Percentage Of Nonoverlapping Data Research Articles

생활지원중심 개별화교육계획(IEP)에 기반한 다요소행동중재가 지적장애학생의 자리이탈행동과 과제수행행동에 미치는 영향

The purpose of this study was to investigate the effects of multi-component behavioral interventions based on life support-oriented Individualized Education Plan(IEP) on the out-of-seat and task performance behavior for student with intellectual disabilities. The independent variable in this study was the multi-component behavioral intervention based on a life support-oriented IEP, and the dependent variables were out-of-seat behavior and task performance behavior. The study was conducted using an AB design, consisting of baseline, intervention, and maintenance phases. After establishing a life support-oriented IEP in the research preparation stage, observers were trained, problem behavior selection and functional behavior evaluation (FBA) were conducted, reinforcement evaluation was conducted, and a behavioral intervention plan(BIP) based on life support-oriented IEP was developed. Baseline, intervention, and maintenance phases were conducted in special education classrooms, with data collection occurring from 10 minutes after class started to 30 minutes afterward. Analyses were conducted in terms of level, immediacy, trend, averages and ranges, and Percentage of Non-overlapping Data(PND). Qualitative aspects of the dependent variables were analyzed in-depth through anecdotal analysis. The results showed that the multi-component behavioral intervention based on the life support-oriented IEP was effective in reducing out-of-seat behavior and increasing task performance behavior. These effects were maintained after the intervention ended. Based on the results, implications were discussed with limitations and suggestions for future research.

Telerehabilitation with Verb Network Strengthening Treatment (VNeST) in two participants with mild-to-moderate and moderate-to-severe aphasia: A single-case experimental design study

ABSTRACT Background Verb Network Strengthening Treatment (VNeST) is a verb-centred aphasia treatment that targets the semantic relationships between a verb (e.g., dig) and related content words (e.g., gardener, hole), aiming to promote word retrieval and sentence production in aphasia. Previous research shows promising results of VNeST in several participants. Aims This study investigates the effects of VNeST through telerehabilitation on word retrieval and sentence production with treated and semantically related untreated verbs, as well as the possible generalisation to confrontation naming and connected speech. Further, functional communication, communicative participation, health-related quality of life and client satisfaction are explored. Methods and Procedures A single-case experimental design study with multiple baselines was conducted with two participants with stroke-induced mild-to-moderate Broca’s aphasia or moderate-to-severe Wernicke’s aphasia who received VNeST through telerehabilitation. Percentage of non-overlapping data, Baseline Corrected Tau and d-index effect size were used to measure improvement in word retrieval and sentence production elicited through video-clip stimuli. The study is registered with ClinicTrials.gov, number NCT05152979. Outcomes and Results The participant with Wernicke’s aphasia improved in word retrieval in sentences with trained and untrained verbs and showed some – albeit limited – generalisation to confrontation naming of nouns and verbs. The participant with Broca’s aphasia withdrew after half of the planned dosage, as he did not consider VNeST suitable for his needs. He did not improve in word retrieval or sentence production. Conclusions VNeST shows promise when it comes to improving word retrieval in trained and semantically related untrained stimuli in moderate-to-severe Wernicke’s aphasia. This study adds to the existing literature by showing potential improvement in VNeST through telerehabilitation.

Identifying and Validating Indices of Happiness and Unhappiness in Autistic Children and Examining Them as Quality of Life Indicators During Presession Pairing

