Single-subject Research Design Research Articles

Video-based interventions promoting social behavioural skills for autistic children and young people: An evidence and gap map.

Video-based interventions (VBIs) are an approach that can be used to promote social behavioural skills for autistic children and young people. Despite an abundance of literature in this area, previous evidence syntheses are limited by their exclusive search strategies and eligibility criteria. Therefore, there is a lack of comprehensive evidence syntheses to provide insight on whether these interventions work, for whom, and in what circumstances. Evidence and Gap Maps (EGMs) are used to collate vast literature on a broad topic area such as this, highlighting areas for synthesis, and identifying gaps for future research. To identify, map and synthesise existing primary research on VBIs promoting social behavioural skills for autistic children and young people, creating a live, searchable and publicly available EGM. Searches were conducted in electronic databases (n = 8), web search engines, and other repositories including published papers and grey literature. The search strategy was developed around two concepts including (1) terms related to autism, and (2) terms related to VBIs. Searches were conducted in May 2021. All primary studies evaluating the effectiveness of VBIs in promoting social behaviours for autistic children and young people aged 3-18 were included in the EGM. Search results were imported into Eppi-Reviewer where duplicates of identical studies were removed. Titles and abstracts were then screened by two independent reviewers. Potentially eligible full texts were located and also screened by two reviewers. Data were then extracted on study design, participant characteristics, type of intervention, type of outcome, and country of study, by one of three reviewers. EPPI-Mapper was used to create the interactive EGM. The current EGM contains 438 studies reporting on 394 single subject research designs, 25 randomised controlled trials, 15 non-randomised group designs, and 8 pretest-posttest designs. Included studies evaluated VBIs in all male (n = 238), mixed gender (n = 172) or all female (n = 17) samples. VBIs employed included video modelling (n = 273), video self-modelling (n = 82), point-of-view modelling (n = 61), video prompting (n = 57), video feedback (n = 12) and computer-based video instruction (n = 4). The most frequently used models were adults (n = 191) and peers (n = 135). In relation to social outcomes, almost half evaluated social engagement (n = 199) with limited studies looking at safety (n = 9) and community (n = 7) skills. This EGM provides a valuable resource for policy-makers, practitioners, researchers, funders and members of the public to access evidence on VBIs promoting social behavioural skills in autistic children and young people. The map has identified areas of sufficient research where evidence can undergo synthesis. In addition, important gaps in the evidence were highlighted and suggest further research is warranted in all female samples and less frequently evaluated types of VBIs and social outcomes. Evidence included in this EGM will be further explored via systematic review and meta-analysis on control group designs.

THE USE OF MUSIC THERAPY IN INSTRUCTION COMPLIANCE FOR STUDENTS WITH AUTISM

Autism spectrum disorder is a neurological disorder that occurs in children that causes their neurodevelopment to be disturbed. Most studies show that autism spectrum disorder causes individuals to experience deficits or problems in terms of language and communication, social skills and behavioral patterns. This study aims to examine the effectiveness of music therapy in behavioral modification for students with autism. The study is a Single Subject Research Design and uses the ABA design. The sample of this study consists of two students, a male student and a female student who are between 11 and 13 years old. Both study samples are students with special needs in the autism category and have the same characteristics of behavioral problems. The research instrument used in this study is a questionnaire using Strengths and Difficulties Questionnaire (SDQ) and direct observation methods as well as pre and post-tests used for the data collection process and analyzed using Microsoft Excel. The findings of this study show that music therapy is effective in changing student behavior with the pre-test showing that both samples reached the baseline set for 10 minutes and the post-test showing an increase in the average time of both samples following learning activities for more than 20 minutes and the overall min is 9.6 minutes. 

