BackgroundIn this fast-paced world, the use of the internet has become very fundamental to both professional and personal existence, ultimately influencing human cognition. This has grown as a global concern for every age group, particularly among young adults. There have been many psychological therapies to effectively deal with internet addiction, and one such intervention can be through enhancing the spirituality component within individuals. Therefore, spiritually integrated psychological sessions (SIPS) within counselling settings can serve as a significant framework in managing internet addiction, particularly related to spending excessive time on social media platforms.Purpose(a) The purpose of this study is to assess the effectiveness of spirituality-based counselling sessions on reducing internet addiction (time spent ≥8 h/day on social media platforms), depression, anxiety and stress. (b) To enhance emotional and spiritual intelligence within the participants.MethodsThe present study used a single-case experimental design (SCED) using a phased intervention model inspired by non-concurrent multiple baseline design (NCMBD) to assess the effectiveness of the well-structured SIPS on reducing internet addiction, while enhancing emotional and spiritual intelligence as well as managing other comorbid symptoms reported by the participants, which are depression, anxiety and stress. A total of three participants (age between 15 and 18 years) were selected through purposive sampling with criterion-based selection. The methodology strictly followed the SCRIBE guidelines across the implementation of the sessions.ResultsThe results obtained showed consistent patterns of stability in managing the usage of the internet, significant reduction in the reported symptoms of depression, anxiety and stress. There was also an enhancement in the emotional and spiritual intelligence among the participants.ConclusionThe present research indicates that SIPS is an effective framework in reducing internet addiction (time spent ≥8 h/day on social media platforms like Instagram, WhatsApp, Facebook and Snapchat) and other symptoms of depression, anxiety and stress. The activities as well as techniques involved in SIPS have also been found to be effective in regulating both emotional and spiritual intelligence among adolescents while managing and improving their behavioural patterns.

ABSTRACT Infection-control practices depend on environmental conditions that support safe performance, and when those conditions are compromised, infection risk rises for workers and patients. Outpatient Applied Behavior Analysis (ABA) clinics serving individuals with autism and intellectual disabilities involve close-contact care that can make consistent staff adherence to infection-control practices difficult to sustain. This study evaluated a multicomponent interdependent group contingency to improve infection-control adherence among direct-care staff at an outpatient ABA clinic. The intervention combined group-level feedback and non-monetary rewards, with adherence measured by a nine-item infection control checklist. Using a multiple baseline design across shifts, each group demonstrated immediate improvement, achieving the 80% checklist-adherence criterion for three consecutive observations, and contacting the group reward within five opportunities. Results support the use of group feedback and non-monetary rewards to sustain infection-control practices under operational constraints, offering a feasible approach for healthcare and human service settings.

The current preliminary study examined the effects of a computer-based training program designed to improve the accuracy of bilingual speech-language pathology clinicians in identifying dialect-specific phonetic features and distinguishing dialectal differences from speech sound disorders across various Spanish dialects. A single-case multiple-baseline design across six bilingual Spanish-English graduate students was employed. The training intervention utilized the Teach-Model-Coach-Review instructional framework across two modules focused on dialectal feature identification and accurate classification of dialectal differences versus disorders. Data were graphed and analyzed for the presence of a functional relation between variables. Participants also provided qualitative feedback on the program's feasibility, usability, and relevance for clinical practice. All participants showed significant improvement from baseline to intervention in accurately identifying dialectal phonetic features (Tau-U = 1.00, p < .01) and differentiating dialectal differences from disorders (Tau-U = 1.00, p < .05). These improvements were maintained over the maintenance period. Qualitative analyses indicated that participants felt increased comfort, confidence, and clinical preparedness after training. Findings support the efficacy of structured, computer-based dialectal training to enhance critical diagnostic skills among bilingual Spanish-English speech-language pathology clinicians by enhancing assessment accuracy and reducing the risk of misdiagnosis in Spanish-speaking clients.

