scholarly journals The Effects of a Multicomponent Motivational System Intervention Using Peer-Tutoring for Implementation on the Automation of Single-Digit Addition Tasks of Four Struggling Elementary Students

2021 ◽  
Vol 11 (6) ◽  
pp. 265
Author(s):  
Jennifer Karnes ◽  
Matthias Grünke
Keyword(s):  
Elementary Students ◽  
Peer Tutoring ◽  
Positive Reinforcement ◽  
Recall Performance ◽  
Single Case ◽  
Early Years ◽  
Single Digit ◽  
Motivational System ◽  
Baseline Design ◽  
Math Facts

Derived math fact fluency becomes more imperative across all mathematical content areas during a students’ mathematics development. However, many of them struggle to automate the most basic math facts sufficiently and therefore are not able to deal with more complex mathematical problems. This leads to the fact that many of them are already left behind in the early years of their school careers whether they have diagnosed learning disabilities or not. In this single-case research project, we evaluated a peer-tutoring approach designed to extend the number of automated single-digit addition tasks for four struggling elementary students through a multicomponent motivational system including immediate correction of errors, graphical feedback on performance, positive reinforcement, direct instruction flashcards, and a racetrack game. A multiple-baseline design (ABE) across subjects was applied to assess the effects of the treatment. The results indicate significant and large effects of the intervention on the number of automated math facts for the participants. This substantiates the assumption that the math-fact recall performance of struggling students can be improved through the method of peer tutoring even with the limited resources available in everyday school life.

Number of repetitions required to retain single-digit multiplication math facts for elementary students.

2015 ◽  
Vol 30 (3) ◽  
pp. 398-405 ◽  
Author(s):  
Matthew K. Burns ◽  
Jim Ysseldyke ◽  
Peter M. Nelson ◽  
Rebecca Kanive
Keyword(s):  
Elementary Students ◽  
Single Digit ◽  
Math Facts

Evaluating “mentalizing positive affect” as an intervention for enhancing positive affectivity in borderline personality disorder using a single-case multiple-baseline design.

Psychotherapy ◽  
2020 ◽  
Vol 57 (4) ◽  
pp. 580-586
Author(s):  
Tine S. D. Harpøth ◽  
Mickey T. Kongerslev ◽  
Mariola Moeyaert ◽  
Sune Bo ◽  
Anthony W. Bateman ◽  
...  
Keyword(s):  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Positive Affect ◽  
Single Case ◽  
Borderline Personality ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Positive Affectivity ◽  
Baseline Design

A Parent-Implemented Shared Reading Intervention via Telepractice

2021 ◽  
pp. 105381512110322
Author(s):  
Yusuf Akemoglu ◽  
Vanessa Hinton ◽  
Dayna Laroue ◽  
Vanessa Jefferson
Keyword(s):  
Time Delay ◽  
Single Case ◽  
Multiple Baseline ◽  
Video Editing ◽  
Baseline Design ◽  
Communicative Acts ◽  
Use Of Time ◽  
Young Children With Disabilities ◽  
Evidenced Based ◽  
Feedback Delivery

We describe a study of the internet-based Parent-Implemented Communication Strategies–Storybook (i-PiCSS), an intervention designed to train and coach parents to use evidenced-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and RTs while reading storybooks with their young children with disabilities. Three participating parents were trained and coached via telepractice technologies (videoconferences, video editing software). Zoom software was used for videoconferencing and Camtasia software was used to record the training and coaching sessions and to edit the recorded session for feedback delivery purposes. Using a single-case multiple-baseline design across NCT strategies within each family, we examined (a) parents’ fidelity use of the three NCT strategies, (b) parents’ use of book RTs, and (c) child language and communication outcomes. The entire intervention period lasted 8 weeks. After training and coaching, parents used the modeling, mand-model, and time delay strategies with higher rates and higher quality (accuracy). Children initiated more communicative acts upon parents’ use of time delay and increased their numbers of single- and multiple-word responses.

Three-Level Meta-Analysis of Single-Case Data Regarding the Effects of Peer Tutoring on Academic and Social-Behavioral Outcomes for At-Risk Students and Students With Disabilities

2019 ◽  
pp. 074193251985507 ◽  
Author(s):  
Mariola Moeyaert ◽  
David A. Klingbeil ◽  
Emily Rodabaugh ◽  
Merve Turan
Keyword(s):  
Social Behavior ◽  
Students With Disabilities ◽  
Peer Tutoring ◽  
Academic Outcomes ◽  
Single Case ◽  
Meta Analysis ◽  
Treatment Phase ◽  
Evidence Based ◽  
Behavior Outcomes ◽  
Study Heterogeneity