Effects of combined reading intervention on reading fluency and comprehension of three young adults with autism

This study evaluated the efficacy of a quadruple intervention package designed to enhance reading comprehension and accuracy in children diagnosed with Autism Spectrum Disorder (ASD). The intervention package comprised of four techniques, namely, repeated reading, word repetition, story map, and reader’s theater. A single-subject research design with a multiple probe model and a between-participant probe phase was employed, and the participants of the study consisted of three male students diagnosed with ASD. The independent variables were the four aforementioned techniques, whereas the dependent variables were the participants’ reading fluency and comprehension skills. The study consisted of baseline, implementation, full probe, generalization and follow-up sessions, and was conducted using the text ‘Gamze and Her Friend’ from the Informal Reading Inventory. The results indicated that the comprehensive intervention package improved the reading accuracy and comprehension of the three participants ASD, and this effect was sustained post-intervention.

Applying Smartphone Vibration and Visual Text Prompt Functions to Reduce Hyperactive/Impulsive Behaviors of Students With ADHD in Class

This study investigated the effectiveness of applying a smartphone to reduce the hyperactive/impulsive behaviors of 3 students with attention deficit hyperactivity disorder (ADHD) in class. A smartphone that can simultaneously provide vibration and visual text prompts was adopted in this study to remind the participants when they exhibited hyperactive/impulsive behaviors. This study adopted the multiple baseline design across subjects under the broader rubric of the single-subject research design, including 2 baseline phases and 2 intervention phases. The results show that the time spent engaged in target behaviors decreased for participants during the intervention phases, compared to the baseline phases. The findings show that applying the vibration and visual text prompts of a smartphone is a feasible prompting strategy to assist students with ADHD to reduce their hyperactive/impulsive behaviors in class.

A single-subject research design evaluating a co-created yoga program for adults with gynecologic cancer: feasibility study protocol

BackgroundWorldwide, > 1.3 million adults are diagnosed with a gynecologic cancer each year, affecting their wellbeing and quality of life. This manuscript describes the protocol for a study that sought to assess the feasibility, acceptability, and fidelity of a community-based co-created yoga program and proposed evaluative methods, and estimate program effects on self-reported outcomes.MethodsUsing a multiple baseline single-subject research design with a follow-up phase (ABA), quantitative and qualitative data were collected from program participants and the instructor. Participants were randomly assigned to varying baseline lengths and completed weekly surveys for 3–5 weeks pre-program. Then, participants engaged in a bi-modal 12-week hatha yoga program consisting of 2 60-min group classes a week, with optional supplemental features (January–April, 2023). Participants completed surveys after classes 1, 12, and 24. All yoga classes were audio- and video-recorded. Post-program, participants completed surveys 1, 4, and 8 weeks after the last class and took part in a semi-structured interview 1 week after to discuss program acceptability, suitability, relevance, and potential benefits. Feasibility outcomes (i.e., recruitment, retention, and program adherence rates, engagement with optional program features) were tracked by the instructor assistant and study team during the study. The yoga instructor was interviewed about their experience delivering the program 2 weeks after the last class. Planned analysisFeasibility outcomes will be analyzed using descriptive statistics. Interview transcripts will be coded using reflexive thematic analysis. Class recordings will be coded using duration and frequency coding. Survey responses for self-reported outcomes will be analyzed visually and using multilevel modeling.Expected outcomesData will help determine refinements, if any, required to the program and instructor guidebook, implementation approach, and proposed evaluation methods before scale-up projects and definitive trials are started.Trial registrationClinicalTrials.gov NCT05610982. November 3, 2022.

PENGARUH MODIFIKASI ALAT PERMAINAN KARTU KATA TERHADAP KETERAMPILAN PRA MENULIS DAN MENULIS PERMULAAN SISWA KELAS 1 SDN 01 SIRNAGALIH

<em><span>This research aims to determine the effect of modifying the word card game tool on the pre-writing and beginning writing skills of grade 1 students at SDN 01 Sirnagalih. The target behavior in this research were 3 grade 1 students who had deficiencies in writing skills. The type of research used is Single Subject Research (SSR) experimental research, single subject design research with an A-B-A design. The dependent variable in this research is students' prewriting and initial writing skills. And the independent variable in this research is the word card game. Data collection techniques use tests, observation and documentation. The sampling technique used is a nonprobability sampling technique, namely purposive sampling. This research uses quantitative and qualitative descriptive data analysis techniques. The results of this research show that modification of the word card game tool has an effect on students' writing skills. It can be seen from the overlap percentage that the smaller the overlap percentage, the more it shows that there is a change in the target behavior.</span></em>