This study explored the dual effects-both academic and social-of a peer tutoring framework where a twice-exceptional student with autism spectrum disorder (2e-ASD) served as a tutor for three students with learning disabilities (LDs). The goal was to assess whether peer-mediated instruction could improve tutees' reading accuracy while fostering tutors' social development. Using a multiple baseline design across participants, with a numerous probe structure, ensured rigorous methodology and intervention fidelity. Reading accuracy was systematically monitored across phases, and social validity feedback from parents and educators offered insights into perceived academic and social outcomes. The results showed significant, sustained improvements in reading accuracy for all students with LD following the peer tutoring intervention. At the same time, qualitative feedback highlighted notable enhancements in the tutor's social engagement, communication and self-confidence. Stakeholders observed that the tutoring structure promoted positive peer relationships and increased classroom participation. These findings highlight the mutual benefits of peer tutoring, especially when the strengths of twice-exceptional learners are deliberately incorporated into instructional design. The research adds to growing evidence supporting inclusive, strength-based peer learning models. By demonstrating that peer tutoring can enhance multidimensional learning outcomes, this study presents a scalable instructional approach with practical implications for special education, collaborative learning and teacher training. The findings encourage wider adoption of peer-mediated frameworks that acknowledge and utilize diverse learner profiles.

ABSTRACT Learning adaptive skills is crucial for children with autism, yet it poses challenges. Traditional video modelling and emerging technology-aided interventions have demonstrated effectiveness in teaching individuals with autism. With rapid technological advancements, new intervention approaches are continually emerging in special education. This study compares two innovative approaches, technology-enhanced video-self-modelling (iVSM) and a webcam-based video game, to assess their efficacy in teaching hand-washing steps to preschoolers with autism in inclusive educational settings. Employing a single-case research design that integrates alternating treatment design and multiple-baseline design across three participants, the findings indicate that both approaches were effective, with minimal disparity. However, one participant showed a preference for iVSM. Implications for practice and future research directions are discussed.

This study investigated the effectiveness of the Picture Exchange Communication System (PECS) as an alternative and augmentative communication (AAC) tool for children diagnosed with level 3 autism spectrum disorder (ASD), specifically focusing on those who are non-verbal or minimally verbal. It used a quantitative, quasi-experimental multiple baseline design involving four participants diagnosed with level 3 ASD, who were observed across three phases: Baseline A (pre-intervention), Baseline B (during intervention), and Baseline C (post-intervention/maintenance phase). Functional communication data was gathered through a structured Behavioral Observation Frequency Checklist in a real-world setting, conducted in a Special Education (SPED) school, supervised by a SPED teacher. The study analyzed using descriptive statistics, paired sample t-tests, and Cohen’s effect size to measure its impact and comparison of improvement across all phases. Results revealed significant improvements in functional communication scores from Baseline A (M = 77.8, SD = 17.2) to Baseline C (M = 99.5, SD = 11.9), t(3) = -3.84, p = .031, with a very large effect size (d = 1.92). While the difference between Baseline B and C was not statistically significant (p = .060), the effect size remained large (d = 1.48), indicating sustained progress. Phase 7 (generalization) demonstrated significant gains (p = .037, d = 1.79), confirming that PECS-trained behaviors transferred across settings and communication partners. These findings support and provide empirical evidence that PECS is an effective AAC tool intervention for enhancing functional communication. Specifically, PECS improved skills such as requesting desired items, expressing choices, and initiating interactions. Practical implications suggest that when PECS is incorporated into individualized education plans, it can be effectively integrated into daily classroom routines to support requesting, choice making, expression, and initiation of communication. This leads to increased classroom engagement, greater participation in academic and social activities, reduced frustration-related behaviors, and improved independence among learners with complex communication needs, including children with autism spectrum disorder. The integration of the Picture Exchange Communication System (PECS) into special education programs and recommendations for future research are discussed in the last section of the study.