Abstract Objectives Happiness is paramount to an improved quality of life (QoL), but there are barriers to assessing the happiness and overall QoL of autistic children using traditional measures. To address this, Study 1 aimed to identify and validate the idiosyncratic mood indices of three autistic children. In Study 2, these indices were measured as QoL indicators during discrete trial teaching (DTT) sessions that followed presession pairing. Task engagement was recorded as a secondary measure. Methods Three preschool boys on the autism spectrum participated in both studies. Their individualized indices of happiness and unhappiness were first identified and validated using an abbreviated procedure that extended previous research. The effects of presession pairing were then examined using a concurrent multiple baseline design across participants. The idiosyncratic mood indices were measured using 10-s partial interval recording, while task engagement was measured using 15-s whole interval recording. Results Study 1 demonstrated that the abbreviated procedure was efficient for identifying and validating the idiosyncratic mood indices of the participants. Study 2 found that presession pairing improved the mood of all three children during DTT, but there were minimal increases in task engagement. Percentage of nonoverlapping data (PND) scores initially revealed no effects for indices of happiness (M = 43.2%), large effects for indices of unhappiness (M = 76.4%), and no effects for task engagement (M = 37.6%). Contrary to this, omnibus Tau-U scores suggested large effects for indices of happiness (Tau-U = 0.7), very large effects for indices of unhappiness (Tau-U = 0.9), and moderate effects for task engagement (Tau-U = 0.5). Conclusions Individualized indices of happiness and unhappiness can and should be used as QoL indicators during behavioral interventions for autistic children.

Single-case study: Effectiveness of multilayer model to improve vocabulary knowledge of deaf students

This study aims to determine the effectiveness of implementing a multilayer model in lesson plan (LP) to increase the vocabulary knowledge of deaf students. This study is single-subject research with an A-B-A design (baseline-intervention-maintenance). The intervention instrument used was a LP that consisted of four units, each containing four words taught using multilayers. The instrument was validated and scored 4.6 on a scale of 1-5. The subjects who participated in the study were two students with severe deafness. Two teachers and two observers were involved in this study. The data were analyzed by inspecting the graph, intracondition, and intercondition. The percentage of non-overlapping data (PND) from the inter-condition was used to indicate the effectiveness of the intervention. It was found that the mean value of PND B/A for all LP from subject-1 was 96.25%, and from subject-2 was 100%. Thus, the multilayer model is very effective in improving vocabulary knowledge. The mean of PND A/B was 93.75%, and subject-2 achieved 89.87%, which means that the subject's vocabulary knowledge is maintained even without intervention.

Effectiveness of Cognitive-behavioral Therapy on the Positive and Negative Psychotic Symptoms and Emotion Regulation of Patients With Schizophrenia Spectrum Disorders

Objective Schizophrenia is the most debilitating psychiatric disorder with the highest psychiatric ward admission rate. Drug therapy is the first line of treatment. However, it does not result in appropriate therapeutic responses in many patients, and they experience emotional regulation difficulties and psychosis symptoms after initial symptom resolution. Cognitive-behavioral therapy (CBT) is currently an adjuvant treatment besides drug therapy to target the persistent symptoms of psychosis. The present study aims to determine the effectiveness of CBT on the positive and negative symptoms and emotional regulation of those suffering from schizophrenia spectrum disorders. Materials & Methods The research design was single-subject and of the AB type (baseline and intervention) with a follow-up phase. Besides the routine therapy sessions, CBT sessions were held for the study participants. They were patients admitted to Razi Educational and Therapeutic and Research Psychiatric Center in Tehran City, Iran, who were selected based on the inclusion criteria. Thirty patients were selected with convenience sampling, and 5 were randomly placed in the CBT group. They were evaluated with the scales of positive and negative symptoms of Kay, Fiszbein, and Opler (1986) and difficulties in emotional regulation by Gratz and Roemer (2004) in the baseline, intervention, and follow-up phases. The treatment sessions were planned based on the CBT protocol developed by Laura Smith, Paula Nathan, Uta juniper, Patrick Kingsep, and Louella Lim (2003). Non-overlap of all pairs (NAP), percentage of non-overlapping data (PND), percentage of all non-overlapping data (PAND), percentage of data points exceeding the median (PEM), Cohen’s d effect size, and improvement percentages were used to analyze the data, and visual graphs were used for data presentation. Results The outcomes showed that in the intervention phase, compared to the baseline phase, the effect sizes of the positive and negative symptoms in the first to fifth participants were 1.6, 3.1, 3.2, 1.9, and 2.4, respectively. Only the effect sizes of the second and third participants were large. The effect sizes of the emotional regulation factor in the first to fifth participants were 2.8, 1.2, 1.1, 2.2, and 1.9, respectively. The effect size of the second participant was large, and the rest were average. The findings of this study showed that during the post-therapy and follow-up stages, while patients who had received CBT still experienced positive and negative symptoms of psychosis and difficulties in emotional regulation; these symptoms decreased in comparison with the baseline phase. Furthermore, their improvement percentages were not significant. Conclusion Data analysis showed that although CBT is effective in reducing positive and negative psychotic symptoms and improving the emotional regulation of patients, the data obtained from Cohen’s d effect size and recovery indices showed that the results are not clinically significant. In other words, although the patients who received CBT showed a slight improvement in psychotic symptoms and difficulty in emotional regulation, they could not maintain the therapeutic gains in the follow-up phase.

