reliability data were also collected in the study. Graphical analysis of the obtained data was made. As a result of the research, it was revealed that the semantic concept map method was effective in teaching the concepts within the theme of our family to students with Autism Spectrum Disorder.

Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis

2021 ◽  
pp. 108835762110233
Author(s):  
April Haas ◽  
Kimberly J. Vannest ◽  
Marcus C. Fuller ◽  
Jennifer B. Ganz
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Effect Size ◽  
Meta Analysis ◽  
Academic Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Academic Instruction ◽  
Students With Autism ◽  
Moderate Effect

A deficit in social skills often makes teaching academics a second thought when instructing students with autism. Peer-mediated instruction has been well studied for increasing academic skills across various disabilities and social skills for students with autism spectrum disorder (ASD). The purpose of this study was to determine the effect size of peer-mediated academic instruction (PMAI) to increase academic skills for students with ASD. Results indicate studies demonstrate a weak to moderate effect when using PMAI to teach students with ASD. These results validate PMAI can be effective when teaching academic skills to students with ASD; however, more studies are needed to better understand for whom and under what conditions PMAI is most effective.

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