Purpose This study examined the feasibility of implementing an efficacious, statistically-based, word learning intervention, Vocabulary Acquisition and Usage for Late Talkers (VAULT), in a caregiver-implemented service delivery model primarily via telehealth with late talkers exposed to Spanish or Spanish and English. Caregivers were coached by professionals with experience supporting Latine 1 families in early childhood development, but who were not speech-language pathologists. The aim was to explore the feasibility of train-the-trainer models. Method Four caregiver-child pairs participated in a single-subject, multiple baseline design. Coaches trained caregivers who administered VAULT. Outcomes included fidelity to the coaching protocol, VAULT, social validity, and child expressive vocabulary. Result Two caregivers completed the study, while two exited mid-treatment citing scheduling difficulties. Coaches demonstrated high fidelity with some variability to teach-model-coach-review and VAULT. Caregivers reached the target rate of nine models per minute on average, though with variability. VAULT had evidence of social validity, however there may have been too many required research-specific tasks. All children learned some treatment words and increased their expressive vocabulary. Conclusion Fidelity varied by triad, indicating the need for more supports for consistency. Acceptability of VAULT was promising, however participant drop-out showed the need for fewer research activities or more supports.

Idiographic network analysis, where associations between multiple nodes are estimated, can potentially guide choice of interventions in psychological treatment. In this single case experiment using ecological momentary assessment data to estimate continuous time network models, we aimed to test the so-called centrality hypothesis. We did so by comparing effects of interventions guided by the most central node to those guided by the least central node. We used the composite level psychological inflexibility processes lack of openness, lack of awareness, and lack of engagement, alongside an interference outcome, as network nodes. Effects on pain interference, motivation, and pain intensity were examined. We employed a multiple baseline design across six participants. Therapists and participants were blinded to participants' treatment conditions. Baseline length and order of treatment phases were randomized. Four participants had an overall treatment effect on pain interference, but it was generally not possible to discern that one particular phase was more beneficial than another. For three participants, the picture was somewhat clearer, indicating one of the treatment phases as more beneficial, although the results for these participants were not consistently in line with hypotheses. Retrospectively examining other potential guidance methods for these three participants, we saw a potential in discrete time contemporaneous network models. Current results are not in line with previous assumptions or research on idiographic network models for treatment personalization, although the previous research in this area is scarce. Future research should investigate alternative network models or estimation choices to determine the potential utility of data driven idiographic networks.

Chinese American families of autistic children remain underrepresented in the autism intervention literature. The current study examined the efficacy and social validity of a culturally adapted and telepractice version of Prevent, Teach, and Reinforce for Families (PTR-F) for Chinese American families of young autistic children in the U.S. Two independent randomized multiple baseline designs across six mother-child dyads were used to examine the effects of the culturally adapted PTR-F intervention program when delivered by mothers on the decreased rate of target child challenging behavior. A clear functional relation was demonstrated between the intervention and increased behavior support plan (BSP) strategy use for all mothers. Following parent education and coaching, all six mothers demonstrated immediate and sustained increases in BSP implementation fidelity, reaching at least 80% fidelity. A clear functional relation was demonstrated between increased parent strategy use and decreased child challenging behavior for two of the six Dyads and weaker but present participant level effects for Dyads 1,2,3, and 4 due to decreasing baseline trends in challenging behavior and lack of clinically significant decreased challenging behavior for Dyad 4. Social validity findings indicated high parent satisfaction with the intervention goals, procedures, and outcomes, as well as strong acceptability of the telepractice delivery model. These findings have implications for the development and delivery of culturally adapted, family centered telepractice intervention to reduce children's challenging behavior and expand equitable access to evidence-based autism services for underserved populations.

Developmentally Tailored Telehealth-Delivered Cognitive-Behavioural Therapy for Adolescents with Body Dysmorphic Disorder: A Multiple Baseline Design.