Implementation of Pull Out Learning to Grow Interest in Learning to Read In Dyslexic Children in Class IV Students of SDN 1 Wanasaba

Research aims to see how the pull out strategy influences to students' interest in learning to read dyslexia class IV SD Negeri 1 Wanasaba Year Teachings 2023. The type of research used is Quantitative research with Single Subject Research (SSR) design . In this research, researchers used samples 1 student namely students dyslexia . The data collection technique used by researchers is an observation instrument to see students in the learning process, tests to determine students' initial abilities, student questionnaire to determine students' interest in learning, And documentation in the form of photos. As well as technique analysis data Which used in this research namely testing the hypothesis using the t test with level significant 0.05. Results data observation show (30%) categorized as low. So can concluded bah student dyslexia on learning process before implementing the Pull Out interest learning model learn to read it Still low. Results study Also show bah strategy pull out learning included in the very well implemented category dyslexic students which can be seen from the results respondents (96%) who has an influence on dyslexic students' interest in learning and helps Teacher Also in give strategy Study for student Which own or need strategy special in the class. As for data mark pretest of 25 and the posttest value data is 85 . So, we can see the results from the t-count hypothesis test ≥ t-table (5.34522 ≥ 4.30265) then Ho is rejected and Ha accepted. 

The benefits of single-subject research designs and multi-methodological approaches for neuroscience research

The benefits of single-subject research designs and multi-methodological approaches for neuroscience research

만성 뇌졸중 환자의 상지기능 향상을 위한 몰입형 가상현실과 비몰입형 가상현실 중재효과

Purpose: The purpose of this study was to investigate the effect of intervention using immersive and non-immersive virtual reality devices on the improvement of the upper limb function in 3 participants with chronic stroke. Methods: The design used a combination of an AB design and an alternating design to compare the effects of both intervention types based on a single-subject research design. The dependent variables were the upper limb functions, and BBT and FMA were applied as the evaluation tools. The study consisted of 20 sessions given during a total of 7 weeks including four sessions of a baseline period and 16 sessions of an intervention period. Results: As the results indicate, it was first confirmed that virtual reality intervention had a positive effect on improvements of the upper limb function of chronic stroke patients. All dependent variables measured during the intervention period exceeded the 2SD interval of the measured value during the baseline period. Second, there was no significant difference between non-immersive virtual reality intervention and immersive virtual reality intervention. Conclusion: The results of this study show that intervention using immersive and non-immersive virtual reality can have a positive effect on improvements of upper limb function of chronic stroke subjects.

Effects of Interaction Approaches and Added High-Tech Augmentative and Alternative Communication on Prelinguistic and Linguistic Communication from School-Age Beginning Communicators

Introduction: Augmentative and alternative communication (AAC) intervention research is rarely focused on school-age beginning communicators, despite the urgent need to ensure individuals in this population have access to the fundamental human right of communication. Methods: Four school-age children with multiple disabilities who were primarily prelinguistic communicators participated in the current study. The study used a single-subject research design to explore the effects of two interaction approaches – a social routine approach and a directive approach – on prelinguistic communication, compared to independent play and to one another. This study then evaluated the added effects of high-tech AAC within the most effective interaction approach for each participant. Results: All participants demonstrated prelinguistic communication indicating positive affect most frequently when interacting within a social routine. Furthermore, all participants increased linguistic communication while either maintaining or increasing prelinguistic communication when high-tech AAC was added to the social routine interaction. Conclusions: Clinicians should consider building accessible, predictable, engaging, and age-respectful social routines into leisure contexts to promote prelinguistic communication from school-age beginning communicators. Clinicians should also provide access to linguistic communication through high-tech AAC while continuing to honor and promote prelinguistic communication.