Neuromuscular Electrical Stimulation in Conjunction with Conventional Swallowing Therapy in the Treatment of Dysphagia Caused by Multiple Sclerosis: A Single-Case Experimental Design

Introduction: Dysphagia as a consequence of multiple sclerosis (MS) puts individuals at higher risk of dehydration, malnutrition, and aspiration pneumonia. This study intended to investigate the effects of a combined program of neuromuscular electrical stimulation (NMES) and conventional swallowing therapy to improve swallow safety and efficiency, oral intake, and physical, emotional, and functional impacts of dysphagia in people with dysphagia and MS. Methods: In this single-case experimental study with ABA design, two participants with dysphagia caused by MS underwent 12 sessions therapy during 6 weeks following a baseline of 4 evaluation sessions. They were evaluated 4 more times in the follow-up phase after therapy sessions. Scores of Mann Assessment of Swallowing Ability (MASA), DYsphagia in MUltiple Sclerosis (DYMUS), and timed test of swallowing capacity were obtained at baseline, during treatment, and in the follow-up phases. The Dysphagia Outcome and Severity Scale (DOSS) based on videofluoroscopic swallow studies, Persian-Dysphagia Handicap Index (Persian-DHI), and Functional Oral Intake Scale (FOIS) were also completed before and after treatment. Visual analysis and percentage of nonoverlapping data were calculated. Results: MASA, DYMUS, FOIS, and DHI scores indicated significant improvement in both participants. Although the scores of the timed test of swallowing capacity in participant 1 (B.N.) and DOSS in participant 2 (M.A.) showed no changes, considerable improvements including reducing the amount of residue and the number of swallows required to clear bolus were seen in the posttreatment videofluoroscopic records of both participants. Conclusion: NMES in conjunction with conventional dysphagia therapy based on motor learning principles could improve the swallowing function and decrease disabling effects of dysphagia on different aspects of life in participants with dysphagia caused by MS.

Baseline Variability Affects N-of-1 Intervention Effect: Simulation and Field Studies.

The simulation study investigated the relationship between the local linear trend model's data-comparison accuracy, baseline-data variability, and changes in level and slope after introducing the N-of-1 intervention. Contour maps were constructed, which included baseline-data variability, change in level or slope, and percentage of non-overlapping data between the state and forecast values by the local linear trend model. Simulation results showed that baseline-data variability and changes in level and slope after intervention affect the data-comparison accuracy based on the local linear trend model. The field study investigated the intervention effects for actual field data using the local linear trend model, which confirmed 100% effectiveness of previous N-of-1 studies. These results imply that baseline-data variability affects the data-comparison accuracy using a local linear trend model, which could accurately predict the intervention effects. The local linear trend model may help assess the intervention effects of effective personalized interventions in precision rehabilitation.

