Single Case Study Design Research Articles

Compassion Focused Therapy for a man in a forensic mental health service with an intellectual disability and a history of psychosis

Emerging research indicates that Compassion Focused Therapy (CFT) can be beneficial for individuals with Intellectual Disabilities (ID) and for those who use forensic services. Its use with people who have diagnoses of IDs and who use forensic mental health inpatient services is yet to be explored empirically. The current study aimed to address this gap in the literature by using a single-case study design to evaluate a CFT approach to treatment with a man detained in a UK medium secure service, with a history of problems associated with mild ID, psychosis and risk behaviours towards himself and others. Treatment was provided over 15 individual sessions, following which significant improvements were observed on measures of self-compassion, psychological distress, and social comparison. Differences were maintained at 16-week follow-up. Qualitative data revealed that the participant found CFT to be beneficial and it helped him manage his emotions and the way in which he related to himself and others, as well as giving him hope for the future. The findings suggest that CFT may be a suitable and helpful approach to the treatment of people with IDs who use forensic mental health inpatient services, but further, more robust research, is required to confirm this.

Language learners’ emotional dynamics: insights from a Q methodology intensive single-case study

ABSTRACT Learner emotions represent sudden, dynamic, and complex adaptations to the language classroom environment. Recent Second Language Acquisition research calls for a more holistic perspective in approaching classroom emotions, one that considers emotional variations between and across learners, and which foregrounds the interconnections among emotions and between emotions and the learning environment. This paper approaches emotions from a complex dynamic systems perspective and investigates the classroom emotions of five university students of Korean as a foreign language using a Q methodology intensive single-case study design. Overall results show that students have sometimes similar, sometimes different emotional reactions depending on classroom events, indicating different levels of interaction between a learner’s emotional system and other individual characteristics. Additionally, a more fine-grained analysis at the level of individual learners reveals clusters of emotions triggered by the same event and foregrounds the relevance of epistemic emotions for instructed foreign language learning. The results are discussed focusing on new hypotheses to inform future SLA emotion research and classroom practices.

Experiential Group Psychotherapy Training with Undergraduate Students in Spain

ABSTRACT This paper describes a single case study design examining the experiences of 14 undergraduate psychology students in Spain who participated in a group psychology course with an analytic, experiential group training component. Our goal was to better understand trainees’ experiences as participants in the groups and gather their perceptions on the main mechanisms of learning that occur. Qualitative data came from participants’ personal reflective journals, and thematic analysis was used to code these data. Quantitative data came from participants’ pre-post scores on a therapeutic factors inventory (Yalom’s therapeutic factors). Test scores suggest that altruism, universality, cohesion, increased among participants, from pre- to posttest. In addition, qualitative analysis revealed that the group process followed an expected progression (e.g., hesitant and superficial, to deep and emotionally charged interventions, to themes surrounding closure and integration). We review learning mechanisms identified by participants, such as practice in the observer role and the use of silences in the group. Finally, we review the usefulness of an experiential approach in helping undergraduate students learn about group process, develop interpersonal skills, experience personal growth, and acquire group facilitation skills. Study limitations are also discussed.

Bangalore’s IT entrepreneurial ecosystem

Bangalore’s IT entrepreneurial ecosystem boomed in the 2010s. However, its recent development is the result of an accumulative process of capacities building. The objective of this article is to analyze this process from systemic and evolutionary perspective, inspired by some Latin American contributions. This study adopted a single in-depth case study design based on more than 20 semi-structured interviews with key actors of Bangalore’s IT entrepreneurial ecosystem. This approach allows us to identify and reflect on the different long-term, multi-level and context specific processes, events and actors that influenced the configuration of Bangalore’s IT entrepreneurial ecosystem, pointing out some systemic and structural constraints that may hinder its further development. The idea of structural heterogeneity is introduced in the entrepreneurship literature to denote the coexistence of a vibrant nucleus of entrepreneurial activity surrounded by certain underdeveloped systemic conditions. Finally, by introducing several Indian contributions, this study helps to deepen the dialogue between Asian and Latin American scholars to develop a research agenda on innovation and entrepreneurial systems giving account of the Global South development challenges.

