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Pustejovsky JE, Swan DM, English KW. An Examination of Measurement Procedures and Characteristics of Baseline Outcome Data in Single-Case Research. Behav Modif 2023; 47:1423-1454. [PMID: 31375029 DOI: 10.1177/0145445519864264] [Citation(s) in RCA: 12] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
There has been growing interest in using statistical methods to analyze data and estimate effect size indices from studies that use single-case designs (SCDs), as a complement to traditional visual inspection methods. The validity of a statistical method rests on whether its assumptions are plausible representations of the process by which the data were collected, yet there is evidence that some assumptions-particularly regarding normality of error distributions-may be inappropriate for single-case data. To develop more appropriate modeling assumptions and statistical methods, researchers must attend to the features of real SCD data. In this study, we examine several features of SCDs with behavioral outcome measures in order to inform development of statistical methods. Drawing on a corpus of over 300 studies, including approximately 1,800 cases, from seven systematic reviews that cover a range of interventions and outcome constructs, we report the distribution of study designs, distribution of outcome measurement procedures, and features of baseline outcome data distributions for the most common types of measurements used in single-case research. We discuss implications for the development of more realistic assumptions regarding outcome distributions in SCD studies, as well as the design of Monte Carlo simulation studies evaluating the performance of statistical analysis techniques for SCD data.
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Felver JC, Clawson AJ, Ash TL, Martens BK, Wang Q, Singh NN. Meta-Analysis of Mindfulness-Based Program Soles of the Feet for Disruptive Behaviors. Behav Modif 2022; 46:1488-1516. [PMID: 35112575 DOI: 10.1177/01454455211073738] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Mindfulness-based programs are a promising intervention modality for reducing disruptive behavior, and Soles of the Feet (SOF) is one program that teaches internal awareness of personal events (e.g., unpleasant emotions) and a self-regulation strategy to decrease disruptive behaviors. This study conducted a meta-analysis of single-case research design (SCRD) studies that implemented SOF to decrease disruptive behaviors. Existing SOF studies were evaluated using high-quality SCRD standards, resulting in 15 studies included in the analysis (49 participants; mean age 23.12 years (SD = 15.87); highly heterogeneous backgrounds). Studies were analyzed to calculate effect sizes using Tau-U, an innovative non-parametric statistical approach for estimating effect sizes in SCRD studies. The aggregated weighted Tau-U effect size of SOF across all studies was -0.87. Moderator analyses indicated SOF's effectiveness was robust across participant characteristics and delivery formats. This meta-analysis suggests that SOF is a moderately effective evidence-based practice for reducing disruptive behavior.
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Affiliation(s)
- Joshua C Felver
- Syracuse University, NY, USA.,SUNY Upstate Medical University, Syracuse, NY, USA
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Systematic review of single case design meta‐analyses for school‐age students with autism spectrum disorders: Current trend and future direction. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22599] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
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Kneavel M, Ernst W. Cognitions That Support Concussion Reporting in Collegiate Athletes: An Analysis of a Worksheet Activity. HEALTH EDUCATION & BEHAVIOR 2021; 49:548-559. [PMID: 34636271 DOI: 10.1177/10901981211046535] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND Sports related concussions continue to be a public health concern and improving reporting behavior a focus of educational programs. While educational programs have addressed changes in knowledge of concussion symptoms, it has been challenging to design educational programs which have lasting effects on reporting behavior. AIMS The current analysis describes an intervention in which thoughts about reporting behavior are actively written down in a worksheet exercise to "pre-arm" athletes with cognitions designed to enhance reporting behavior prior to the injury event. METHOD A total of 503 male and female college athletes participating in collision (football, field hockey, ice hockey, lacrosse, and soccer) and contact sports (baseball, basketball, and softball) from 7 colleges/universities competing across all three NCAA divisions provided data collected during a randomized trial of a peer concussion education program. RESULTS Qualitative analysis revealed 10 themes that would improve reporting including short-term benefits, faster recover, safe and healthy return to play, reporting helps the team, reporting protects the brain, risk aversion, long-term benefits, coach will be supportive, teammates will be supportive and understanding, and academic performance will be affected. DISCUSSION Athletes had awareness of key risks involved in concussions and understood both short- and long-term consequences. CONCLUSION These findings have important implications for understanding how to change athletes' thoughts about reporting concussions.