그림 동화책을 사용한 대화식 책 읽기 중재가 경도 지적장애학생의 읽기이해와 수업태도에 미치는 효과

Purpose: The purpose of this study was to analyze the effects of dialogic reading intervention using picture fairy tale books on reading comprehension and class attitudes of students with mild intellectual disabilities. Method: A multiple probe design across participants was used to analyze the effects of the intervention. Three students with intellectual disabilities in an elementary school participated in this study. The intervention in 16 sessions was conducted four times per week for approximately 40 minutes. The collected data were analyzed by visual analysis and the percentage of Nonoverlapping data(PND). Result: All participants showed significant improvement in reading comprehension and class attitudes. Also, the effects of the intervention was maintained after the intervention phase. Conclusion: Dialogic reading intervention using picture fairy tale books could be useful in improving reading comprehension and class attitudes of students with mild intellectual disabilities.

GELİŞİMSEL YETERSİZLİĞİ OLAN BİREYLERE İŞLEVSEL BECERİLERİN ÖĞRETİMİNDE İPUCUNUN GİDEREK AZALTILMASI YÖNTEMİNİN KULLANIMINA İLİŞKİN BİR META-ANALİZ ÇALIŞMASI

Most to least prompting (MLP) is defined as eliminating the prompt over time by starting the teaching with the highest level of prompt that enables the individual to respond correctly. This current systematic review was conducted to identify whether the MLP procedure can be an evidence-based practice for teaching various skills to individuals with DD. To do this, it was (a) used the certainty of evidence system, (b) carried out a descriptive analysis of studies using the MLP procedure (c) effect size was analyzed using Percentage of Non-overlapping Data, Percentage of Data Exceeding the Mean and Tau-U. In this study, a total of 19 studies in which MLP was used in individuals with DD between 2000 and 2021 were examined. In the researches examined, MLP has been used effectively in teaching communication, self-care, and leisure skills to individuals from various age and disability groups. Single-subject research designs were used in all of the 19 studies reviewed.

Colour-cued paragraph writing instruction for students with learning disabilities.

Expository paragraph writing is difficult to learn and teach. For many students, particularly those with learning disabilities, it is difficult to manage the multiple, simultaneous complex processes required for success. And for their teachers, writing is the content area in which they feel least prepared to teach. This intervention applied the concept of reverse engineering to instructional design to teach expository paragraph writing using a color-cued graphic organizer. The study evaluated the effects of using a systematic color code to highlight the alignment of where ideas originate in a graphic organizer to their development into a sentence within a well-organized expository paragraph. Using a single case research design, with a pre- and post-intervention assessments, students (n=5) with dyslexia improved their expository paragraph knowledge and skills. Percentage of non-overlapping data and Tau analyses indicate a large to very large effect of the 2-week intervention. Results, suggestions for further research, and implications for practice are discussed.

A Preliminary Examination of the use of Simultaneous Prompting to Teach Math Content to Students with Disabilities

This manuscript presents an examination of 15 experimental studies that investigated the use of the simultaneous prompting procedure to teach math content to students with disabilities, which were reported to be a mild or moderate intellectual disability, autism, or hearing impairment. A nearly equal number of elementary, middle, and high school participants were involved in the investigations, which were conducted in general and special education classrooms, participants’ homes, clinics, and university-based research centers. A single subject research design was used in each study, and both discrete and chained math skills were targeted. A visual analysis of the results, based on percentage of non-overlapping data, indicates variable support for the effectiveness of the procedure with all 35 of the participants. Likewise, in the studies that reported maintenance and generalization data, the results were variable. Altogether, this descriptive report serves as a preliminary examination to guide the work of teachers and researchers.

