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Impact d’une prise en charge par hypnose sur le vécu et l’observances des recommandations hydriques en hémodialyse : résultats d’un protocole à cas unique chez deux patients. PRAT PSYCHOL 2021. [DOI: 10.1016/j.prps.2021.05.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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2
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Wandin H, Lindberg P, Sonnander K. Development of a tool to assess visual attention in Rett syndrome: a pilot study. Augment Altern Commun 2020; 36:118-127. [PMID: 32791851 DOI: 10.1080/07434618.2020.1798507] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
Abstract
This was a two-phase study that aimed to (a) develop a tool for assessing visual attention in individuals with Rett syndrome using AAC with a communication partner during naturalistic interactions in clinical settings; and (b) explore aspects of the tool's reliability, validity, and utility. The Assessment of Visual Attention in Interaction (AVAI) tool was developed to assess visual attention operationalized as focused gazes (1 s or longer) at the communication partner, an object, and a symbol set. For the study, six video-recorded interactions with nine female participants diagnosed with Rett syndrome (range: 15-52-years-old) were used to calculate intra- and inter-rater agreement, and 18 recorded interactions were analyzed to examine sensitivity to change and acceptability. There was a significant difference in the AVAI results between two conditions (with and without aided-language modeling). Inter-rater agreement ranged from moderate and strong. There was a range in scores, indicating that the AVAI could differentiate between participants. The AVAI was found to be reliable, able to detect change, and acceptable to the participants. This tool could potentially be used for evaluating interventions that utilize aided AAC.
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Affiliation(s)
- Helena Wandin
- Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden.,Swedish National Center for Rett Syndrome and Related Disorders, Frösön, Sweden
| | - Per Lindberg
- Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Karin Sonnander
- Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
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Levin JR, Ferron JM, Gafurov BS. An Improved Two Independent-Samples Randomization Test for Single-Case AB-Type Intervention Designs: A 20-Year Journey. JOURNAL OF MODERN APPLIED STATISTICAL METHODS 2020. [DOI: 10.22237/jmasm/1556670480] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Detailed is a 20-year arduous journey to develop a statistically viable two-phase (AB) single-case two independent-samples randomization test procedure. The test is designed to compare the effectiveness of two different interventions that are randomly assigned to cases. In contrast to the unsatisfactory simulation results produced by an earlier proposed randomization test, the present test consistently exhibited acceptable Type I error control under various design and effect-type configurations, while at the same time possessing adequate power to detect moderately sized intervention-difference effects. Selected issues, applications, and a multiple-baseline extension of the two-sample test are discussed.
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Clanchy KM, Tweedy SM, Tate RL, Sterling M, Day MA, Nikles J, Ritchie C. Evaluation of a novel intervention to improve physical activity for adults with whiplash associated disorders: Protocol for a multiple-baseline, single case experimental study. Contemp Clin Trials Commun 2019; 16:100455. [PMID: 31650075 PMCID: PMC6804503 DOI: 10.1016/j.conctc.2019.100455] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2019] [Revised: 09/13/2019] [Accepted: 09/21/2019] [Indexed: 01/08/2023] Open
Abstract
Half of individuals with a whiplash injury experience ongoing pain and disability. Many are insufficiently active for good health, increasing their risk of preventable morbidity and mortality, and compounding the effects of the whiplash injury. This paper describes a protocol for evaluating the efficacy of a physical activity promotion intervention in adults with whiplash associated disorders. A multiple-baseline, single case experimental design will be used to evaluate the effects of a physical activity (PA) intervention that includes evidence-based behaviour change activities and relapse prevention strategies for six adults with chronic whiplash. A structured visual analysis supplemented with statistical analysis will be used to analyse: accelerometer-measured PA, confidence completing PA in the presence of neck pain, and pain interference.