Impact of FM System Use on Acquisition of Phonological Awareness Skills for Children at Risk of Dyslexia: A Preliminary Classroom Study.

This study evaluated the effects of utilizing a frequency modulation (FM) system during phonological awareness intervention for students at risk for dyslexia in a classroom setting. Four first-grade students participated in an adapted-alternating single-case design study. Participants completed intervention targeting two phonological awareness skills and were assigned to wear an FM system during lessons targeting one skill and no FM system during lessons targeting the second skill. Performance was assessed using daily assessments on the skills targeted during intervention and one additional skill. Two participants demonstrated quicker and more pronounced improvement on the skill learned while wearing the FM system. The other two participants did not show improvement on any skill. For children who made gains as a result of phonological awareness intervention, the FM system was associated with quicker and greater improvement. FM systems show promise as a tool to use during phonological awareness training for at least some children at risk for dyslexia. https://doi.org/10.23641/asha.20540139.

Improving Social and Play Outcomes for Students With Significant Disabilities During Recess.

For students with autism, recess is often a missed opportunity to develop social competence and relationships. Although interventions have been developed to promote interactions and social skills for students with average or above-average intellectual functioning, there has been less focus on students with autism who have below-average intellectual functioning or who meet the criteria for intellectual disability. In this single-case design study, we tested the efficacy of a combined peer-mediated and social skills instruction intervention on the interactions, play, and social skills of three students with autism who met their state's criteria for alternate assessment for students with significant cognitive disabilities. Social skills instruction featured video models that portrayed same-aged peers demonstrating individualized social skills on the playground. For all three students, there were substantial increases in interactions, play and social skills, and students and their peers provided positive feedback about the intervention.

INFLUENCE OF CONTEXT RELATED FACTORS ON SAUDI SPECIAL EDUCATION TEACHERS’ UNDERSTANDING OF EVIDENCE, EVIDENCE-BASED, AND EVIDENCE BASED PRACTICES

The complexity of special education and the variability among students Autism Spectrum Disorder (ASD) require special education teachers to make a concerted effort to provide validated supports that contribute to their students’ learning outcomes. Among the most important considerations for teachers is the use of teaching practices supported as effective by evidence. There is a broad consensus that the use of Evidence Based Practices (EBPs) can lead to significant improvements for students with ASD and their families. The research to practice gap is widely recognised in special education in relation to the selection and implementation of EBPs, with several studies finding that teachers used unsupported teaching practices as frequently as those supported by empirical evidence. Thus, in order to utilise EBPs, teachers must first understand what EBPs mean and how a particular practice comes to be evidence-based. Aligning with this emphasis and the increasing introduction of EBPs in special education globally, this study explored special education teachers’ understanding of evidence, evidence-based, and EBPs in one centre of autism in the Kingdom of Saudi Arabia (KSA). In this study, a qualitative approach was used. Within this approach, a single case study design was adopted. The data were collected from six special education teachers of students with ASD using interviews. The findings revealed that teachers referred to their own individual experiences or the experiences of other teachers as evidence. In addition, they referred to their superiors’ advice as being evidence-based and the perceived EBPs as technical tools handed to them by the Centre. This indicated that teachers’ understanding of evidence-based, and EBPs was constructed based on the culture of the Centre. The findings of this study suggest several courses of action for future research, and policymakers and teacher education. Keywords: autism, Evidence Based Practices (EBPs), special education teachers, Kingdom of Saudi Arabia

One for All, All for One: A Mixed Methods Case Study into the Role Organisational and Personal Interests Play on Cooperation in Dutch Integrated Dementia Care Networks.