The study aims to investigate the impact of the Schmetterling-Motor Treatment (MT) Program on children diagnosed with autism spectrum disorder (ASD) in motor skills and individual stress level indicated by analyses of heart-rate variability (HRV). A multiple baseline design was used to compare two children, YY, who had received previous selective eating interventions, and TT, who had not. The MT program encompasses therapeutic running and fine motor exercises. For individual evaluation, the Childhood Autism Rating Scale–Second Edition, Standard Version (CARS-2-ST), the developmental test ET6-6 (with the dimensions hand motor skills, body motor skills, cognitive development, language development and socio-emotional development) and HRV were measured within a multiple-baseline single subject design (ABA). The results indicated a significant improvement in autism-related features, as well as in motor skills and autonomic regulation, with greater improvements found for YY than for TT. HRV analysis revealed improved autonomic regulation, especially for YY. ET6-6R results confirm significant gains in motor skills. The findings of this pilot study demonstrate the feasibility of tailored behavioral interventions for young children with ASD combining standardized diagnostic instruments with psychophysiological measurement of HRV as a biomarker for stress level and regulation of the sympathetic nervous system. Our findings provide the foundation for larger, more rigorous studies.

ABSTRACT Purpose The present study aims to understand the feasibility and preliminary outcomes of the newly developed transdisciplinary Music-Based Intervention (MBI) based on Verb Network Strengthening Treatment (Music Enriched VNeST; MeVNeST) for people with aphasia (PWA). Method Four people with chronic aphasia completed the study (P1, P2, P3, and P4), three of whom presented with co-occurring apraxia of speech (AOS). P1 and P2 completed Experiment 1, which used an ABACA design to examine the feasibility of three weeks of MeVNeST (6 hours) compared to three weeks of VNeST (6 hours). P3 and P4 completed Experiment 2, which used a multiple baseline design across participants to investigate effects of treatment after seven weeks of MeVNeST (14 hours). The primary goal of Experiments 1 and 2 was to examine acceptability and feasibility of MeVNeST. The secondary goal was to examine treatment effects. Thus, weekly probes for trained and untrained verbs, as well as a control task (adjective synonym generation), were collected. Results MeVNeST was implemented with acceptable fidelity in Experiments 1 and 2. MeVNeST also demonstrated high acceptability. Participants considered both VNeST and MeVNeST to be “very fun”, and reported a preference for treatments that incorporated music. Secondary analyses examined treatment effects on probe measures. In Experiment 1, P1 showed a small effect on trained verbs on VNeST (d = 2.31) and semantically-related untrained verbs on MeVNeST (d = 2.89). In Experiment 2, P3 showed a medium effect (d = 5.31) on trained items following MeVNeST. Conclusions This study suggests that MeVNeST is a feasible and potentially effective treatment approach that warrants further research. Notably, participants with co-occurring aphasia and AOS showed measurable treatment effects following a small dose of treatment, suggesting that MeVNeST may hold promise for this population.

Examining the effectiveness of Don't Stop Me Now! (DSMN): a community-based sports intervention to promote social integration in adults with early psychosis - study protocol for a multicenter single-case multiple baseline design.

Childhood behavioral problems often increase parental stress and hinder effective parenting. This study evaluated an eight-session acceptance and commitment therapy (ACT) intervention delivered to three mothers using a nonconcurrent multiple baseline design. Weekly measures assessed parental psychological flexibility, stress, life satisfaction, value-driven behavior, and child behavior. Visual and statistical analyses indicated reductions in psychological inflexibility and stress, improvements in well-being and value-consistent parenting, and decreases in child behavioral problems, maintained at 6-month follow-up. Findings provide preliminary support for ACT-based interventions targeting parental functioning in families with behavioral difficulties.