Effects of a 12 week community-based high-level mobility programme on sustained participation in physical activity by adolescents with cerebral palsy: a single subject research design study

Purpose To assess if a high-level mobility programme (HLMP) can promote sustained participation in physical activity by adolescents with cerebral palsy. Methods Eight adolescents with cerebral palsy, Gross Motor Function Classification System levels I-II, 11–16 years, participated in 24 community-based group HLMP sessions across 12 weeks. Participants set attendance, involvement, and physical performance goals, completed activity diaries over 58 weeks and undertook physical capacity tests. Measures of activity frequency and diversity (attendance) and involvement level were collected weekly across baseline (4–6 weeks), intervention (12 weeks), and nine months follow-up (including Covid lockdown). Results Median attendance was 23 of 24 HLMP sessions. Attendance goal/s attainment was highest during COVID lockdown. Involvement goals were consistently attained throughout all phases. Physical performance goal/s attainment was highest during intervention phase but reduced during nine months follow-up. Frequency of participation in physical activities varied greatly across study phases (range 0–33 episodes/week) with stable variety of activities and generally high ‘involvement.’ During the intervention, seven participants improved physical capacity and six maintained, or increased, the gains six months later. Conclusion Most participants improved physical capacity post-intervention but only some had sustained attendance and involvement in physical activity, highlighting the complexity of physical activity participation.

Addressing fears of children with Williams syndrome: therapist and child behavior in the context of a novel play-and humor-infused exposure therapy approach.

Many children with Williams syndrome struggle with fears and phobias that significantly impact their daily lives. Yet, there is sparse literature about the impact of behavioral interventions to treat anxiety and phobias among children with Williams syndrome. Using observational coding of intervention videos, the current study examines patterns of the therapist's use of play and humor and relations to child behavioral responses for four children with Williams syndrome who were identified as treatment responders to humor- and play-infused exposure therapy for fears and anxieties. Sessions were coded for therapist behaviors (exposure with or without play/humor, stimulus type used during exposure, passive or invited attention to feared stimulus, and spontaneous parent participation in exposure) as well as positive, negative, and neutral child behaviors (verbalizations and behaviors). Temporal patterns between therapist and child behaviors were analyzed using lag sequential analyses. The results showed that tolerance of feared stimuli improved for two of the four children following this play- and humor-infused exposure therapy approach, and the remaining two participants demonstrated progress beyond tolerating the feared stimulus and showed increased positive behaviors with the feared stimulus across sessions. Findings also showed patterns of therapist attunement to the child's anxiety level demonstrated through efforts to flexibly adjust the degrees of exposure. Therapist-initiated invited attention behaviors, indicative of the therapist's use of narration and priming, were associated with child tolerance and positive behaviors during exposure to the feared stimulus. Limitations of this study include a very small sample size, short duration of intervention, and a single-subject research design, which limit the generalizability of findings. Implications and future directions of this research are discussed.

Development of Embroidery Design Skills Program for Children with Hearing Impairment

Vocational education is also often referred to as skills. One of them is fashion skills, which is a discipline and art regarding the application of aesthetic design, and natural beauty to clothing and its additional decoration. This research aims to create a program on learning fashion skills in embroidery design for teachers and students with hearing impairments. The approach used in this research is research and development with exploratory mixed method research design and at the program trial stage researchers use experimental methods with single subject research design (A-B-A). The results of a good learning program trial lead students to have a good learning experience, the program that has been made shows that the program can be useful and useful, especially for students. The results of this study are expected to be taken into consideration for teachers in providing learning fashion skills in embroidery design to students.

The Effectiveness of Integrative Therapy (Short-Term Psychodynamic and Cognitive-Behavioral Therapy) in Enhancing the Ego Strength and Treating Depression (Case Study), with Follow-Up

Depression is a common and serious disorder that has negative effects on the way a person thinks and functions. The purpose of the present study was to evaluate the effectiveness of integrative therapy (short-term psychodynamic and cognitive behavioral therapy) in increasing ego strength and treating depression in a case of major depressive disorder. In this study, a single-subject research design (A-B-A-B design) was used and the client was evaluated during the four stages of beginning, middle, and end of treatment and six months of follow-up by the Beck Depression Inventory and Inventory of Ego Strengths. The results showed the effectiveness of integrative therapy in increasing ego strength, reducing depression, and improving the quality of life of the client.

