Comparing Single Case Design Overlap-Based Effect Size Metrics From Studies Examining Speech Generating Device Interventions

Chen, Mo; Hyppa-Martin, Jolene; Reichle, Joe; Symons, Frank J.

doi:10.1352/1944-7558-121.3.169

Cited by 38 publications

(14 citation statements)

References 113 publications

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“…In addition, effect sizes (percentage of data points exceeding the median [PEM]) were calculated for each variable to provide further information regarding the effectiveness of the VSM intervention. PEM as a method of analysis was found to be reliable with visual analyses (Ma, 2006) and has a relatively small confidence interval (Chen, Hyppa-Martin, Reichle, & Symons, 2016), which are two indicators of usability for single subject research. Scruggs, Mastropieri, Cook, and Escobar (1986) suggest that an intervention is highly effective if greater than 90% of the data exceeds the median, moderately effective when 70-90% of the data points exceed the median, and mildly effective when 50-70% of the data exceeds the median.…”

Section: Resultsmentioning

confidence: 98%

Video Self-Modeling to Treat Aggression in Students Significantly Impacted by Autism Spectrum Disorder

Sadler

2019

J Spec Educ Technol

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Research suggests that individuals with autism spectrum disorder (ASD) are at risk of exhibiting aggressive behaviors due to deficits in social communication and restricted and repetitive interests. Individuals with greater symptom severity and/or low cognitive abilities are at the greatest risk of developing aggressive behaviors that tend to be resistant to treatment. Additional research to treat persistently high rates of aggressive behaviors in this population is needed. Video self-modeling (VSM) is an evidence-based practice that has proven effective for individuals with ASD. This study implemented a VSM intervention with three middle school children significantly impacted by ASD who displayed aggressive behaviors using single case design with intersubject replication. Findings demonstrated that all three children decreased in aggressive behavior and maintained that decrease postintervention. Further educational implications are addressed on the use of VSM for addressing aggressive behaviors in children significantly impacted by ASD.

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Section: Resultsmentioning

confidence: 98%

Video Self-Modeling to Treat Aggression in Students Significantly Impacted by Autism Spectrum Disorder

Sadler

2019

J Spec Educ Technol

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“…Researchers assessed data consistency by examining the similar conditions across participants to assess the presence of patterns (Kratochwill et al, 2010). Researchers chose the Improvement Rate Difference (IRD) measure of effect size to further describe the data due to its ability to distinguish the scale of effect between two conditions (Chen et al, 2016). IRD was calculated using the IRD calculator from Single Case Research™ (Vannest et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism

Shurr

Bouck

Bassette

et al. 2021

Focus Autism Other Dev Disabl

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Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives—tangible representations of abstract concepts—has been found effective. In addition, promising research has emerged in the area of virtual manipulatives—virtual representations of abstract concepts—as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives.

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“…All the included SSED studies used descriptive statistics, with visual presentation of the data. Statistical calculation is recognized to be under used in SSED studies (Smith 2012), and as there is not yet an agreed standard effect size metric for this design (Chen et al 2016), it is unsurprising that none of the included studies provided effect size data. There are, however, some quantitative approaches for analysing SSED data that can complement visual analysis and offer significance testing.…”

Section: Included Studiesmentioning

confidence: 99%

Is speech and language therapy effective at improving the communication of adults with intellectual disabilities?: A systematic review

Wood

Standen

2021

Intl J Lang & Comm Disor

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Background: A significant proportion of adults with intellectual disabilities (ID) experience speech, language and communication difficulties which are associated with poor physical and mental health outcomes. Speech and language therapy (SLT) interventions are an important way to address these communication difficulties, yet there is limited available evidence to provide information about the effectiveness of the different approaches used for this heterogeneous group. Aims: To review the evidence available for the effectiveness of SLT interventions aimed at improving communication for adults with ID. Methods & Procedures: A systematic search across relevant databases was performed. Information on methodological details of each relevant study, along with descriptions of the SLT interventions employed, were extracted and the Crowe Critical Appraisal Tool (CCAT) was used to assess quality. Findings were discussed in a narrative synthesis grouped by target communication skill. Outcomes & Results: A total of 10 relevant studies met the inclusion criteria. These were predominantly interventions aimed directly at adults with ID to improve speech, increase augmentative and alternative communication (AAC) use and develop interaction skills, with one study addressing work with carers. The included studies were all rated as low quality. There is weak preliminary evidence that SLT input can improve the communication skills of adults with ID. Conclusions & Implications: There is insufficient evidence to draw strong conclusions about the effectiveness of SLT in this population. Further high-level evidence across speech, language and communication domains is urgently needed.

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Comparing Single Case Design Overlap-Based Effect Size Metrics From Studies Examining Speech Generating Device Interventions

Cited by 38 publications

References 113 publications

Video Self-Modeling to Treat Aggression in Students Significantly Impacted by Autism Spectrum Disorder

Video Self-Modeling to Treat Aggression in Students Significantly Impacted by Autism Spectrum Disorder

Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism

Is speech and language therapy effective at improving the communication of adults with intellectual disabilities?: A systematic review

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