Behavior analytic technologies mediated via augmented reality for autism: A systematic review

This review synthesizes the literature base evaluating the effects of behavior analytic interventions delivered via augmented reality (AR) technology for individuals with autism. We also conducted a quality review. We identified 14 studies with a majority of the studies (n = 11; 79%) utilizing single-case research design. Of the 14 studies, three met the quality criteria to be classified as “strong” and can offer evidence on the integration of AR technology into the practice of behavior analysis. All three studies taught a functional skill (i.e., tooth brushing and navigation). The remaining studies focused on skill acquisition with zero studies utilizing AR within the context of behavior assessment or behavior reduction interventions. This literature base is emerging with additional research required.

Smartphone Psychological Therapy During COVID-19: A Study on the Effectiveness of Five Popular Mental Health Apps for Anxiety and Depression

The aims of this study were to examine the effectiveness of a range of smartphone apps for managing symptoms of anxiety and depression and to assess the utility of a single-case research design for enhancing the evidence base for this mode of treatment delivery. The study was serendipitously impacted by the COVID-19 pandemic, which allowed for effectiveness to be additionally observed in the context of significant community distress. A pilot study was initially conducted using theSuperBetter app to evaluate the proposed methodology, which proved successful with the four finishing participants. In the main study, 39 participants commenced (27 females and 12 males,MAge = 34.04 years,SD = 12.20), with 29 finishing the intervention phase and completing post-intervention measures. At 6-month follow-up, a further three participants could not be contacted. This study used a digitally enhanced, multiple baseline across-individuals single-case research design. Participants were randomly assigned to the following apps:SuperBetter (n = 8),Smiling Mind (n = 7),MoodMission (n = 8),MindShift (n = 8), andDestressify (n = 8). Symptomatology and life functioning were measured at five different time points: pre-baseline/screening, baseline, intervention, 3-week post-intervention, and 6-month follow-up. Detailed individual perceptions and subjective ratings of the apps were also obtained from participants following the study’s completion. Data were analyzed using visual inspection, time-series analysis, and methods of statistical and clinical significance. Positive results were observed for all apps. Overall, more favorable outcomes were achieved by younger participants, those concurrently undertaking psychotherapy and/or psychotropic medication, those with anxiety and mixed anxiety and depression rather than stand-alone depression, and those with a shorter history of mental illness. Outcomes were generally maintained at 6-month follow-up. It was concluded that a diverse range of evidence-based therapies offered via apps can be effective in managing mental health and improving life functioning even during times of significant global unrest and, like all psychotherapies, are influenced by client features. Additionally, this single-case research design is a low-cost/high value means of assessing the effectiveness of mental health apps.Clinical Trial Registration: The study is registered with the Australian and New Zealand Clinical Trials Registry (ANZCTR), which is a primary registry in the World Health Organization Registry Network, registration number ACTRN12619001302145p (http://www.ANZCTR.org.au/ACTRN12619001302145p.aspx).

A Review and Analysis of Single-Case Research Examining Adolescent Participation in IEP Meetings

The purpose of this systematic review and meta-analysis was to identify and synthesize single-case research examining interventions used to increase the quantity and/or quality of participation by adolescents with disabilities during Individualized Education Program (IEP) meetings. For studies meeting quality indicators, we used visual analysis, Tau-U, and standardized mean difference to synthesize outcomes, including maintenance and generalization of effects. We identified seven studies examining quality of participation and eight studies examining quantity of participation that met our inclusion criteria; however, only three studies from each group met quality standards. Overall, interventions positively influenced student contributions at IEP meetings. When measured, increased quantity and quality of participation maintained over time and generalized to real IEP meetings. Implications for research and practice are discussed.

Practical Use of Single-Case Research Design to Target Improved Behavioral Outcomes for Students With SLD

Intensive academic interventions help address the learning difficulties of students with specific learning disabilities (SLDs). Challenging behaviors exhibited during instruction can have a negative impact on the overall effectiveness of an academic intervention. In addition to academic interventions, students with SLD may benefit from behavioral interventions. One method for evaluating the effect of interventions that target improved behavioral outcomes for students with SLD is single-case research designs (SCRDs). This article provides an overview of critical features of SCRD studies evaluating behavioral interventions with students with SLD or interventions with teachers of students with SLD. The article also examines how research decisions were made to support other researchers’ development of high-quality SCRD studies.

Application of Single-Case Research Designs in Undergraduate Student Reports: An Example From Wellbeing Science

Introduction: Psychological science is undergoing a period of change and transformation. Statement of the Problem: The crisis in confidence over psychological science has led to an emphasis on larger and larger sample sizes, sustaining an unfortunate neglect of single-subject research designs in undergraduate education. Literature Review: We identified several excellent articles advocating for the benefits of single-subject and small N designs over group-based research designs, yet single-case designs are seldom taught at undergraduate level. Teaching Implications: Teachers of psychology are provided with resources for implementing training in single-case research designs at undergraduate level, enabling students to draw objective conclusions in an N-of-1 research report. We do this using an example from a recently developed module on wellbeing science. Conclusion: Embedding an underused methodological approach for determining objective change in single individuals into undergraduate psychology curricula will help to develop practical skills applicable to many roles in the discipline of psychology, the healthcare sector and the quantified-self community.

Rigorous Assessment of Social Validity: A Scoping Review of a 40-Year Conversation

For the last 40 years, special education and applied behavior analysis researchers have discussed the notion of social validity, particularly those researchers who conduct single-case research. A substantial part of this discussion has involved critiquing the rigor of methods used to assess social validity. We conducted a scoping literature review focused on describing and integrating different critiques and recommendations about social validity assessment. In a multi-pronged search, we identified 47 articles addressing rigor in social validity assessment. We used inductive content analysis to chart data about specific critiques and identify a framework of seven Key Questions that organize these critiques across theoretical and methodological dimensions. We describe the Key Questions, including examples from the reviewed literature that led to their development. The framework may have practical utility for researchers and reviewers in guiding rigorous social validity assessment in intervention research. Implications are discussed for researchers, reviewers, and journal editors.

Improved the ability to read the Quran for slow learner students in Yogyakarta: Single case research approach

This study aims to improve the ability of slow learner students in reading the Quran . This type of research is a single case or single-case research with the ABABA intervention model. The research subjects were student at Muhammadiyah Junior High School Kulonprogo Yogyakarta. The sampling technique used purposive sampling. The data were collected using an assessment sheet instrument based on practical tests, observation sheets, and interview protocols. The assessment data were analyzed using descriptive statistics in the form of scoring based on the results of the test or treatment given based on each stage. The enhancement of the subject's ability was carried out by the AIR (Auditory Intellectually Repetition) method which is has the banaficial category because in a short period it could give results even though it was not optimal. The AIR method itself is a learning model with assignments that emphasize understanding listening to the material with a practice that is carried out repeatedly to gain deep understanding. While the results of observations and interviews are described in a narrative. The results of the study concluded that there was an increase in the students' ability to read the Quran according to the observed aspects, namely the increase in the ability of the Makhorijul Huruf, Tawjid, and Tartil after attending the training. The ability of the subject's Makhorijul Huruf increased 66.6 % than before the intervention, they are from 30 to 50 as result. Tajwid ability increased 33.3 % from 30 to 40 as result, and Tartil ability increased by 14.28 % from 35 to 40 as resultr, and Tartib experienced an increase of 100 % from 25 to 50. These results indicate the increase in students' ability to read the Quran in the quite good category.