Introduction:Cooperation is key to provide integrated dementia care. However, different kinds of (personal and organisational) interests will affect collaboration in integrated dementia care (IDC) networks. Hence, it is crucial to understand how interests influence relations in IDC-networks in order to shape future policies.Methods:A sequential mixed methods single case study design was used, in three phases: a Social Network Analysis (SNA) based on data from questionnaires (n = 24–26), explorative interviews with network partners (n = 14) and a focus group with network coordinators (n = 7) to explore the conceptual generalisability of the single case of the IDC-network.Results:The SNA revealed that highly connected organisations were often established care organisations that deliver case management, while smaller care organisations or welfare organisations tend to be less connected. Care-related, strategic, and financial interests influence participation of organisations in the IDC-network, while personal intrinsic motivations determine a representative’s contribution to the network. Especially conflicting interests strongly influence the network structure.Discussion and conclusion:We conclude that conflicting interests in IDC-networks stand in the way of reaching the collective goal of an IDC-network, i.e., optimising the wellbeing of people with dementia and their informal caregivers in the region. Thus, IDC-networks should act to manage, resolve and prevent disputes arising from conflicting interests.

Sustainable development through sustainable entrepreneurship and innovation: a single-case approach

PurposeThis paper aims to understand how a sustainable entrepreneur through his/her sustainable innovation can implement the three pillars of sustainable development, i.e. economic, social and environmental pillars, and how an entrepreneurial opportunity can be sought in environmental problems to develop a new product.Design/methodology/approachA qualitative research approach using a single-case study design has been adopted. It discusses the case of an Indian sustainable entrepreneur working for the cause of reducing plastic pollution in India and providing employment to rural women from economically weaker backgrounds. Data was primarily collected through semi-structured interviews, which were analyzed through thematic analysis.FindingsThe paper shows how an entrepreneur through entrepreneurial opportunity discovery and sustainable innovation contributes toward sustainable development.Practical implicationsThis study highlights the need for institutional support by governments for a wide spectrum of sustainable enterprises as they can help the governments in achieving sustainable development goals at local levels. It will also act as a representative example for the entrepreneurs about how one can covert an environmental problem into an opportunity, through sustainable innovation.Originality/valueThe originality of the study lies in the presentation of an innovative idea developed by the entrepreneur for addressing the problem of plastic waste. The case used here demonstrates that sustainable entrepreneurship, through sustainable innovation, can deal with multiple economic, social and environmental issues.

Associations between Health Education and Mental Health, Burnout, and Work Engagement by Application of Audiovisual Stimulation

Due to the COVID-19 pandemic, health education programs and workplace health promotion (WHP) could only be offered under difficult conditions, if at all. In Germany for example, mandatory lockdowns, working from home, and physical distancing have led to a sharp decline in expenditure on prevention and health promotion from 2019 to 2020. At the same time, the pandemic has negatively affected many people’s mental health. Therefore, our goal was to examine audiovisual stimulation as a possible measure in the context of WHP, because its usage is contact-free, time flexible, and offers, additionally, voice-guided health education programs. In an online survey following a cross-sectional single case study design with 393 study participants, we examined the associations between audiovisual stimulation and mental health, work engagement, and burnout. Using multiple regression analyses, we could identify positive associations between audiovisual stimulation and mental health, burnout, and work engagement. However, longitudinal data are needed to further investigate causal mechanisms between mental health and the use of audiovisual stimulation. Nevertheless, especially with regard to the pandemic, audiovisual stimulation may represent a promising measure for improving mental health at the workplace.

Business Intelligence Adoption and Implementation Risk in SMEs

Business Intelligence – BI systems are increasingly accessible to small and medium-sized enterprises (SMEs). Like all Information Systems (IS), their implementation is very risky by nature. Several scholars underscore that IS risk management is more effective when initiated earlier in the system life cycle, as early as at the adoption. The objective of this research is to describe and understand the process of BI adoption in SMEs focusing on the management of implementation risk of from the adoption stage using an interpretive holistic single-case study of a small manufacturing firm in Tunisia in Africa that successfully adopted a BI system. Consistent with previous research, the study shows that in order to manage the implementation risk during the adoption stage, SMEs can proceed in a way that is more efficient for them that is rather intuitive, informal and unstructured, which is, however, explicitly based on an architecture of principles, policies and practices. The main limitation of the study is related to the qualitative single case study design.