The Effectiveness of the Constant Time Delay Procedure in Teaching Reading and Writing with the Sound-Based Sentence Method

Introduction: The present study was planned since no practical study adapted for individuals with special needs (ISN) was found in teaching reading and writing with the sound-based sentence method (SBSM). There were few studies aimed at teaching reading and writing, and the skills targeted in these studies were limited. This study aimed to determine the effectiveness of the constant time delay procedure (CTDP) in teaching reading and writing with the sound-based sentence method to individuals with special needs. In addition to the said main purpose, the permanence of reading and writing skills and their generalizability across materials and persons were also examined. Moreover, the opinions of families and teachers of ISN were obtained to collect social validity data.Method: Three INS were included in this study. Of these, two were girls, and one was a boy, all aged seven. They attended the second grade as full-day co-teaching inclusive students and had not learned reading and writing. The study employed a multiple probe design across behaviors, one of the single-subject research designs. The study aimed to teach three behaviors and eighteen sub-behaviors, including six sub-behaviors in each behavior.Findings: The study showed that two participants acquired reading and writing skills in all the sub-behaviors (closed syllables, open syllables, three-letter monosyllables, three-letter two syllables, words, and sentences) of all three behaviors (syllables, words, and sentences consisting of e-l-a-k-i-n sounds, syllables, words, and sentences consisting of o-m-u-t-ü-y sounds, syllables, words, and sentences consisting of the combination of sounds in these two groups [e-l-a-k-i-n-o-m-u-t-ü-y]); that the skills they acquired were permanent; that they generalized these skills across persons and materials, while one participant acquired skills in the first three sub-behaviors (closed syllables, open syllables, three-letter monosyllables) only in the first behavior. Considering the social validity findings of the study, the participants’ families and primary school teachers expressed positive opinions about the study.Discussion: The findings obtained were discussed within the framework of the literature indicating the negative aspects of teaching reading and writing with the SBSM. 

METODE STRUKTURAL ANALITIK SINTETIK (SAS) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA HURUF BRAILLE PADA ANAK TUNANETRA DI BHAKTI LUHUR MALANG

This research was motivated by the difficulty in reading braille in blind students shown by non-fluent behavior in reading both syllables, words and simple sentences in braille. In addition, subjects were slow to identify syllables, and hesitated in reading, especially when reading simple readings, consisting of 3-5 sentences. The purpose of this study was to determine whether the Structure Analysis Synthesis (SAS) method can improve braille reading skills in blind children in Bhakti Luhur Malang who are in grade II SDLB-A. The method used is an experimental method with a Single Subject Research design A-B-A design. The results showed that in the baseline phase (A1) which was carried out as many as 3 sessions, the average score was 44.3%. Meanwhile, in the Intervention phase (B) which was carried out as many as 6 sessions obtained an average score of 53.8%. And the baseline phase 2 (A2) carried out as many as 3 sessions obtained an average score of 86%. The results of visual analysis in conditions show that the directional tendency increases from session to session, which means that it shows a change in good (+). Meanwhile, in the analysis between conditions, the level change from the baseline phase to the intervention phase increased from the previous data, while the percentage of overlap after calculating the intervention conditions to the baseline obtained an overlap percentage of 50%, which means that the intervention has a good effect. While in the intervention condition with baseline condition 2, an overlap percentage of 0% was obtained, which means that the intervention has a good effect on braille reading ability, the conclusion that can be drawn is that changes in braille reading ability in blind children occur due to braille reading interventions using the SAS method.

Analysis of Mindfulness Practices Using Electroencephalogram (EEG) Interaxon Muse™ Headband Against the Concept of Self-Acceptance of Poststroke Clients

The Buddhist guidance and counseling model was applied to a client who experienced post-stroke 3 stress disorder and was isolated at the start of the Covid-19 pandemic in 2020. Mindfulness of breathing, body and mind activities is very important in mindfulness practice. Mental relaxation treatments and measurements were administered using the first generation Muse™ "S" Series. Portable and "Muse: Meditation and Sleep" by the InteraXons app, linked by mobile technology (iPad/iOS). This research method uses a single subject research design with a time series approach. However, this report reports qualitatively descriptively about the client's self-acceptance concept after each session of stroke. The research sample was conducted on clients with post-stroke comorbidities. Treatment of mental relaxation sessions using mindfulness techniques. The results of measuring brain wave conditions that are inferred from the Muse™ application show an increase in mental relaxation conditions. Along with that the client's self-acceptance of the illness can be accepted with full awareness by the client. The client underwent a total of twelve guided mental relaxation sessions. In each session, the client feels able to accept the illness, forgive and fully accept himself with love.