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Affiliation(s)
- Kelly M. Clanchy
- School of Allied Health Sciences, Griffith University, Southport, Australia
| | - Sean M. Tweedy
- School of Human Movement and Nutrition Sciences, The University of Queensland, St Lucia, Australia
- I.M. Sechenov First Moscow State Medical University, Russia
| | - Robyn L. Tate
- John Walsh Centre for Rehabilitation Research, The University of Sydney, Sydney, Australia
| | - Michele Sterling
- Recover Injury Research Centre, The University of Queensland, Herston, Australia
| | - Melissa A. Day
- School of Psychology, The University of Queensland, St Lucia, Australia
| | - Jane Nikles
- Recover Injury Research Centre, The University of Queensland, Herston, Australia
| | - Carrie Ritchie
- Recover Injury Research Centre, The University of Queensland, Herston, Australia
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Calcagni N, Gana K. De l’efficacité d’un « exergame » sur le stress perçu et le sentiment d’auto-efficacité chez un patient atteint de la maladie de Parkinson : résultats d’un protocole à cas unique de type ABAB. PRAT PSYCHOL 2019. [DOI: 10.1016/j.prps.2018.11.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Curran M, Owen Van Horne A. Use of Recast Intervention to Teach Causal Adverbials to Young Children With Developmental Language Disorder Within a Science Curriculum: A Single Case Design Study. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2019; 28:430-447. [PMID: 31136236 DOI: 10.1044/2018_ajslp-17-0164] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Purpose Language serves as an essential resource to learn about cause and effect throughout childhood. Causal adverbial sentences use causal conjunctions (e.g., because, so) to join 2 clauses to express cause-effect relationships ( Diessel & Hetterle, 2011 ). Causal adverbial sentences are frequently used to explain causal relationships in academic contexts, such as elementary school science and social studies classes ( Kinzie et al., 2014 ; J. Williams et al., 2014 ). Children with developmental language disorder (DLD) are at risk for failure in these academically relevant language skills. Here, we investigated the effect of language intervention focused on causal adverbials on both causal adverbials and acquisition of science content in young children with DLD. Method A multiple-probe design was used to examine the effect of language intervention using recasts on production of causal adverbials and acquisition of science content for 7 preschool/kindergarten children with DLD. Child production of causal adverbials and an untreated control structure were analyzed. Results Six of 7 participants exhibited gains in production of causal adverbials containing because, with effect sizes ranging from small to large. Performances on daily probes of science content learning and science unit tests indicate that participants are able to learn science content, but the magnitude of gains may not relate to skill in causal adverbial production. Conclusion Language intervention for young children with DLD can effectively treat complex syntactic targets such as causal adverbials in the context of science instruction, but it is unclear whether this can affect science content learning.
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Affiliation(s)
- Maura Curran
- Communication Sciences and Disorders, University of Delaware, Newark
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Schoen SA, Lane SJ, Mailloux Z, May‐Benson T, Parham LD, Smith Roley S, Schaaf RC. A systematic review of ayres sensory integration intervention for children with autism. Autism Res 2019; 12:6-19. [PMID: 30548827 PMCID: PMC6590432 DOI: 10.1002/aur.2046] [Citation(s) in RCA: 67] [Impact Index Per Article: 13.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2018] [Accepted: 10/02/2018] [Indexed: 11/05/2022]
Abstract
Sensory integration is one of the most highly utilized interventions in autism, however, a lack of consensus exists regarding its evidence base. An increasing number of studies are investigating the effectiveness of this approach. This study used the Council for Exceptional Children (CEC) Standards for Evidence-based Practices in Special Education to evaluate the effectiveness research from 2006 to 2017 on Ayres Sensory Integration (ASI) intervention for children with autism. A systematic review was conducted in three stages. Stage 1 involved an extensive database search for relevant studies using search terms related to sensory integration and autism, interventions suggesting a sensory integration approach, and high-quality study designs. Searches yielded 19 studies that were evaluated in Stage 2. Six of these met inclusion criteria of being peer-reviewed, written in English, description of intervention this is consistent with ASI intervention, and comparison group design or single subject method employed. Prior to analysis using CEC standards, three articles were excluded because intervention details were not consistent with the core principles of ASI, or because of major methodological flaws. In Stage 3, the remaining three studies were rated using the CEC quality indicators and standards for an evidence-based practice. Two randomized controlled trials respectively met 100% and 85% of the CEC criteria items. One additional study met more than 50% of the criteria. Based on CEC criteria, ASI can be considered an evidence-based practice for children with autism ages 4-12 years old. Autism Research 2019, 12: 6-19. © 2018 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals, Inc. LAY SUMMARY: Ayres Sensory Integration intervention is one of the most frequently requested and highly utilized interventions in autism. This intervention has specific requirements for therapist qualifications and the process of therapy. This systematic review of studies providing Ayres Sensory Integration therapy to children with autism indicates that it is an evidence-based practice according to the criteria of the Council for Exceptional Children.