자폐성 장애 학생을 위한 국어 및 수학과 중재 관련 국내 단일대상 연구 동향 및 질적 지표분석

This study attemps to analyze the single-subject design studies related to school subject(reading, writing and math) for students with autism spectrum disorder.
 Method: 19 studies were selected based on inclusion criteria. The characteristics of research were analyzed on the basis of CEC(2014) qualitative indicators. The effect size was also analyzed the independent variables based on Evidence-Based Practice (EBP), and calculated as the Percentage of Non-overlapping Data (PND). Result: The very effect size PND was found based on the independent variable being Visual supports(VS), Discrete trial training(DTT), Video modeling(VM), Direct instruction(DI), VS+DI and Technologyaided instruction and intervention(TAll). Quality indicators show that 80% of studies evaluated were experimental environments, participant, dependent variable, independent variable, treatment integrity and internal validity. Additionally, 16 of 19 studies met more than 80% of the CEC quality indicators. Conclusion: These results address the need for more intervention strategies based on EBP to teach school subjects for students with ASD and should be emphasized using quality indicators for single subject research. According to the result, future direction for research school subject with students with ASD was discussed.

A systematic review of single-case experimental design meta-analyses: characteristics of study designs, data, and analyses

Given the increasing interest in meta-analyses of Single-Case Experimental Design (SCED) studies mainly in the fields of behavioral, communication disorders, educational, and rehabilitation research, the aim of the present review is to determine the general characteristics of these meta-analyses, namely design characteristics, the kind of data provided in the primary studies and the ones included in meta-analyses, and the type of analyses that were conducted. In this review, 178 meta-analyses were examined for these characteristics. The results indicate that the number of SCED meta-analyses has increased remarkably in recent years. The most frequently used effect size metric was the percentage of non-overlapping data (PND) and the most commonly utilized analysis for synthesizing the results of primary SCEDs was a simple average of effect sizes. The current study provides insights in the characteristics of primary SCED studies and SCED meta-analyses, and therefore can help in further developing methodological techniques and in evaluating whether the currently used techniques are in line with the methodological advancements.

Video game training in traumatic brain injury patients: an exploratory case report study using eye tracking.

Remediation of attentional impairments is an essential component of cognitive rehabilitation after traumatic brain injury (TBI). Evidence from healthy participants has demonstrated attentional improvement following playing an action video game. This exploratory study investigated its application in TBI participants in a multiple baselines single case experimental design (SCED). Saccadic eye movements, recognized as the visible indicators of visual attention, were assessed to evaluate the effectiveness of the game training. Three severe TBI participants were trained in an action game for 10 hours. Saccadic eye movements during a self-paced saccade and an abstract visual search task were investigated during baseline, mid training and post-training. Using Percentage of Non-overlapping Data (PND), analysis showed consistent increase in the rate of the self-paced saccades in participants 1 (PND=80%) and 2 (PND=70%). In abstract search, fixation duration showed a minimally effective decrease for participant 2 (PND= 60%) and a moderately effective reduction in participant 3 (PND= 80%). Search time showed a highly effective reduction in participant 2 (PND = 100%) and moderately effective decrease in participant 3 (PND=70%). Overall, video game training might modify allocation of attention in eye movements. More evidence is required to validate the usefulness of this novel method of the cognitive training.

Effectiveness of an Ultrasound Visual Biofeedback Training for Tongue Shape Assessment During Speech Sound Production.

This proof-of-concept study examined the effectiveness of an ultrasound visual biofeedback (UVB) training within the Participatory Adult Teaching Strategy framework for instructing speech-language pathologists (SLPs) on the assessment of sonographic tongue configuration for remediation of speech sound errors. This research followed a multiple-baseline, multiple-probe single-case research methodology replicated across behaviors for data collection and analysis. Two school-based SPLs with no previous knowledge or experience with UVB were recruited. Visual analysis of data and effect size calculations using the percentage of nonoverlapping data indicated that training was highly effective in teaching SLPs skills for the assessment of sonographic tongue configuration and how to promote changes in tongue configuration for the remediation of speech sound errors. This study addressed the current gap in the literature regarding the lack of empirical evidence of UVB training for SLPs. Our findings support the exploration of evidence-based teaching strategies to train SLPs in the use of UVB for assessment of tongue configuration and remediation of speech sound errors. This can be of interest to academic programs and organizers of training opportunities through continued education units.

