scholarly journals Teaching a Student with Poor Performance in Mathematics to Recall of Multiplication Facts Using Simultaneous Prompting with Systematic Review and Corrective Feedback

2020 ◽  
Vol 10 (3) ◽  
pp. 33
Author(s):  
Nesrin Sönmez ◽  
Serpil Alptekin
Keyword(s):  
Systematic Review ◽  
Corrective Feedback ◽  
Poor Performance ◽  
Future Research ◽  
Single Subject ◽  
Simultaneous Prompting ◽  
Mathematical Performance ◽  
Multiplication Facts ◽  
Independent Variable ◽  
Single Subject Designs

In this study, it was aimed to determine the effects of the Simultaneous Prompting (SP) package jointly with the systematic review and corrective feedback in teaching a student with poor performance in mathematics to recall the multiplication facts. One of the single subject designs, the multiple probes design across behaviors (sets) is used in this study. The participant is an 11 years old female student at the 6th grade who has not been diagnosed with any disability but has been getting support because of her poor performance in mathematics than her peers. The dependent variable of this study is the skill of recall multiplication facts with the sets of 3, 5 and 8. The independent variable of the study is the SP package jointly with the systematic review and corrective feedback. Results show that the SP was effective in teaching the student with low mathematical performance to the skill of recall the multiplication facts. The student generalized the learned multiplication facts to another teacher and different setting and maintained her performance on the 15th and 45th days following the systematic reviews. Considering the findings of social validity, it has been determined that the teacher presented positive opinions, as she became happy with that achievement and the method is a way, which can be adopted and implemented by all teachers. These results indicate the acceptability of the SP package and results of the study are highly meaningful. Implications and future research needs are discussed.

Effectiveness of Virtual Reality on Employment Training for Young Adults with Autism and Intellectual and Developmental Disabilities: A Systematic Review

2021 ◽  
Author(s):  
Lin Sun
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Young Adults ◽  
Developmental Disabilities ◽  
Vocational Rehabilitation ◽  
Future Research ◽  
Single Subject ◽  
Intellectual And Developmental Disabilities ◽  
Adults With Autism ◽  
Young Adults With Autism

The purpose of this study was to conduct a systematic review of the effectiveness of virtual reality on vocational rehabilitation for young adults with autism and intellectual and developmental disabilities (IDD). An electronic search was conducted among peer-reviewed English journals published from 1994 to 2018. Databases included CINAHL (Cumulative Index to Nursing and Allied Health Literature), MEDLINE, PsycINFO, Web of Science, EBSCO, and Scopus. Six primary studies employing group experimental (Gersten et al., 2005) or single-subject design (Horner et al., 2005) or pre-post design met the inclusion criteria. Each study was assessed for the presence and clarity of quality indicators according to Reichow et al.’s (2008) framework and definition. Results suggested that the use of virtual reality in vocational rehabilitation for young adults with autism and intellectual and developmental disabilities (IDD) “have established evidence-based practice”. Limitations, as well as implications for future research, practices, and policy, are discussed.

Using a Systematic Review to Explore Single-Subject Design Use Within Special Education Over Time

2020 ◽  
Vol 44 (1) ◽  
pp. 1-14
Author(s):  
Jessica Zoe Zanuttini
Keyword(s):  
Systematic Review ◽  
Special Education ◽  
Inclusive Education ◽  
Individual Student ◽  
Single Subject ◽  
Traditional Research ◽  
Improved Performance ◽  
Traditional Approaches ◽  
Single Subject Designs ◽  
Over Time

AbstractWhile teachers and researchers of students with disability are commonly interested in individual students and their progress towards individualised goals, traditional approaches to educational research that aim to illustrate generalisation between cause and effect are still commonly used. Traditional approaches, such as group-comparison designs, are used to demonstrate improved performance for the average student; however, they also obscure individual student data. Within special and inclusive education, single-subject designs may provide more appropriate conclusions to particular types of questions than traditional research methods as they allow for the examination of a functional relationship between the dependent and independent variables and rely on the participant serving as their own control. This article provides a summary of the use of single-subject designs within the field of special education over time and the findings of a systematic review conducted according to the PRISMA statement are presented. Through this systematic review, published articles from 7 prominent special education journals that involved intervention for school-aged students with disability were examined. In addition, a sample of exemplar studies that have employed single-subject designs are discussed.