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Affiliation(s)
| | - Shelly J. Lane
- School of Health Sciences, Faculty of Health and Medicine, Department of Occupational TherapyUniversity of NewcastleNewcastleAustralia
| | - Zoe Mailloux
- Department of Occupational Therapy, Jefferson College of Health ProfessionsThomas Jefferson UniversityPhiladelphiaPennsylvania
| | | | | | - Susanne Smith Roley
- Collaborative for Leadership in Ayres Sensory IntegrationAliso ViejoCalifornia
| | - Roseann C. Schaaf
- Department of Occupational Therapy Jefferson, College of Health Professions FacultyFarber Institute for Neurosciences Thomas Jefferson University PhiladelphiaPennsylvania
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Schlosser RW, Belfiore PJ, Sigafoos J, Briesch AM, Wendt O. Appraisal of comparative single-case experimental designs for instructional interventions with non-reversible target behaviors: Introducing the CSCEDARS ("Cedars"). RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 79:33-52. [PMID: 29853335 DOI: 10.1016/j.ridd.2018.04.028] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2017] [Revised: 04/06/2018] [Accepted: 04/30/2018] [Indexed: 06/08/2023]
Abstract
Evidence-based practice as a process requires the appraisal of research as a critical step. In the field of developmental disabilities, single-case experimental designs (SCEDs) figure prominently as a means for evaluating the effectiveness of non-reversible instructional interventions. Comparative SCEDs contrast two or more instructional interventions to document their relative effectiveness and efficiency. As such, these designs have great potential to inform evidence-based decision-making. To harness this potential, however, interventionists and authors of systematic reviews need tools to appraise the evidence generated by these designs. Our literature review revealed that existing tools do not adequately address the specific methodological considerations of comparative SCEDs that aim to compare instructional interventions of non-reversible target behaviors. The purpose of this paper is to introduce the Comparative Single-Case Experimental Design Rating System (CSCEDARS, "cedars") as a tool for appraising the internal validity of comparative SCEDs of two or more non-reversible instructional interventions. Pertinent literature will be reviewed to establish the need for this tool and to underpin the rationales for individual rating items. Initial reliability information will be provided as well. Finally, directions for instrument validation will be proposed.
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Affiliation(s)
- Ralf W Schlosser
- Departments of Communication Sciences and Disorders, and Applied Psychology, Northeastern University, United States; Department of Otolaryngology and Communication Enhancement, Boston Children's Hospital, United States; Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
| | - Phillip J Belfiore
- Program of Special Education and Applied Disability Studies, Mercyhurst University, United States
| | - Jeff Sigafoos
- Faculty of Education, Victoria University at Wellington, New Zealand
| | - Amy M Briesch
- Departments of Communication Sciences and Disorders, and Applied Psychology, Northeastern University, United States
| | - Oliver Wendt
- Department of Communication Sciences and Disorders, University of Central Florida, United States
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Hong ER, Kawaminami S, Neely L, Morin K, Davis JL, Gong LY. Tablet-based interventions for individuals with ASD: Evidence of generalization and maintenance effects. RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 79:130-141. [PMID: 29422422 DOI: 10.1016/j.ridd.2018.01.014] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2017] [Revised: 12/19/2017] [Accepted: 01/26/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Despite positive effects of and established empirical evidence for tablet-based interventions for individuals with autism spectrum disorder (ASD), it is not known whether such findings can be applicable to maintenance and generalization effects of those interventions. AIMS This systematic review evaluated peer-reviewed single-case experimental design (SCED) studies concerning evidence of generalization and maintenance effects of tablet-based interventions for individuals with ASD. METHODS To evaluate the methodological rigor of the literature in terms of generalization and maintenance effects, the authors adopted four of the basic design standards developed by What Works Clearinghouse (WWC; Kratochwill et al., 2010/2014). In addition, the authors used Tau-U effect size measure and attempted to calculate effect sizes differentiated by the type of generalization and maintenance teaching strategies. RESULTS A total of 21 studies assessed generalization and/or maintenance effects. In the first evaluation of evidence of generalization and maintenance effects, it was found that more than half of the studies included in this review collected interobserver agreement (IOA) on at least 20% of sessions across all generalization and maintenance conditions and met the minimum quality thresholds of IOA. Meanwhile, less than one third of the studies included more than three data points in each generalization and maintenance condition. With regard to maintenance of effects, about half of the reviewed studies did not report the latency to the maintenance measure, which may hamper the assessment of the clinical and practical significance of the effect of the tablet-based intervention. In the second evaluation, the omnibus Tau-U effect size for baseline to generalization comparisons resulted in a moderate effect. For the contrasts between intervention and generalization comparisons resulted in a small effect. The omnibus Tau-U effect size for baseline and maintenance comparisons resulted in a strong effect. For the contrasts between intervention to maintenance comparisons, the omnibus Tau-U effect size resulted in a small effect. CONCLUSIONS AND IMPLICATION Findings in this review suggest that efforts should be made to establish a system for appraising generalization and maintenance procedures in SCED studies. In addition, future studies should investigate if tablet-based interventions are truly effective in creating sustainable behavioral change in individuals with ASD.