Evaluating a brief intervention for mealtime difficulty on older adults with dementia.

To test a spaced retrieval intervention using spaced retrieval to alleviate mealtime difficulties in older people with dementia. A single-case study design. Nursing Homes in North Central England, United Kingdom. Older people with Alzheimer's disease. A single-case study using an ABA design was used. Data were collected using the Edinburgh Feeding Evaluation in Dementia scale, Mini Nutritional Assessment, and Body Mass Index before intervention, postintervention and following 3 months of postintervention. Realist evaluation was used to identify for which participants the intervention was effective, and an economic evaluation was also carried out. Of 15 participants who entered the study, eight completed all phases of the study. A mean 104.4h were needed to deliver the intervention. The number of sessions required ranged from 90-222. The length of time each participant retained information (for all sessions) ranged from 13-28 min. Participants had most difficulty with: "putting food into mouth and chewing it"; "realizing it was mealtime"; and "eating a whole meal continuously." A reduction in the difficulty with mealtimes occurred between phase A1-A2 for most participants. Six participants maintained this in phase A3. Similar patterns were evident for nutritional scores. For most participants, the effect size of the intervention was moderate or large. Spaced retrieval is useful in reducing mealtime difficulties in older participants with dementia. While the results of this study are promising, further large and multicentre trials are needed to explore the effectiveness of the intervention in diverse populations.

Entrepreneurial sensemaking and transdisciplinary graduate entrepreneurship education

PurposeThere is pressure to transform graduate education in ways that better prepare and socialize students for academic careers that require entrepreneurial activities and/or professional pathways outside of academia. The inclusion of entrepreneurial learning in graduate curricula and programs is one strategy for responding to such calls. Yet, there lacks an understanding of how graduate students outside of the business fields make sense of entrepreneurial content relevant to their academic interests and career aspirations. Thus, the purpose of this paper is to explore entrepreneurial sensemaking by non-business graduate students enrolled in a transdisciplinary entrepreneurship course.Design/methodology/approachA single case study design was used to explore how seven nonbusiness graduate students in a transdisciplinary entrepreneurial leadership course made sense of entrepreneurial content relevant to their academic interests and career aspirations. Data were collected through direct observations, semi-structured interviews and the administration of an entrepreneurial leadership proclivity assessment tool.FindingsThrough experiential learning intentionally centering entrepreneurship, graduate students acquire entrepreneurial knowledge in ways that enhance their agency and sense of empowerment without diluting or overriding their academic and/or professional intentions.Practical implicationsSensemaking is framed as a pedagogical resource for fostering the integration of entrepreneurial content in transdisciplinary graduate courses and experiences in ways that align with and support the academic interests and career aspirations of individual students.Originality/valueA novel entrepreneurial sensemaking approach to the integration of entrepreneurial content with transdisciplinary curricula that is directly responsive to calls for graduate education transformation is introduced.

The micro-foundations of a dynamic technological capability in the automotive industry

This article seeks insights into how individuals, processes, and structures interact to create the micro-foundations of an operational capability related to production line innovation. Drawing on the literature on the micro-foundations of dynamic capabilities, we develop a model that explains how structures and processes encourage individuals to interact and how organizational routines and production line innovation capabilities emerge through these interactions. We based this study on a single case study design and used the Gioia methodology to analyze the data. The model was developed using 20 interviews with automotive industry suppliers, data collected from participant observations, and data from secondary sources. First, the findings at the individual level show that the mentality and experiences of managers affect macro-level capabilities. Second, social capital and networks, learning and integration capabilities, participatory decision-making and communication, coordination capabilities, and human resources management capabilities influence the development of production line innovation capability by promoting interpersonal interaction. Finally, structural factors such as organizational barriers and processes improve production line innovation capability. This study contributes to the literature on the micro-foundations of dynamic capabilities.