scholarly journals The Effectiveness of Simultaneous Prompting in the Teaching of Towel Folding Skills for Students with Intellectual Disabilities

2020 ◽  
Vol 10 (4) ◽  
pp. 15
Author(s):  
Zehra Atbaşı ◽  
Tuğba Pürsün
Keyword(s):  
Intellectual Disabilities ◽  
Graphical Analysis ◽  
Multiple Baseline ◽  
Single Subject ◽  
Simultaneous Prompting ◽  
Single Subject Research ◽  
Observer Reliability ◽  
Different Types ◽  
Independent Variable ◽  
Students With Intellectual Disabilities

The aim of this research was to study the effectiveness of teaching with the simultaneous prompting in teaching students with intellectual disabilities attending the vocational education center and their ability to fold towels. Multiple baseline models with inter-subject probe stage, which is one of the single-subject research methods, has been used. The subjects of the research are three students, one female and two males, between the ages of 16-18. The dependent variable of the study was determined as the ability to fold the towel and the independent variable as the teaching with the simultaneous prompting using the physical prompt as a model + verbal prompt and error correction. In the study, inter-observer reliability and procedural reliability data were collected. Graphical analysis was used to determine the effectiveness of teaching with the simultaneous prompting. According to the findings obtained from the research, simultaneous prompting teaching is effective in teaching students with intellectual disabilities the ability to fold towels. It has been observed that the skill of folding towels into shapes continues to last two, three, and four weeks after the end of the education and that the subjects can generalize the skill in different types of towels.

Active Support: A Systematic Review and Evidence-Based Practice Evaluation

2011 ◽  
Vol 49 (3) ◽  
pp. 166-171 ◽  
Author(s):  
Jeffery P. Hamelin ◽  
Peter Sturmey
Keyword(s):  
Systematic Review ◽  
Evidence Based Practice ◽  
Effect Sizes ◽  
Future Research ◽  
Evidence Based ◽  
User Engagement ◽  
Data Points ◽  
Promising Treatment ◽  
Independent Variable ◽  
Reported Data

Abstract Researchers have evaluated active support in agencies for persons with developmental disabilities to increase staff assistance and service user engagement. A systematic review identified two studies in which researchers reported three experimental evaluations of active support. Only one experiment showed a clear functional relationship between active support with “ineffective” to “questionable” percentage of nonoverlapping data points effect sizes and acceptable percentage of all nonoverlapping data points effect sizes. Two experiments did not show experimental control; however, there was evidence that the investigators in these studies did not sufficiently manipulate the independent variable. Based on these data, active support only meets Chambless and Hollon's (1998) criterion for a “promising treatment” but not an evidence-based practice. Future research on active support should demonstrate that the experimenter manipulated the independent variable and reported data on individual participants.

Naturalistic Speech-Generating Device Interventions for Children With Complex Communication Needs: A Systematic Review of Single-Subject Studies

2018 ◽  
Vol 27 (3) ◽  
pp. 1073-1090 ◽  
Author(s):  
Cindy Gevarter ◽  
Claudia Zamora
Keyword(s):  
Systematic Review ◽  
Visual Analysis ◽  
Future Research ◽  
Single Subject ◽  
Complex Communication Needs ◽  
Positive Effects ◽  
Home Based ◽  
Minimum Requirements ◽  
Practical Guidelines ◽  
Communication Needs

Purpose This article presents a systematic review that aimed to synthesize single-subject–design studies that have examined naturalistic interventions for teaching the expressive use of speech-generating devices (SGDs) to children with complex communication needs. Specifically, this review describes what intervention strategies are most commonly applied in studies with positive effects and minimal methodological flaws and examines the populations and outcomes for which these strategies have been effective. Method A systematic approach was used to qualitatively code variables of interest to this review. Results were summarized via both visual analysis and effect size methods, and a certainty of evidence methodology was adopted to describe the quality of the evidence. Results Thirty-two unique studies met inclusion criteria, with 19 having consistent positive results and meeting minimum requirements for certainty of evidence. Although studies used a variety of titles to describe intervention packages (e.g., milieu teaching, interaction strategies), certain strategies were common across studies. These included (a) creating and capturing communication opportunities via methods such as time delay and questioning; (b) providing feedback via methods such as reinforcement of requests, praise, or expansions; (c) prompting (verbal, physical, gestural); (d) modeling; and (e) training communication partners. Conclusions Findings regarding these intervention components help to provide practical guidelines for naturalistic SGD intervention. Limitations of the current body of research (e.g., need to include more home-based studies and more intermediate to advanced SGDs, need to critically analyze the most critical intervention components) provide suggestions for future research. Supplemental Material https://doi.org/10.23641/asha.6615332