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Affiliation(s)
- Ee Rea Hong
- University of Tsukuba, Disability Sciences, University of Tsukuba, 1-1-1 Tennodai, Tsukuba, Ibaraki-ken, 305-8572, Japan.
| | - Sawako Kawaminami
- University of Tsukuba, Disability Sciences, University of Tsukuba, 1-1-1 Tennodai, Tsukuba, Ibaraki-ken, 305-8572, Japan
| | - Leslie Neely
- The University of Texas at San Antonio, Educational Psychology, 501 W. Cesar E. Chavez Blvd., San Antonio, TX 78207, United States
| | - Kristi Morin
- University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, 105 Smith Level Road, Chapel Hill, NC 27599-8180, United States
| | - John L Davis
- University of Utah, Department of Educational Psychology, 1721 Campus Center Drive, SAEC 3229, Salt Lake City, UT 84112, United States
| | - Li-Yuan Gong
- University of Tsukuba, Disability Sciences, University of Tsukuba, 1-1-1 Tennodai, Tsukuba, Ibaraki-ken, 305-8572, Japan
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De Young KP, Bottera AR. A summary of reporting guidelines and evaluation domains for using single-case experimental designs and recommendations for the study of eating disorders. Int J Eat Disord 2018; 51:617-628. [PMID: 29846014 DOI: 10.1002/eat.22887] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/15/2018] [Revised: 04/17/2018] [Accepted: 04/18/2018] [Indexed: 11/08/2022]
Abstract
The insights and activities that regularly occur in clinical settings are an underutilized wellspring of potential scientific advances. Single-case experimental designs (SCEDs) include a collection of methods for testing hypotheses in one individual (or a small number of individuals) at a time that are particularly well suited to clinical settings. Their strengths include their potential for maximizing both internal and external validity by way of tight experimental control over threats to internal validity and flexibility in application and inclusion criteria. Despite these advantages, the eating disorder field has not made use of SCEDs to a similar extent as other research areas, providing an opportunity for expansion. Recent advances in organizing SCED standards have resulted in the publication of two sets of reporting guidelines relevant to eating disorders research. These guidelines are integrated and summarized alongside descriptions of domains for evaluating their methodological rigor. Example research questions of potential interest to the eating disorder field are illustrated with SCEDs, and several issues to consider when using SCEDs in eating disorders research are described. It is recommended that researchers aiming to use SCEDs refer to this paper and the resources cited herein when designing and reporting their work. Finally, it is hoped that individuals with access to clinical samples use this paper as a source of inspiration for testing their unique clinical insights.