Black boys matter – A Black supplementary school’s approach to supporting SEMH needs

The birth of Black Supplementary Schools (BSSs) in the 1960s was a socio-political movement. They sought to reduce the failings of Black children in the mainstream education system by offering them additional learning spaces. However, there is limited research on their functionality and how they support children with Special Educational Needs (SEN), such as Social, Emotional and Mental Health (SEMH). This study sought to shed light on the role a BSS played in supporting Black boys who had been labelled with challenging behaviour by their mainstream educational provision and were at risk of or had been permanently excluded. The research adopted a single case-study design, employing qualitative data collection using semi-structured interviews. Thematic analysis was used to analyse the data; five main themes found were ‘Education is more than academia’, ‘Strong sense of belonging’, ‘People empowerment through unique opportunities’, ‘Knowing and growing thy self’ and ‘Supporting systemic strategies’. The recent insurgence of ‘Black Lives Matter’ highlighted that racial inequalities remain deeply embedded within the structural mechanisms of society. This research sheds light on the ways in which BBS’s support Black children to succeed educationally. Moreover, there are further implications for education settings, educators and other education professionals including Educational Psychologists.

Digital immigrants, digital natives and digital learners: Where are we now?

Students’ competencies in clinical practice is vital in health sciences. Clinical simulation is one approach used to support students’ learning in clinical practice. There is a lack of research on clinical simulation in acupuncture programmes in the African context. This paper explored the experiences of students’ views towards clinical simulation in the acupuncture programme to strengthen clinical teaching using the Technological Pedagogical Content Knowledge Framework as a theoretical lens. A qualitative research approach with an interpretivist paradigm was adopted. A single case study design was selected. Six undergraduate students voluntarily agreed to participate. The data were analysed inductively using the thematic analysis approach. Findings revealed that students were optimistic about clinical simulation because it assisted them in their practice. The findings highlighted students’ views regarding the lack of knowledge and skills among instructors and poor infrastructure. The study also found that students gained more confidence in the clinical simulation since they were aware that the patients are not harmed. It is recommended that clinical simulation should be included and standardised in the acupuncture curriculum. To improve clinical simulation, the authors recommended that clinical simulations should be carefully planned and coordinated; training facilities needed upgrading to accommodate Covid-19 regulations and a detailed handbook on clinical simulation should be developed to standardise the simulation process.

Exploring students’ views on clinical simulation in the acupuncture programme at a South African university

Students’ competencies in clinical practice is vital in health sciences. Clinical simulation is one approach used to support students’ learning in clinical practice. There is a lack of research on clinical simulation in acupuncture programmes in the African context. This paper explored the experiences of acupuncture students’ views towards clinical simulation in the acupuncture programme to strengthen clinical teaching using the Technological Pedagogical Content Knowledge Framework as a theoretical lens. A qualitative research approach with an interpretivist paradigm was adopted. A single case study design was selected. Six undergraduate students voluntarily agreed to participate. The data were analysed inductively using the thematic analysis approach. Findings revealed that students were optimistic about clinical simulation because it assisted them in their practice. The findings highlighted students’ views regarding the lack of knowledge and skills among instructors and poor infrastructure. The study also found that students gained more confidence in the clinical simulation since they were aware that the patients are not harmed. It is recommended that clinical simulation should be included and standardised in the acupuncture curriculum. To improve clinical simulation, the authors recommended that clinical simulations should be carefully planned and coordinated; training facilities needed upgrading to accommodate COVID-19 regulations and a detailed handbook on clinical simulation should be developed to standardise the simulation process.