Low-Cost Technology-Aided Programs for Supporting People With Motor, Visual, and Intellectual Disabilities in Functional Forms of Occupation and Communication: Proof-of-Concept Study.

People with motor, visual, and intellectual disabilities may have serious problems in independently accessing various forms of functional daily occupation and communication. The study was aimed at developing and assessing new, low-cost technology-aided programs to help people with motor or visual-motor and intellectual disabilities independently engage in functional forms of occupation and communication with distant partners. Two programs were set up using a smartphone interfaced with a 2-switch device and a tablet interfaced with 2 pressure sensors, respectively. Single-subject research designs were used to assess (1) the first program with 2 participants who were blind, had moderate hand control, and were interested in communicating with distant partners through voice messages; and (2) the second program with 2 participants who possessed functional vision, had no or poor hand control, and were interested in communicating with their partners through video calls. Both programs also supported 2 forms of occupational engagement, that is, choosing and accessing preferred leisure events consisting of songs and music videos, and listening to brief stories about relevant daily topics and answering questions related to those stories. During the baseline phase (when only a conventional smartphone or tablet was available), 2 participants managed sporadic access to leisure or leisure and communication events. The other 2 participants did not show any independent leisure or communication engagement. During the intervention (when the technology-aided programs were used), all participants managed to independently engage in multiple leisure and communication events throughout the sessions and to listen to stories and answer story-related questions. The findings, which need to be interpreted with caution given the nature of the study and the small number of participants, seem to suggest that the new programs may be viable tools for helping people with motor or visual-motor and intellectual disabilities independently access leisure, communication, and other forms of functional engagement.

The Effect of Writing about Immediate Environment and Experiences on Narrative and Informative Text Writing Skills

Choosing a writing topic poses a particularly serious challenge for young learners. Topic selection affects all other steps of the writing process. Therefore, the writing topic should be related to a subject that the student knows about, is interested in, and can produce content on. Basing writing on students’ immediate environment and experiences will contribute positively to their writing process. The aim of this study is to investigate the effect of writing activities based on immediate environment and experiences on the development of narrative and informative text writing skills. The study is designed as a multiple probe model, which is one of the single-subject research designs. The study group consists of two primary school students (one girl and one boy). A 14-week program was implemented that required writing based on immediate environment and experiences. The data of the study were collected using the Story Elements Evaluation Scale and the Informative Text Rating Scale. The data were analyzed using descriptive statistics, graphical representation, and effect size calculation method. According to the results obtained, writing activities based on the immediate environment and experiences have a significant effect on improving the students’ ability to write narrative and informative texts, as well as their development of story elements and informative text elements. However, it was also concluded that it does not affect the external structure of the text and its language and expression. Considering these results, writing teachers are strongly encouraged to conduct writing activities related to their students’ immediate environment and experiences.

Pediatric Tube Weaning: A Meta-Analysis of Factors Contributing to Success.

Approximately 3-10% of children have severe feeding issues, and some require enteral/tube nutrition to grow and thrive. For many children, tube feeding is temporary, making efficacious interventions for tube weaning essential. We conducted a systematic review and meta-analysis of tube weaning treatments. Outcomes included percentage of participants completely weaned from the tube, and mean percentage of kilocalories consumed orally following treatment. Data were extracted from 42 studies, including cohort studies and single-subject research design studies. We evaluated moderators of treatment success, including treatment setting, use of behavioral approaches, use of hunger provocation, and use of a multidisciplinary approach. Results indicated that, after treatment, children received significantly more calories orally, and 67-69% of children were fully weaned. These analyses suggest that current interventions are generally effective; however, variability within treatments exist. Prospective randomized clinical trials are needed to understand effective components of weaning interventions.