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Affiliation(s)
- Meredith Kneavel
- Department of Urban Public Health and Nutrtion, La Salle University, Philadelphia, PA, USA.,Center for Concussion Education and Research, Chestnut Hill College, Philadelphia, PA, USA
| | - William Ernst
- Department of Professional Psychology, Chestnut Hill College, Philadelphia, PA, USA.,Center for Concussion Education and Research, Chestnut Hill College, Philadelphia, PA, USA
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Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play for Students with Moderate to Severe Disabilities. EDUCATION & TREATMENT OF CHILDREN 2021; 44:19-30. [PMID: 33437115 PMCID: PMC7790480 DOI: 10.1007/s43494-020-00034-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 12/11/2020] [Indexed: 11/21/2022]
Abstract
This study examined the effects of using behavioral skills training (BST) to teach peer models to engage students with moderate to severe developmental disabilities in interactive play. Two separate multiple-baseline across participants designs were used to determine the effectiveness of BST on the peer models’ implementation of the procedural steps and the target students’ percent of intervals engaged in interactive play. Results demonstrated that BST was functionally related to the peer models’ accurate implementation of procedures and the target students’ percentage of intervals engaged in interactive play. In addition, all participants demonstrated generalization to novel activities and play partners, and three of the four target students maintained high levels of interactive play for up to 13 weeks after intervention.
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Dart EH, Collier‐Meek MA, Chambers C, Murphy A. Multi‐informant assessment of treatment integrity in the classroom. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22351] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Evan H. Dart
- Department of Educational and Psychological StudiesUniversity of South Florida Tampa Florida
| | - Melissa A. Collier‐Meek
- Department of Counseling and School PsychologyUniversity of Massachusetts Boston Massachusetts
| | - Caitlyn Chambers
- Department of Educational StudiesThe Ohio State University Columbus Ohio
| | - Ashley Murphy
- School of PsychologyUniversity of Southern Mississippi Hattiesburg Mississippi
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Kneavel ME, Ernst W, McCarthy KS. Randomized Controlled Trial of a Novel Peer Concussion-Education Program for Collegiate Athletes. J Athl Train 2020; 55:456-468. [PMID: 32298143 DOI: 10.4085/1062-6050-0182.19] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
CONTEXT The National Collegiate Athletic Association and US Department of Defense have called for educational programs to change the culture of concussion reporting, increase reporting behavior, and enhance the safety of players and service members. OBJECTIVE To evaluate the effects of a novel peer concussion-education program (PCEP) in changing knowledge, attitudes, and norms about concussion reporting among collegiate student-athletes and assess program implementation. DESIGN Randomized controlled trial and qualitative analysis of interviews. SETTING National Collegiate Athletic Association athletic teams from randomly selected colleges or universities. PATIENTS OR OTHER PARTICIPANTS A total of 1614 male and female student-athletes from 60 teams at 10 colleges and universities and 8 athletic trainers. INTERVENTION(S) The PCEP intervention trains 2 peer concussion educators to provide 2 education modules to their teammates. Knowledge, attitudes (oneself and teammates), and concussion occurrence or reporting were assessed at baseline, postintervention, and 1 month later. Eight athletic trainers were interviewed about program implementation. RESULTS Compared with the control group, the intervention group showed greater increases occurred postintervention and at 1 month in concussion knowledge (F1,2648 = 51.3, P < .0001), intention to report (oneself, F2,2633 = 82.3, P < .0001; teammates, F2,2624 = 53.9, P < .0001), return-to-play protocol knowledge, (F2,2632 = 28.4, P < .0001), direct subjective norms (oneself, F2,2625 = 51.7, P < .0001; teammates, F2,2644 = 40.6, P < .0001), direct perceived behavioral control (oneself, F2,2628 = 53.7, P < .0001; teammates, F2,2615 = 68.2, P < .0001), and indirect attitudes (oneself, F2,2626 = 47.1, P < .001; teammates, F2,2623 = 40.9, P < .0001). Peer concussion-education program participants discussed concussion more often with a teammate (F1,1396 = 13.96, P < .0001) or athletic staff (F1,1396 = 6.62, P < .001). Qualitative program analysis revealed both positive aspects of the PCEP and areas for improvement. CONCLUSIONS The PCEP showed promise in increasing concussion knowledge, intention to report concussion, reporting a teammate's concussion, and facilitating attitudinal changes that support reporting among student-athletes.