Background To explore the feasibility and preliminary effects of visualised feedback, compared with numerical feedback, on physical activity levels in community-dwelling stroke survivors. Methods A multiple baseline design was conducted with three community-dwelling outpatients with stroke. Participants were randomly assigned to baseline lengths of 6, 12, or 18 daily sessions, followed by a 6-session intervention. During baseline, participants received numeric feedback and collaboratively set an action plan of “adding 10 min/day of total physical activity (TPA).” During the intervention, numerical data were supplemented with heat-map visualisations showing activity intensity and timing. The primary outcome was TPA (≥1.6 METs). Effect sizes were calculated using trend-adjusted Tau-U, non-overlap of all pairs, and percentage of all non-overlapping data. Comprehensibility, acceptability, and utility of feedback were assessed using Likert scales. Results All participants demonstrated increased median TPA during the intervention period compared to baseline. The effect sizes indicated a small change in case 1 and moderate changes in cases 2 and 3. Participants rated visualised feedback as more comprehensible and useful than numeric feedback, with Cases 2 and 3 reporting higher acceptability. Conclusion Preliminary findings may support the feasibility and potential added action planning value with visualised feedback on physical activity in community-dwelling stroke survivors.

Clinicians often implement differential reinforcement of alternative behavior with synthesized alternative reinforcement, which involves the delivery of multiple, qualitatively different reinforcers contingent on a single alternative response. Previous research has demonstrated that downshifts in alternative reinforcement cause resurgence. We evaluated whether suspending one of the reinforcers from a synthesized alternative reinforcement contingency produces resurgence and compared this with the amount of resurgence when all reinforcers were suspended. First, we conducted a three-phase resurgence evaluation with three groups of rats. In Phase 1, target responding produced a single reinforcer (i.e., food or sucrose). In Phase 2, rats received two qualitatively different reinforcers (i.e., food and sucrose) contingent on alternative responding. In Phase 3, groups of rats experienced different downshifts from synthesized alternative reinforcement. Groups experienced suspension of both reinforcers (complete downshift), suspension of one reinforcer (partial downshift), or no change (no downshift). The partial downshift produced resurgence, and the complete downshift produced more resurgence than the partial downshift. Second, we conducted a follow-up analysis by implementing partial downshifts within a multiple-baseline design. The follow-up analysis provided additional support that partial downshifts in synthesized alternative reinforcement produce resurgence. We discuss both the theoretical and applied implications of these results.

Adaptation of remote cognitive behavior therapy (CBT) for depression in children in Mexico: A multiple-baseline design.

Effectiveness of adapted vowel-based literacy instruction in minimally verbal adolescents with autism and intellectual and developmental disability.

This study presents a multiple baseline, single-case Cognitive Behavior Therapy (CBT) intervention and process report on “Regulus” (pseudonym), an elite cricketer experiencing anxiety in the preparatory 4 months leading up to an ICC Cricket World Cup. The research critically examines the therapeutic processes within a cognitive behavior therapy (CBT) framework, integrating intervention efficacy analysis with a detailed process report. The objective is to demonstrate the practical application of CBT theory and techniques using a detailed intervention study and process report format. Starting off with a sport specific CBT formulation, the study delivered the intervention using cognitive restructuring through reframing and alternative belief interventions specific to sport. The study employed a single-case, multiple baseline design across 12 sessions over 14 wk. Anxiety and cognitive appraisals were measured pre-, mid-, and post-intervention with a one-month follow-up. Quantitative results demonstrated significant reductions in anxiety (−56.2%), threat-related appraisals (−50%), and loss-related appraisals (−48.66%), alongside increased challenge appraisals (+30%). Qualitative process reports further illustrated reductions in catastrophic thinking and maladaptive coping behaviors, showcasing CBT’s effectiveness in refining mental resilience for elite sports performance. We conclude with possible directions for further practice-based evidence directions.

The purpose of this study was to determine effectiveness of constant time delay procedure on learning to recognise functional sight words with two subjects. The participants were two adolescents with severe intellectual disabilities. A multiple baseline design across participants was employed to evaluate its effectiveness. The results of the present study were effective for subject-1 as he achieved criteria but subject 2 could not achieve criteria of learning to recognise. given 5 sight words, (learnt only 4 words) within 25 sessions. Maintenance sessions were conducted after 2nd and 4th week after intervention and subject-1 retained to recognize only three sight words. Subject -2 retained all four sight words that he learns during intervention. Keywords: Functional Sight Words, Intellectual Disability, Constant Time Delay, Single Subject Research Design