Meta-analysis of single-case experimental designs may further knowledge about evidence-based practices for students needing remedial or special education. To contribute to evidence-based practice, a multivariate multilevel meta-analysis was used to synthesize the effectiveness of peer tutoring interventions on both academic and social-behavior outcomes. In total, 46 single-case studies met all inclusion criteria. Peer tutoring had a statistically significant effect on both academic and social-behavior outcomes, with a slightly larger effect on academic outcomes. Peer tutoring also had a significant effect on the trend in academic outcomes during the treatment phase (indicating that the intervention becomes more effective over time), but the effect on trends was slightly less than for social outcomes. Including moderators such as gender, age, disability type, and study quality reduced the amount of between-case and between-study heterogeneity. Limitations and implications of these findings are discussed.

scholarly journals Initiation and Generalization of Self-Instructed Video Activity Schedules for Elementary Students With Intellectual Disability

2018 ◽  
Vol 53 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Sally B. Shepley ◽  
Amy D. Spriggs ◽  
Mark D. Samudre ◽  
Emily C. Sartini
Keyword(s):  
Intellectual Disability ◽  
Elementary Students ◽  
Single Case ◽  
The Self ◽  
Future Research ◽  
Activity Schedules ◽  
Activity Schedule ◽  
Independent Variable ◽  
Self Instruction ◽  
Multiple Probe

This study evaluated the effects of progressive time delay (PTD) to teach four elementary students with intellectual disability on how to self-instruct using a video activity schedule. A single-case multiple probe across participants design with a multiple probe across environments design for each participant was used to assess the generalization of the self-instruction behavior to novel environments. All participants acquired the self-instruction behavior in their target environments. One participant generalized this behavior to a novel environment by the completion of the study, and the other three participants required introduction of the independent variable (PTD) to master acquisition in the two generalization environments. Implications for practitioners and suggestions for effective programming of generalization in future research are discussed.

PEER-TUTORING AT THE UNIVERSITY. ANALYSIS OF A SINGLE CASE STUDY

2021 ◽  
Author(s):  
Martina Albanese
Keyword(s):  
Peer Tutoring ◽  
Single Case ◽  
Single Case Study ◽  
The University

Collaborative Coaching With Early Head Start Teachers Using Responsive Communication Strategies

2017 ◽  
Vol 38 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Mollie Romano ◽  
Juliann Woods
Keyword(s):  
Head Start ◽  
Single Case ◽  
Communication Strategies ◽  
Early Head Start ◽  
Baseline Design ◽  
The Social ◽  
Classroom Routines ◽  
Coaching Approach ◽  
Responsive Communication ◽  
Collaborative Coaching

This study used a single-case, multiple baseline design to examine the effectiveness of collaborative coaching on three Early Head Start (EHS) teachers’ use of responsive communication strategies with toddlers with communication delays. Child communication targets and teacher communication strategies were measured as secondary outcomes. The coaching approach included a joint planning session in which the interventionist and teachers chose child targets and how to embed strategies within classroom routines. The teachers increased their use of the responsiveness strategies in play and caregiving routines during intervention and maintenance. Child participants also increased their rates of communication during intervention and maintenance. Implications for professional development and the social validity of the approach are discussed.

Effects of School-Home Communication With Parent-Implemented Reinforcement on Off-Task Behavior for Students With ASD

2019 ◽  
Vol 57 (2) ◽  
pp. 95-111 ◽  
Author(s):  
Samantha E. Goldman ◽  
Kelli A. Sanderson ◽  
Blair P. Lloyd ◽  
Erin E. Barton
Keyword(s):  
Single Case ◽  
Autism Spectrum ◽  
Future Research ◽  
Single Case Design ◽  
Design Standards ◽  
Baseline Design ◽  
Functional Relations ◽  
Task Behavior ◽  
Students With Autism ◽  
Spectrum Disorders

AbstractSchool-home communication is highly valued for parents of students with autism spectrum disorders (ASD) and other developmental disabilities. However, parents report poor communication as a common barrier to developing partnerships with schools. Using a multiple baseline design, we evaluated the effects of a school-home note intervention with parent-implemented reinforcement for decreasing off-task behavior of students with ASD at school. We also evaluated social validity (i.e., feasibility and acceptability) of the intervention and outcomes. Only two of the four participants showed clear behavior change, which precluded the demonstration of functional relations. However, all participating parents and teachers reported the school-home note and parent-implemented contingent reinforcement were highly feasible and acceptable, and indicated positive outcomes relating to improved family-school partnership and communication. Findings of this study, which meets single-case design standards and quality indicators, are discussed in terms of future research and practice.

scholarly journals Peer tutoring among elementary students: educational benefits to the tutor1

1977 ◽  
Vol 10 (2) ◽  
pp. 231-238 ◽  
Author(s):  
John P. Dineen ◽  
Hewitt B. Clark ◽  
Todd R. Risley
Keyword(s):  
Elementary Students ◽  
Peer Tutoring ◽  
Educational Benefits
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