A case study to assess the effects of the Exo-pulse neuromodulation suit on pain, fatigue and sleep patterns of an individual diagnosed with CFS/ME

The Exopulse suit was initially an approach to reduce spasticity and improve motor function in individuals with lesions in the CNS. Anecdotal findings from Exopulse users suggest that it could benefit people with pain syndromes, fatigue, and disturbed sleeping patterns. The Exopulse neuromodulation suit was programmed to apply multi-site afferent electrical stimulation and subsequently worn for one hour daily for thirty days. The one-hour session was done at the same time every morning, 9 AM to 10 AM, while the patient was lying in bed. One-hour Exopulse treatments consistently led to improvements in activity and sleep patterns. Diary records indicate that results carried over into the following day, which may indicate a training effect. All baseline scores were improved in self-assessments and objective measurements. The patient's parents commented on the increased interaction with friends and family, the increased planning ahead, and decreased agitation. CFS/ME is a condition in which performance and alertness can change due to environmental and internal factors. The results of this single Case Study design need to be approached cautiously.

Effects of a Computer Training to Teach Spanish Book-Sharing Strategies to Mothers of Emergent Bilinguals at Risk of Developmental Language Disorders: A Single-Case Design Study

The purpose of this research is to examine the effects of a computer app-based training program for caregivers on caregiver behavior to enhance Spanish language in emergent bilinguals at risk for developmental language disorders. This study followed a single-case, multiple-baseline design. An app-based language training program was developed based on the Teach-Model-Coach-Review adult learning instructional approach. Six mothers were trained on three language-facilitation strategies (Completion, Distancing, and Questioning) while reading to their children in Spanish. The training focused on one of the three strategies at a time, and mothers were given access to training once a week. Mothers were recorded while they read to their children during three phases: prior to the training (baseline), during 2 training weeks (training phase), and after training was provided (maintenance). A visual analysis of the data (percent nonoverlapping data complemented with Tau-U analysis) indicated a functional relation between the training program and the use of strategies by the participants for Distancing and Completion, and there was a less robust, moderate effect for Questioning strategy for a couple of participants. The computer training may serve as a tool for instructors who want to educate Spanish-speaking mothers in the use of evidence-based language strategies at home. Further research is needed to determine how this parent training could result in long-term use of strategies during reading times and what factors are associated with the learning and subsequent use of these strategies with children.

Jordan's Pandemic Influenza Preparedness (PIP): A Reflection on COVID-19 Response.

The COVID-19 pandemic made it clear to the world that better preparedness for future pandemics is paramount. This study aims to explore how the 2018 Jordan’s Pandemic Influenza Preparedness (PIP) assessment plan (conducted utilizing a standardized tool of the CDC National Inventory of Core Capabilities for Pandemic Influenza Preparedness and Response) reflected on the initial COVID-19 response. A qualitative, single intrinsic case study design, utilizing interpretivist approach, was utilized to interview subject-matter experts and explore the potential reflection of PIP assessment on COVID-19 response. Utilizing a mini-Delphi approach, the interviews aimed at generating an in-depth understanding of how the Jordan’s PIP risk assessment reflects on the country’s response to COVID-19. The following 12 core capabilities, along with their reflections on COVID-19, were assessed: country planning, research and use of findings, communications, epidemiologic capability, laboratory capability, routine influenza surveillance, national respiratory disease surveillance, outbreak response, resources for containment, community-based interventions to prevent the spread of influenza, infection control (IC), and health sector pandemic response. Jordan’s experience and preparedness for influenza may have served as a crucial guide to establishing success in COVID-19 control and mitigation. Surveillance, outbreak, and research activities were very well established in Jordan’s PIP, whereas surge capacity in human capital and health facility were identified as two high-risk areas. However, the limitation in these two areas was met during the COVID-19 response. Still, human capital suffered fatigue, and there was an evident lack of laboratory testing plans when COVID-19 cases increased. Jordan’s experience with PIP may have served as a guide for establishing successful COVID-19 control and mitigation. The established PIP principles, systems, and capacities seem to have reflected well on fighting against COVID-19 in terms of more efficient utilization of available surveillance, laboratory, outbreak management, and risk communications. This reflection facilitated a better mitigation and control of COVID-19.