Morphosemantic treatment of inflection of verb tense in Persian-speaking aphasic patients with agrammatism: a single-subject study

ABSTRACT Background The production of verb inflection, especially tense marking, is commonly impaired in persons with agrammatic aphasia. In Persian, verbs are inflected in three tenses the past, present, and future, and play a key role in the sentence.A group of theories attributes verb inflection errors to syntactic or semantic deficits in sentence formulation. Aims The present study intends to investigate the effect of morphosemantic treatment on the inflection of regular and irregular verbs in the past, present, and future tenses in Persian-speaking agrammatic participants. Methods & Procedure A single-subject study with an ABA design was performed to evaluate the effect of morphosemantic treatment on four Persian-speaking agrammatic participants. In the current study, in addition to presenting descriptive statistics and visual analysis, percent of non-overlapping data (PND) was used to determine whether there was an effect of intervention during the treatment phase, and d1 statistics of effect size analysis was used to determine whether there was a maintenance effect during the withdrawal phase. Outcomes & Results All participants demonstrated significant improvement in the trained regular and irregular tenses and generalized to the production of tense morphology on untrained regular and irregular verbs. The effect of therapy was maintained for a three-week follow-up. Also, the morphosemantic intervention was associated with an increase in most narrative measures and language tests scores. Conclusions Therapy for verb inflection in spontaneous speech is clinically important. The current study demonstrated that morphosemantic intervention could be successfully used for tense marker deficits in Persian-speaking participants with aphasia and agrammatism.

The Effectiveness of Multiplex Teaching Method in Mastering Vocabulary for Deaf Students

<p>This study aims to measure the effectiveness of “multiplex teaching method” in mastering vocabulary for deaf students. Multiplex teaching method consists of picture language, sign language, printed-word language, written language, and spoken language. The research was designed as a single subject research (SSR) with baseline, intervention, and maintenance phase (A-B-A’ design). The research subjects consisted of two deaf students in special school of SLB Bhakti Luhur Malang, Indonesia. In addition, a special education teacher and an observer were involved in this study. The intervention instrument comprised five lesson plans (LP), each containing a vocabulary of four words. The data were analyzed using intra-condition and inter-condition graphical inspection with a focus on data stability, trends, and score changes. The effectiveness was determined by the Percentage of Non-Overlapping data (PND). The change of score from A'/A achieved by Subject-1 was 7.86 points, while Subject-2 obtained 7.68 points. Subject-1 obtained an average PND B/A of 100% and average PND A'/B of 82.5%. Subject-2 achieved an average PND B/A of 99% and PND A’/B of 90%. Thus, multiplex teaching method is very effective in helping deaf students master vocabulary.</p>

Effectiveness of Differential Reinforcement of Other Behaviors in Reducing Non-suicidal Self-Injurious Behaviors in Adolescents

Objective: This study aimed to investigate the effectiveness of differential reinforcement of other behaviors in reducing non-suicidal self-injury behaviors in adolescents. Methods: A single-subject A-B-A-B design was used in this study. The statistical population included male adolescents with self-injurious behaviors, the families of whom were seeking treatment for these behaviors. In total, four adolescents were recruited from a psychology clinic in Tehran, Iran, using convenience sampling. Participants were observed at 6, 8, 10, and 12 sessions at baseline phases of A1 and A2, followed by 12 intervention sessions after each baseline phase. The intervention included differential reinforcement of other behaviors. If the participants showed no self-injury behavior within a specific time duration, a reward was provided. Non-suicidal self-injury behaviors included self-harm, hair pulling, severe itching, pinching, wound manipulation, and hand biting. The frequency of these behaviors was assessed during each session. Visual analysis of graphed data, percentage of non-overlapping data, and mean percentage improvement were used for data analysis. Results: The results showed a fairly reliable effect for the intervention on reducing the target behavior, as indicated by a frequency reduction from phase A1 to B1 and A2 to B2 and by a frequency elevation by the intervention withdrawal from B1 to A2. The average percentage reduction across participants was obtained at 56%. However, a low rate of self-injury remained consistent for the participants. Conclusion: The results provided further evidence on the effectiveness of differential reinforcement of other behaviors in reducing self-injury behaviors. Although the intervention could reduce self-injury substantially, it seemed that it could not eliminate the behavior.