scholarly journals Nonpharmacological interventions for cognitive impairments following primary progressive aphasia: A systematic review of the literature

2013 ◽  
Vol 7 (1) ◽  
pp. 122-131 ◽  
Author(s):  
Maria Teresa Carthery-Goulart ◽  
Amanda da Costa da Silveira ◽  
Thais Helena Machado ◽  
Leticia Lessa Mansur ◽  
Maria Alice de Mattos Pimenta Parente ◽  
...  
Keyword(s):  
Systematic Review ◽  
Cognitive Rehabilitation ◽  
Primary Progressive Aphasia ◽  
Future Research ◽  
Single Subject ◽  
Evidence Based ◽  
Research Committee ◽  
Level Of Evidence ◽  
Progressive Aphasia ◽  
Primary Progressive

ABSTRACT This study provided a systematic review on nonpharmacological interventions applied to patients diagnosed with Primary Progressive Aphasia (PPA) and its variants: Semantic (SPPA), Nonfluent (NFPPA) and Logopenic (LPPA) to establish evidence-based recommendations for the clinical practice of cognitive rehabilitation for these patients. Methods: A PubMed and LILACS literature search with no time restriction was conducted with the keywords PPA (and its variants) AND rehabilitation OR training OR intervention OR therapy OR treatment OR effectiveness. To develop its evidence-based recommendations, a research committee identified questions to be addressed and determined the level of evidence for each study according to published criteria (Cicerone et al., 2000). Overall evidence for treatments was summarized and recommendations were derived. Results: Our search retrieved articles published from 1995 to 2013: 21 for SPPA, 8 for NFPPA, 3 for LPPA and 8 for PPA with no specification. Thirty-five studies were rated as Class III, consisting of studies with results obtained from one or more single-cases and that used appropriate single-subject methods with adequate quantification and analysis of results. The level of evidence of three functional interventions could not be established. One study was rated as Class II and consisted of a nonrandomized case-control investigation. Conclusion: Positive results were reported in all reviewed studies. However, in order to be recommended, some investigation regarding the intervention efficacy was required. Results of the present review allows for recommendation of some nonpharmacological interventions for cognitive deficits following PPA as Practice Options. Suggestions for further studies on PPA interventions and future research are discussed.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

Telepractice for Adult Speech-Language Pathology Services: A Systematic Review

2020 ◽  
Vol 5 (1) ◽  
pp. 326-338 ◽  
Author(s):  
Kristen Weidner ◽  
Joneen Lowman
Keyword(s):  
Systematic Review ◽  
Primary Progressive Aphasia ◽  
Future Research ◽  
Service Delivery Model ◽  
Speech Language Pathology ◽  
Review Of The Literature ◽  
Research Designs ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Screening Assessment

Purpose We conducted a systematic review of the literature regarding adult telepractice services (screening, assessment, and treatment) from approximately 2014 to 2019. Method Thirty-one relevant studies were identified from a literature search, assessed for quality, and reported. Results Included studies illustrated feasibility, efficacy, diagnostic accuracy, and noninferiority of various speech-language pathology services across adult populations, including chronic aphasia, Parkinson's disease, dysphagia, and primary progressive aphasia. Technical aspects of the equipment and software used to deliver services were discussed. Some general themes were noted as areas for future research. Conclusion Overall, results of the review continue to support the use of telepractice as an appropriate service delivery model in speech-language pathology for adults. Strong research designs, including experimental control, across multiple well-described settings are still needed to definitively determine effectiveness of telepractice services.