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Affiliation(s)
- Kyle P De Young
- Department of Psychology, University of Wyoming, Laramie, Wyoming
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Using response ratios for meta-analyzing single-case designs with behavioral outcomes. J Sch Psychol 2018; 68:99-112. [DOI: 10.1016/j.jsp.2018.02.003] [Citation(s) in RCA: 51] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2017] [Revised: 09/29/2017] [Accepted: 02/24/2018] [Indexed: 10/17/2022]
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Resch C, Rosema S, Hurks P, de Kloet A, van Heugten C. Searching for effective components of cognitive rehabilitation for children and adolescents with acquired brain injury: A systematic review. Brain Inj 2018; 32:679-692. [PMID: 29621405 DOI: 10.1080/02699052.2018.1458335] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
AIM Cognitive rehabilitation is of interest after paediatric acquired brain injury (ABI). The present systematic review examined studies investigating cognitive rehabilitation interventions for children with ABI, while focusing on identifying effective components. Components were categorized as (1) metacognition and/or strategy use, (2) (computerized) drill-based exercises, and (3) external aids. METHODS The databases PubMed (including MEDLINE), PsycInfo, and CINAHL were searched until 22nd June 2017. Additionally, studies were identified through cross-referencing and by consulting experts in the field. RESULTS A total of 20 articles describing 19 studies were included. Metacognition/strategy use trainings (five studies) mainly improved psychosocial functioning. Drill-based interventions (six studies) improved performance on tasks similar to training tasks. Interventions combining these two components (six studies) benefited cognitive and psychosocial functioning. External aids (two studies) improved everyday memory. No studies combined external aids with drill-based interventions or all three components. CONCLUSION Available evidence suggests that multi-component rehabilitation, e.g. combining metacognition/strategy use and drill-based training is most promising, as it can lead to improvements in both cognitive and psychosocial functioning of children with ABI. Intervention setting and duration may play a role. Conclusions remain tentative due to small sample sizes of included studies heterogeneity regarding outcome measures, intervention and therapist variables, and patient characteristics.
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Affiliation(s)
- Christine Resch
- a Department of Neuropsychology and Psychopharmacology, Faculty of Psychology and Neuroscience , Maastricht University , Maastricht , The Netherlands.,b Limburg Brain Injury Center , Maastricht , The Netherlands
| | - Stefanie Rosema
- c Sophia Rehabilitation , The Hague , The Netherlands.,d Department of Complex Behavioral Disorders and Forensic Psychiatry , De Bascule, Academic Center for Child- and Adolescent Psychiatry , Amsterdam , The Netherlands.,e Department of Child- and Adolescent Psychiatry , VU University Medical Center , Amsterdam , The Netherlands
| | - Petra Hurks
- a Department of Neuropsychology and Psychopharmacology, Faculty of Psychology and Neuroscience , Maastricht University , Maastricht , The Netherlands
| | - Arend de Kloet
- c Sophia Rehabilitation , The Hague , The Netherlands.,f The Hague University of Applied Sciences , the Hague , The Netherlands
| | - Caroline van Heugten
- a Department of Neuropsychology and Psychopharmacology, Faculty of Psychology and Neuroscience , Maastricht University , Maastricht , The Netherlands.,b Limburg Brain Injury Center , Maastricht , The Netherlands.,g School for Mental Health and Neuroscience, Faculty of Health, Medicine and Life Sciences , Maastricht University Medical Center , Maastricht , The Netherlands
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Abstract
OBJECTIVE Patients with attention-deficit/hyperactivity disorder (ADHD) are at increased risk for tic disorders. Atomoxetine (ATX) has been accepted as an alternative medication for patients with ADHD and a comorbid tic disorder. It is rarely reported that tic symptoms are induced by ATX. METHODS This present report described a boy with ADHD who developed tic symptoms during ATX initiation. We used an ABAB trial to confirm the tics were related to ATX administration. In addition, we reviewed the published literature of patients whose tic symptoms were confirmed or suspected of relating to ATX usage. RESULTS This present case with an ABAB design showed on-off control of tics with or without ATX, which allowed us to make a strong conclusion that the tics were related to ATX administration. Literature review also indicated that ATX might induce tic symptoms in children with ADHD, especially in those being boys and having a history of tics. The time from starting ATX to tics symptoms appearing was approximately 19 days. The most common tic symptoms were eye blinking, vocal tics, or throat clearing, and neck movements. These tics symptoms in most cases could be resolved after discontinuing ATX without further pharmacotherapy. CONCLUSION Pediatricians and child psychiatrists should be well aware of this potential adverse effect in children with ADHD receiving ATX.
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