Effect of Using Wii Balance Board on Functional Balance of Children With Ataxic Cerebral Palsy

Objective: Ataxic cerebral palsy accounts for 5%-10% of the population with cerebral palsy. This palsy is characterized by poor balance and coordination, clumsiness, and involuntary tremor. As a result, balance training is one of the essential parts of the rehabilitation programs for children with ataxic cerebral palsy. Wii Balance Board (WBB) is an efficient tool for balance training in children with different physical problems, including cerebral palsy. This study aims to assess the effect of WBB-based balance training on functional balance and the persistence of its effect two months after the intervention in children with ataxic cerebral palsy. Materials & Methods: This is a single-case study with a pre-test, post-test and follow-up design conducted on 3 children (2 girls and 1 boy) with ataxic cerebral palsy (Mean±SD age=10.56±1.09 years). They were classified at levels I and II of the gross motor function classification system. They received conventional occupational therapy three sessions per week, each for 45 minutes in the baseline and follow-up phases. In the intervention phase, each session consisted of 25 minutes of routine rehabilitation followed by 20 minutes of WBB-based balance training for 3 months (12 hours). The changes were evaluated by the Pediatric Balance Scale (PBS) and Timed Up And Go (TUG) test, three times in the baseline phase, three times in the intervention phase (at the end of 12th, 24th, and 36th sessions), and two times in the follow-up phase (one and two months after the intervention). Assessments were done by a pediatric occupational therapist who was unaware of the study process. Finally, the results were analyzed using the Percentage of Nonoverlapping Data (PND), 2 Standard Deviations (2SD), Hedges’s g, and the visual analysis method. Results: The results of the PBS and TUG test showed the improvement of functional balance in all children in the intervention phase and maintained in the follow-up phase. The PND of PBS and TUG test results was 100% for all children, indicating that balance training by the WBB improved functional balance in the intervention and follow-up phases compared to the baseline. Hedeges’ g value for all participants was more than 0.8, indicating a significant difference between the baseline and follow-up phases. The 2SD results showed a significant increase in the PBS score and a significant reduction in the TUG test duration in all children. Furthermore, the visual analysis revealed a significant improvement in the functional balance of all children in the intervention phase and the stability of these changes in the follow-up phase. Conclusion: Balance training by the WBB is an effective method for improving the functional balance of children with ataxic cerebral palsy. Further studies are needed using a larger sample size to confirm its effectiveness.

Effectiveness of vocational rehabilitation counseling based on Social Cognitive Career Theory on career goal engagement among individuals with visual impairment: a single subject study

Aim:The purpose of the current study was to investigate the effectiveness of career social cognitive counseling on career goal engagement of individuals with visual impairment.
 Method: Statistical population included all visual impairment individuals who were between 18-40 years old and lived in Isfahan city. The sample includes two people with visual impairment (one male and one female) that selected using purposeful non-random sampling. Data collected using career goal engagement scale. This research was a single-subject experimental design in form of an AB design. In this method, after the baseline condition, career counseling based on Social Cognitive Career Theory presented during 10 sessions. Data was analyzed based on descriptive statistics' and visual analysis indices.
 Findings: Visual analysis using the index of percentage of non-overlapping data (PND) indicated that intervention had an effective on career goal engagement of both participants.
 Conclusion: By considering the presence of different barriers in the lives of individuals with visual impairment and the importance of career goal engagement, the vocational rehabilitation counseling based on Social Cognitive Career Theory can be an effective intervention for encouraging individuals with visual impairment to commit to their career goals. This intervention can be applied in rehabilitation services centers for individuals with visual impairment.