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Affiliation(s)
- Meredith E Kneavel
- School of Nursing and Health Sciences, La Salle University, Philadelphia, PA.,Center for Concussion Education and Research, Chestnut Hill College, Philadelphia, PA
| | - William Ernst
- Center for Concussion Education and Research, Chestnut Hill College, Philadelphia, PA.,Department of Professional Psychology, Chestnut Hill College, Philadelphia, PA
| | - Kevin S McCarthy
- Center for Concussion Education and Research, Chestnut Hill College, Philadelphia, PA
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Ernst W, Kneavel ME. Development of a Peer Education Program to Improve Concussion Knowledge and Reporting in Collegiate Athletes. J Athl Train 2020; 55:448-455. [PMID: 32250640 DOI: 10.4085/1062-6050-212-19] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
CONTEXT A novel peer concussion-education program (PCEP) was developed to enhance concussion knowledge and reporting among collegiate student-athletes. OBJECTIVE To describe the PCEP and its development and implementation. DESIGN Program development consisting of a literature review, focus group, and pilot implementation. SETTING Athletics department at a college participating at the National Collegiate Athletic Association Division II-sanctioned competition level. PATIENTS OR OTHER PARTICIPANTS Fifteen student-athletes from the women's soccer and men's lacrosse teams participated in the focus group. Four peer concussion educators (PCEs) were debriefed after the pilot implementation of the PCEP with the women's soccer and men's lacrosse teams. DATA COLLECTION AND ANALYSIS Focus-group data were analyzed qualitatively. The PCEs were debriefed, and responses were organized into recommendation types. RESULTS The literature review contributed information that supported the development of the PCEP's conceptual model. Focus-group results provided information used to train the PCEs and refine the PCEP's education modules. The pilot implementation and PCE debriefing supplied information used to further revise the education modules, PCE training, and PCEP implementation procedure. CONCLUSIONS The PCEP was developed based on the Theory of Reasoned Action and Planned Behavior and uses a peer-mediated, cognitive-behavioral, and interdisciplinary model to enhance concussion knowledge of and reporting by collegiate student-athletes. After a focus-group discussion and pilot implementation, we revised the PCEP and its education modules and developed an online manual to facilitate broad dissemination.
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Hutchins NS, Burke MD, Bowman-Perrott L, Tarlow KR, Hatton H. The Effects of Social Skills Interventions for Students With EBD and ASD: A Single-Case Meta-Analysis. Behav Modif 2019; 44:773-794. [PMID: 31064202 DOI: 10.1177/0145445519846817] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Social skills interventions are critical for promoting social, emotional, and behavioral competence for students with or at risk of emotional and behavioral disorders (EBD) and autism spectrum disorders (ASD). This single-case meta-analysis examined the effects of social skills interventions (SSIs) for students with EBD and ASD. Effect sizes were calculated for 78 cases across 25 included studies using a nonparametric effect size, Baseline Corrected Tau. The overall weighted mean effect size of 0.54 suggested a moderate effect across the 25 studies. The overall weighted mean effects for studies reporting maintenance and generalization data were 0.68 and 0.37, respectively. Potential moderators examined (disability, intervention design, intervention delivery, methodological quality) were not significant. As such, they did not moderate the outcomes for participants. We conducted a post hoc analysis and hypothesized that between-study differences may be more meaningful than the similarities shared by participants in the same moderator groups. Implications are discussed on using SSIs to address the social, emotional, and behavioral challenges of students with or at risk of EBD and ASD.
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Barton EE, Meadan H, Fettig A. Comparison of visual analysis, non-overlap methods, and effect sizes in the evaluation of parent implemented functional assessment based interventions. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 85:31-41. [PMID: 30453270 DOI: 10.1016/j.ridd.2018.11.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2017] [Revised: 10/02/2018] [Accepted: 11/01/2018] [Indexed: 06/09/2023]
Abstract
We used an existing body of research (i.e., parent implemented functional-assessment based interventions) to examine visual analysis features and processes and evaluate the reliability of two frequently used non-overlap indices (NAP & Tau-U) and a novel effect size index-the between-case standardized mean difference (BC-SMD). Results indicated that visual analysis terms and procedures were inconsistently used across studies. Further, there was limited agreement between the non-overlap indices and independent visual analysis. Results regarding the BC-SMD were inconclusive given only 5 of the 15 studies were eligible for analyses for different dependent variables. Our results suggest that visual analysis standards are needed by which single case researchers analyze and report their results. Further, additional research is needed refining SCR effect sizes, which can be used to describe the magnitude of change within and across SCR studies with functional relations.