Chasing the Anchor: A Systematic Review and Meta-analysis of Perceptual Anchoring Deficits in Developmental Dyslexia

2020 ◽  
Author(s):  
Kurt D Shulver ◽  
Nicholas A Badcock
Keyword(s):  
Systematic Review ◽  
Reading Ability ◽  
English Language ◽  
Prediction Interval ◽  
Meta Analysis ◽  
Visual Assessment ◽  
Individual Performance ◽  
Future Research ◽  
Significant Heterogeneity ◽  
Eligibility Criteria

We report the results of a systematic review and meta-analysis investigating the relationship between perceptual anchoring and dyslexia. Our goal was to assess the direction and degree of effect between perceptual anchoring and reading ability in typical and atypical (dyslexic) readers. We performed a literature search of experiments explicitly assessing perceptual anchoring and reading ability using PsycInfo (Ovid, 1860 to 2020), MEDLINE (Ovid, 1860 to 2019), EMBASE (Ovid, 1883 to 2019), and PubMed for all available years up to June (2020). Our eligibility criteria consisted of English-language articles and, at minimum, one experimental group identified as dyslexic - either by reading assessment at the time, or by previous diagnosis. We assessed for risk of bias using an adapted version of the Newcastle-Ottawa scale. Six studies were included in this review, but only five (n = 280 participants) were included in the meta-analysis (we were unable to access the necessary data for one study).The overall effect was negative, large and statistically significant; g = -0.87, 95% CI [-1.47, 0.27]: a negative effect size indicating less perceptual anchoring in dyslexic versus non-dyslexic groups. Visual assessment of funnel plot and Egger’s test suggest minimal bias but with significant heterogeneity; Q (4) = 9.70, PI (prediction interval) [-2.32, -0.58]. The primary limitation of the current review is the small number of included studies. We discuss methodological limitations, such as limited power, and how future research may redress these concerns. The variability of effect sizes appears consistent with the inherent variability within subtypes of dyslexia. This level of dispersion seems indicative of the how we define cut-off thresholds between typical reading and dyslexia populations, but also the methodological tools we use to investigate individual performance.

Impact of surgery timing for craniosynostosis on neurodevelopmental outcomes: a systematic review

2019 ◽  
Vol 23 (4) ◽  
pp. 442-454 ◽  
Author(s):  
Rachel Mandela ◽  
Maggie Bellew ◽  
Paul Chumas ◽  
Hannah Nash
Keyword(s):  
Systematic Review ◽  
Beneficial Effect ◽  
Data Extraction ◽  
Sociodemographic Factors ◽  
Future Research ◽  
Neurodevelopmental Outcomes ◽  
Age At Surgery ◽  
Data Extraction Form ◽  
Surgery Timing ◽  
Anesthetic Exposure

OBJECTIVEThere are currently no guidelines for the optimum age for surgical treatment of craniosynostosis. This systematic review summarizes and assesses evidence on whether there is an optimal age for surgery in terms of neurodevelopmental outcomes.METHODSThe databases MEDLINE, PsycINFO, CINAHL, Embase + Embase Classic, and Web of Science were searched between October and November 2016 and searches were repeated in July 2017. According to PICO (participants, intervention, comparison, outcome) criteria, studies were included that focused on: children diagnosed with nonsyndromic craniosynostosis, aged ≤ 5 years at time of surgery; corrective surgery for nonsyndromic craniosynostosis; comparison of age-at-surgery groups; and tests of cognitive and neurodevelopmental postoperative outcomes. Studies that did not compare age-at-surgery groups (e.g., those employing a correlational design alone) were excluded. Data were double-extracted by 2 authors using a modified version of the Cochrane data extraction form.RESULTSTen studies met the specified criteria; 5 found a beneficial effect of earlier surgery, and 5 did not. No study found a beneficial effect of later surgery. No study collected data on length of anesthetic exposure and only 1 study collected data on sociodemographic factors.CONCLUSIONSIt was difficult to draw firm conclusions from the results due to multiple confounding factors. There is some inconclusive evidence that earlier surgery is beneficial for patients with sagittal synostosis. The picture is even more mixed for other subtypes. There is no evidence that later surgery is beneficial. The authors recommend that future research use agreed-upon parameters for: age-at-surgery cut-offs, follow-up times, and outcome measures.

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