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Affiliation(s)
- Erin E Barton
- Vanderbilt University, 230 Appleton Place, Peabody 228, Nashville, TN 37204, United States.
| | - Hedda Meadan
- University of Illinois at Urbana-Champaign, United States
| | - Angel Fettig
- University of Massachusetts Boston, United States
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Collins TA, Hawkins RO, Flowers EM, Kalra HD, Richard J, Haas LE. Behavior Bingo: The effects of a culturally relevant group contingency intervention for students with EBD. PSYCHOLOGY IN THE SCHOOLS 2017. [DOI: 10.1002/pits.22091] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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12
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Fiat AE, Cook CR, Zhang Y, Renshaw TL, DeCano P, Merrick JS. Mentoring to Promote Courage and Confidence Among Elementary School Students With Internalizing Problems: A Single-Case Design Pilot Study. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2017. [DOI: 10.1080/15377903.2017.1292975] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Aria E. Fiat
- Department of Educational Psychology, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA
| | - Clayton R. Cook
- Department of Educational Psychology, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA
| | - Yanchen Zhang
- Department of Educational Psychology, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA
| | - Tyler L. Renshaw
- Department of Psychology, Louisiana State University, Baton Rouge, Louisiana, USA
| | - Polocarpio DeCano
- Department of Educational Psychology, University of Washington, Seattle, Washington, USA
| | - Jillian S. Merrick
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
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Bruni TP, Drevon D, Hixson M, Wyse R, Corcoran S, Fursa S. THE EFFECT OF FUNCTIONAL BEHAVIOR ASSESSMENT ON SCHOOL-BASED INTERVENTIONS: A META-ANALYSIS OF SINGLE-CASE RESEARCH. PSYCHOLOGY IN THE SCHOOLS 2017. [DOI: 10.1002/pits.22007] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Drevon D, Fursa SR, Malcolm AL. Intercoder Reliability and Validity of WebPlotDigitizer in Extracting Graphed Data. Behav Modif 2016; 41:323-339. [DOI: 10.1177/0145445516673998] [Citation(s) in RCA: 240] [Impact Index Per Article: 30.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Quantitative synthesis of data from single-case designs (SCDs) is becoming increasingly common in psychology and education journals. Because researchers do not ordinarily report numerical data in addition to graphical displays, reliance on plot digitizing tools is often a necessary component of this research. Intercoder reliability of data extraction is a commonly overlooked, but potentially important, step of this process. The purpose of this study was to examine the intercoder reliability and validity of WebPlotDigitizer (Rohatgi, 2015), a web-based plot digitizing tool for extracting data from a variety of plots, including XY coordinates of interrupted time-series data. Two coders extracted 3,596 data points from 168 data series in 36 graphs across 18 studies. Results indicated high levels of intercoder reliability and validity. Implications of and recommendations based on these results are discussed in relation to researchers involved in quantitative synthesis of data from SCDs.
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Shadish WR, Zelinsky NAM, Vevea JL, Kratochwill TR. A survey of publication practices of single-case design researchers when treatments have small or large effects. J Appl Behav Anal 2016; 49:656-73. [DOI: 10.1002/jaba.308] [Citation(s) in RCA: 78] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2015] [Accepted: 12/03/2015] [Indexed: 11/12/2022]
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Collins TA, Gresham FM, Dart EH. The Effects of Peer-Mediated Check-In/Check-Out on the Social Skills of Socially Neglected Students. Behav Modif 2016; 40:568-88. [DOI: 10.1177/0145445516643066] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Check-In/Check-Out (CICO) is a moderately effective Tier 2 intervention often used to address attention-maintained problem behaviors in schools. Recent studies on CICO have demonstrated the effectiveness of the intervention when combined with social skills training and when utilizing students’ peers as interventionists. Using a concurrent multiple baseline across participants design, the present study evaluated the effectiveness of peer-mediated CICO to target social skills in elementary school students identified as socially neglected using a sociometric classification system. Results, implications for practice, limitations, and future directions are discussed.
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Affiliation(s)
| | | | - Evan H. Dart
- The University of Southern Mississippi, Hattiesburg, MS, USA
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Comparative evaluation of the reliability and validity of three data extraction programs: UnGraph, GraphClick, and DigitizeIt. COMPUTERS IN HUMAN BEHAVIOR 2016. [DOI: 10.1016/j.chb.2015.09.008] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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